1. Housekeeping Sign in with time. Only sign out as you leave. Cell phones easy to grab and silent Pick up your materials and put them in a folder

2. More…… Reply to Emails to let us know that you are receiving them. Honor each others suggestions. 45 second Rule No Side bars

4. EDSP Prepared by KATC (2010)

5. CULTURE OF AUTISM SOCIAL RELATEDNESS JOINT ATTENTION & RECEPROCITY COMMUNICATION Expressive deficits Problems with intent as well as means Receptive deficits Problems with meaning and processing SENSORY PROCESSING Integration and modulation of inputs DIFFICULTY WITH CHANGE Limited interests, repetitive behavior, rigidity COGNITIVE STYLE Organization Sequencing & planning attention & relevance abstraction & generalization

6. The Nuts and Bolts “2-Term Contingency” Behavior is controlled by it’s consequences For example Johnny hits because he gets attention for it, not because he is angry Mary flaps her hands because it feels good, not because she has autism Prepared by KATC January 2010

7. Behavior Intervention & ASD If mechanisms for behavior change are applicable across individuals despite their unique characteristics (e.g., autism, learning disabilities, mental retardation) What is special about ASD? Prepared by KATC (2010)

8. The Nuts and Bolts Behavior doesn’t happen in a vacuum “ The 3- term contingency” Antecedent-Behavior-Consequence Antecedent- Billy falls down Behavior- Billy Cries Consequence- Billy is held by the teacher Prepared by KATC January 2010

9. The Nuts and Bolts Antecedent Behavior Consequence Teacher hands Student a new worksheet Student slides out of desk onto floor Teacher talks to Student about his behavior for 2 minutes Teacher works independently for 10 min. Student blurts outTeacher increases proximity to the student Teacher says “ Computer time is over, time for math” Student runs to the hall Teacher puts student in Time out Prepared by KATC January 2010

10. A Closer Look How do consequences effect problem behavior? Reinforcement & Punishment Prepared by KATC January 2010

11. EBP Inventory Prepared by KATC (2010)

12. Antecedents If behavior is primarily maintained by its consequences why do we have to care about what happens before the behavior? Prepared by KATC January 2010

13. Behavior Intervention It is important to consider that for many individuals with ASD, problem behavior is a result of a lack of knowledge of “what to do” to most effectively access reinforcement. What types of things do we attempt to access in our daily lives? Prepared by KATC (2010)

14. Behavior Intervention This module will place a heavy emphasis on reinforcement-based interventions Recognition of behavior as communication and then teaching the “what to do” Prepared by KATC (2010)

15. Preference-assessment Any effective behavior change program starts with the identification of possible reinforcers Sometimes interventionists may take the view that a student did not respond to the delivered reinforcer, it might be more beneficial to take the alternative view that the interventionist may have failed to identify an effective reinforcer. Prepared by KATC (2010)

17. Getting Started: Review Prepared by KATC (2010)

18. A ntecedent Interventions Produce change through the arrangement of antecedent events to get the student in contact with reinforcement for desirable behavior Prepared by KATC (2010)

19. A ntecedent Interventions Setting clear behavioral expectations for all students Consider the individualized needs of learners when delivering expectations Prepared by KATC (2010)

20. A ntecedent Interventions Prepared by KATC (2010)

21. A ntecedent Interventions Prepared by KATC (2010)

22. A ntecedent Intervention Prepared by KATC (2010)

23. A ntecedent Interventions Prepared by KATC (2010)

24. A ntecedent Intervention Prepared by KATC (2010)

25. A ntecedent Intervention Prepared by KATC (2010)

26. A ntecedent Intervention Prepared by KATC (2010)

27. A ntecedent Intervention Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

28. A ntecedent Intervention Prepared by KATC (2010)

29. A ntecedent Intervention Prepared by KATC (2010)

30. A ntecedent Intervention Prepared by KATC (2010)

31. A ntecedent Intervention Prepared by KATC (2010)

32. A ntecedent Intervention Prepared by KATC (2010) (Cooper et al., 2007)

33. A ntecedent Intervention Prepared by KATC (2010)

34. A ntecedent Intervention Increasing the effectiveness of NCR Conduct a FBA to determine reinforcers maintaining problem behavior Identify powerful reinforcers Prepared by KATC (2010) (Cooper et al., 2007)

35. A ntecedent Intervention Increasing the effectiveness of NCR Combine with extinction procedures Withhold reinforcement briefly if interval ends at the same time as a problem occurs Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

36. C onsequent Interventions Prepared by KATC (2010)

37. C onsequent Interventions Prepared by KATC (2010)

38. C onsequent Interventions Prepared by KATC (2010)

39. C onsequent Interventions Using extinction effectively Withhold all reinforcers for the problem behavior Be consistent Consider using instructions (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

40. C onsequent Interventions Using extinction effectively Prepare for the the burst. Increase the number of opportunities to use extinction Do not use for extreme behaviors (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

41. C onsequent Interventions Prepared by KATC (2010)

42. Differential Reinforcement Reinforcement is delivered contingent on the occurrence of a behavior other than the problem behavior or the behavior occurring at a reduced rate & Withholding reinforcement as much as possible for the problem behavior (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

43. Differential Reinforcement Reinforcement is delivered contingent on the occurrence of a behavior other than the problem behavior or the behavior occurring at a reduced rate & Withholding reinforcement as much as possible for the problem behavior (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

44. Differential Reinforcement Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

45. Differential Reinforcement Prepared by KATC (2010)

46. Differential Reinforcement Prepared by KATC (2010)

47. Differential Reinforcement Prepared by KATC (2010)

48. Differential Reinforcement Prepared by KATC (2010)

49. Differential Reinforcement Prepared by KATC (2010)

50. Differential Reinforcement Using DRA/DRI effectively Selecting Behaviors to be Reinforced that: -Exist in the learner’s repertoire -Require equal or less effort than the problem behavior -Occur at a rate that will provide sufficient opportunities for reinforcement -Will be likely reinforced in the student’s natural environments Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

51. Differential Reinforcement Using DRA/DRI effectively Select reinforcers that are powerful and can be delivered consistently Consider what is doable? Reinforce alternate response immediately and consistently! Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

52. Differential Reinforcement Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

53. Differential Reinforcement Differential Reinforcement of Lower Rates of Behavior/Responding (DRL) Reinforcing talking out 10 times per hour instead of a previously established rate of 20 times per hour Asking “What time is it?” 6 times per 30 min instead of a previously established rate of 8 times per 30 min Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

54. Differential Reinforcement Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

55. Differential Reinforcement Differential Reinforcement of Lower Rates of Behavior/Responding (DRL) Advantage Behavior change can be addressed incrementally Disadvantages Attention given to problem behavior Not for use with SIB, and other potentially dangerous behaviors. Time consuming Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

56. Differential Reinforcement Using DRL effectively Use baseline data to select response limits Gradually thin the DRL schedule Provide feedback to the learners concerning their performance Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

57. Differential Reinforcement Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

58. Differential Reinforcement Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

59. Differential Reinforcement Interval DRO Reinforcement is delivered if NO occurrences of the behavior were observed during an entire time interval If the behavior occurs during an interval the interval is re-set and delays the delivery of reinforcement Prepared by KATC (2010)

60. Differential Reinforcement Example A third grade teacher determines a student’s response rate to be 6 times an hour; she sets her DRO interval at 5 min If the student exhibits the response during the interval, the timer was re-set for another 5 minutes If the student did not exhibit the response then the student earned 2 min of free play Prepared by KATC (2010)

61. Differential Reinforcement Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

62. Differential Reinforcement Using DRO effectively Set intervals to assure frequent reinforcement Avoid delivering reinforcement at the same time as other problem behaviors are occurring Gradually increase DRO intervals Prepared by KATC (2010)

63. Big bang theory clip Prepared by KATC (2010)

64. Delivering Reinforcement Primary/unconditioned reinforcers Secondary/Conditioned reinforcers Token economies Prepared by KATC (2010)

65. Token Economies Three components A list of target behaviors Tokens are delivered for emitting target behaviors A menu of back up reinforcers Prepared by KATC (2010)

66. Token Economies Develop an understanding of cause and effect for behavior. Measure occurrence of appropriate behavior. Allow for visual feedback on progress for child. Reminds adults to reinforce appropriate behavior. Provides motivation for child to see his/her progress. Prepared by KATC (2010)

67. Token Economies Using token economies effectively Select durable tokens Consider student’s interests in token boards Deliver tokens immediately Use powerful reinforcers Prepared by KATC (2010)

68. Token Economies Using token economies effectively Teach the system Initially, deliver tokens on a dense schedule for low demand responses Gradually increase demands Prepared by KATC (2010)

69. Functional Communication Training A special form of DRA FCT is a systematic practice to replace inappropriate behavior or subtle communicative acts with more appropriate and effective communicative behaviors When using FCT, teachers/practitioners analyze the problem behavior to determine what the learner is trying to communicate Prepared by KATC (2010) Franzone, E. (2009). Overview of functional communication training (FCT). Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin.

70. Functional Communication Training Why do you think FCT is such a powerful intervention for students with ASD? Prepared by KATC (2010)

71. Functional Communication Training What types of things do students with ASD communicate via problem behavior? ‘Hi, notice me” “I need help” “ I don’t want that” “What is that” “I want that one” “Something’s wrong” Prepared by KATC (2010)

72. Functional Communication Training Reinforcing the student saying help, instead of screaming when the computer freezes Reinforcing handing a picture card to a peer requesting a toy instead of grabbing it Prepared by KATC (2010)

73. Functional Communication Training Advantages Dramatic decrease in challenging behavior Increases communication Social validity Gains that generalize Gains that last Disadvantages High rates of recruitment for reinforcement Request may occur at inconvenient times Extinction may produce undesirable effects Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

74. Functional Communication Training Implementing FCT effectively Complete an FBA Identify a replacement communicative response Teach the new response through prompting Prepared by KATC (2010)

75. Functional Communication Training IDENTIFY REPLACEMENT COMMUNICATIVE RESPONSE Consider form used in current repertoire Should be more effective and efficient than problem behavior Should be understood by others Your data will determine if the form that was selected is working Prepared by KATC (2010)

76. Functional Communication Training Forms Function Gestures Signs Words Picture systems Objects Technology Requests/mand Prepared by KATC (2010)

77. REMEMBER The FUNCTION of the communication stays the same, the FORM changes More than one behavior may serve the SAME function One behavior may have SEVERAL functions Change the FORM of the behavior not the function Prepared by KATC (2010) Functional Communication Training

78. Implementing FCT effectively Use a dense schedule of reinforcement Limit your use of verbal prompts Combine with other behavior reductive techniques Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

79. Functional Communication Training Implementing FCT effectively Use a dense schedule of reinforcement Limit your use of verbal prompts Combine with other behavior reductive techniques Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

80. Functional Communication Training Implementing FCT effectively Thinning Reinforcement Consider presenting reinforcement on an interval schedule during instruction. Once the communicative response is established, gradually increase the intervals. Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

81. Prepared by KATC (2010)

82. Social convention Greeting others, responding to one’s name Attention to Self Getting the attention of others, showing off Reject/ Protest Rejecting non-preferred items, indicating no Request an object Requesting access to preferred objects or activities Request an action Requesting assistance with a task Prepared by KATC (2010)

83. Request information Requesting the name of an object, requesting clarification Comment Alerting a communication partner to some relevant aspect of environment Choice making Choosing between two or more alternatives Answer Indicating yes or not to a question Imitation Imitating a head nod for yes or no Prepared by KATC (2010)

84. Punishment Procedures Using Punishment Procedures Punishment procedure should only be used when other methods have failed (Iwata, 1988) Unfortunately, they are often the first intervention employed in some educational contexts Prepared by KATC (2010)

85. Punishment Procedures Types of Punishment Procedures Reprimands Response Interruption/Redirection (RIR) Response blocking Time out Response cost Overcorrection Contingent exercise Prepared by KATC (2010)

86. Punishment Procedures Problems associated with punishment-based procedures Social acceptability Doesn’t teach appropriate responding Collateral effects on responding Prepared by KATC (2010)

87. Punishment Procedures Problems associated with punishment-based procedures Modeling of undesirable behavior Aggressive responses to aversive events Overuse of Punishment Prepared by KATC (2010)

88. Punishment Prior to implementing any punishment procedures, there must be data documenting attempts at behavior change using less intrusive procedures The determination to use punishment procedures should be made by an intervention team involving input from parents Procedural fidelity and student responses should be monitored using continuous data collection Prepared by KATC (2010)

89. Reprimands The delivery of a reprimand immediately following a problem behavior “In spite of the widespread use of verbal reprimands in an effort to suppress problem behavior, surprisingly few studies have examined the effectiveness of reprimands as punishers” Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

90. Response blocking Physically intervening as soon as a person emits a problem behavior to prevent or block the completion of the response Often used to address chronic and automatically reinforced behaviors The response is blocked using the least intrusive prompt Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007)

91. Response Interruption/Redirection A procedure that combines Response blocking and Differential Reinforcement Often used as a treatment for automatically reinforced behaviors Prepared by KATC (2010)

92. Response Interruption/Redirection During the FBA the target response to be blocked/interrupted is identified as well as an alternative response. Once the response block is provided the participant is immediately prompted to engage in a competing response using a least to most prompting hierarchy Prepared by KATC (2010) (Cooper, Heron, & Heward, 2007: NPDCA. 2009)

93. Response Interruption/Redirection Verbal or physical blocking can be used Student engages in “video talk” Teacher says” What color is your shirt” Student says “Blue” Teacher delivers praise Prepared by KATC (2010)

94. Response Interruption/Redirection Verbal or physical blocking can be used Student engages in “hand-mouthing” Teacher blocks Teacher prompts student to move to the cabinet and request for an edible Prepared by KATC (2010)

95. Response Cost A loss of a specific amount of reinforcement occurs contingent on the occurrence of a problem behavior Fines Combined with Positive Reinforcement Prepared by KATC (2010)

96. Response Cost Benefits of using Response Cost combined with Positive Reinforcement Students do not have to lose all of their tokens Students have opportunity to earn new tokens (Ensuring a reinforcement reserve) Prepared by KATC (2010)

97. Time Out Time out from positive reinforcement The withdrawal of the opportunity to access reinforcement or the removal of a reinforcer for a specified time, contingent on the occurrence of a problem behavior Prepared by KATC (2010)

98. Time Out Though the use of time out with children seems prevalent in many contexts, the reality is that it is a punishment procedure and therefore, subject to the same cautions In addition, if incorrectly applied (for escape maintained behaviors) it may strengthen problem behavior Prepared by KATC (2010)

99. Time Out May be less appropriate for students with ASD Consider that many students with ASD may find academic demands challenging, sensory input overwhelming, and a lack of understanding social cues frustrating. These students may actually find a removal from educational contexts to be reinforcing Prepared by KATC (2010)

100. Time Out In addition, some students with ASD may find time out an opportunity to engage in automatically reinforced behavior/stereotypy Again, making time out reinforcing and possibly strengthening problem behavior Prepared by KATC (2010)

101. Time Out For example: Mica walks into the gym with his class. He is overwhelmed by the loud noises and melts down. The teacher removes the student to the hallway for a brief 3 minute time out. The students learns quickly that the fastest way to get out of gym is to meltdown “Smart kid, huh” Prepared by KATC (2010)

102. Time Out So again Time out from reinforcement should be considered only after other interventions have failed (and the data show it) A thorough FBA should be conducted and positive reinforcement (attention, tangible) should be identified as the function Parents should be involved in the decision to use time out Prepared by KATC (2010)

103. Time Out Non-Exclusionary Individual is not physically removed from the time-in setting Planned ignoring Withdrawal of a specific reinforcer Contingent observation Prepared by KATC (2010)

104. Time Out Exclusionary Student is removed entirely from the environment for a specified period Very difficult to implement accurately & effectively in school settings Prepared by KATC (2010)

105. Time Out Considerations The “time-in” environment must be reinforcing All relevant parties must be informed of the behaviors leading to time out Prepared by KATC (2010)

106. Time Out Considerations Keep time out periods brief (2 to 10 min) Clearly define exit criteria (exit should not be based solely on the passage of time but on an improved behavioral condition) Prepared by KATC (2010)

107. Time Out Considerations Obtain permission before using it Apply it consistently Evaluate effectiveness Prepared by KATC (2010)

108. Time Out Again, only when less intrusive procedures have failed should time out be used This should involve documentation of the previously conducted interventions Prepared by KATC (2010)

109. Overcorrection Behavior reduction tactic in which contingent on the occurrence of problem behavior the student is required to engage in effortful behavior related to the problem Restitutional ( repair the damage caused by the problem behavior and then some) Positive practice (repeated practice of correct response or response incompatible with problem behavior) Prepared by KATC (2010)

110. Contingent Exercise Person is required to perform a response that is not topographically related to the problem behavior “Drop and give me 20” Prepared by KATC (2010)

111. Parting shots The success of any behavior change program is hinged on the accurate identification of reinforcers through FBA And careful monitoring via continuous data collection and the graphing of that data Prepared by KATC (2010)

112. Parting shots How do I select a behavior intervention? Consider data from the FBA Consider team and parent input Consider interventions that teach new skills Consider the least intrusive intervention for the student and teacher? Consider the difficulty in conducting the intervention? Prepared by KATC (2010)

113. EBP Inventory Prepared by KATC (2010)