Applied Behavior Analysis for Educational Settings Christopher Ewing, MS Behavior Intervention Consultant Arkansas Department of Education

Training Overview Stages of Learning Errorless Learning Prompting and Prompt Fading Discrete Trial Training Precision Teaching & Fluency Training Verbal Behavior Incidental Teaching Chaining Shaping www.acc.k12.ar.us/BEHAVIOR

Stages of Learning Acquisition Mastery/Fluency Generalization Maintenance

Errorless Learning A procedure that reduces the chance of incorrect responses Makes use of prompts and prompt fading to reduce incorrect responses Reduces potential of learning incorrect responses

Prompts Prompts increase the effectiveness of teaching by decreasing the likelihood of incorrect responses. Types of Prompts Physical Prompts Visual Prompts Verbal Prompts

Physical Prompts Physically guiding the student Hand-over-hand Use the least force needed to ensure correct response Never physically force the child’s movement Effective for teaching motor skills

Visual Prompts Visual cues to ensure correct response 4 types of visual prompts Gestural Picture Model Positional

Verbal Prompts Verbal instructions Words or phrases Can include sign language

Prompt Fading General Guidelines Determine how the prompt will be faded before you start fading. Must be done in an orderly manner. Begin fading when correct responding averages 80% correct. Delay prompt 2-3 consecutive incorrect responses return to the last prompt level that the student was successful

Prompt Fading Physical Prompts Reduce the force of grip Light touch Shadowing or change position of prompt

Prompt Fading Visual Prompts

Prompt Fading Visual Prompts

Prompt Fading Visual Prompts car cat dog

Prompt Fading Visual Prompts dog car cat

Prompt Fading Visual Prompts cat dog car

Prompt Fading Visual Prompts car dog cat

Prompt Fading Visual Prompts car cat dog

Prompt Fading Gestural Prompts Trainer Student

Prompt Fading Gestural Prompts Trainer Student

Prompt Fading Gestural Prompts Trainer Student

Prompt Fading Gestural Prompts Trainer Student

Prompt Fading Positional Prompts Trainer Student

Prompt Fading Positional Prompts Trainer Student

Prompt Fading Positional Prompts Trainer Student

Prompt Fading Positional Prompts Trainer Student

Selection-Based Imitation Used to teach receptive language Sequence of Implementation Linear configuration Ensure attending Field expansion Strengthen scanning and increase field size Linear configuration/different positions Solidify scanning and prevent positional responding Two steps Increase flexible scanning and increase attention Transfer to receptive labeling “Do this.” is changed the label of the item Gestural prompt is gradually faded Response comes under control of verbal label of item

Selection-Based Imitation Linear Configuration Trainer “Do this.” Student

Selection-Based Imitation Field Expansion Trainer “Do this.” Student

Selection-Based Imitation Linear Configuration/Different Positions Trainer “Do this.” Student

Selection-Based Imitation Linear Configuration/Different Positions Field Expansion Trainer “Do this.” Student

Selection-Based Imitation Non-Linear Configuration Trainer “Do this.” Student

Prompt Fading Verbal Prompts Shorten the instruction Shorten the word Give beginning sounds

Discrete Trial Training A structured way of teaching Each trial has a clear beginning and ending Trials are distinct and succinct A trial is one set of instructions Instruction Response Consequence

Discrete Trial Training Components Presentation of Materials Instructions Prompting Delivery of Consequences

Discrete Trial Training Presenting the Materials Materials are ready and organized Unnecessary items are removed from area Materials and reinforcers are accessible to trainer Items must be randomized each trial

Discrete Trial Training Randomization of Items Trainer Student

Discrete Trial Training Randomization of Items Trainer Student

Discrete Trial Training Randomization of Items Trainer Student

Discrete Trial Training 5 Components of Effective Instructions Clear and easily identifiable Appropriate for the task Consistent for new tasks Uninterrupted Gain student’s attention

Delivering Consequences Correct Responses Initially reinforce all correct responses Once prompts are faded, use praise only to signal correct prompted responses

Delivering Consequences Incorrect Responses Do not use “No, no” prompt Remove materials If prompt has been faded, do not prompt after first incorrect response Present materials and instruction Reinstate last successful prompt after 2 incorrect responses

Discrete Trial Training Practice

Precision Teaching A fluency based set of methods and practice procedures which adjust curricula for each student to maximize learning

Precision Teaching Examples of Success Students at Malcom X College made 2 grade level gains in 16 hours of instruction (Johnson & Layng 1994) Sacajawea Elementary students gained 20-40 percentage points within 3 yrs. on standard achievement tests (Beck & Clement 1991) Morningside Academy offers 2 money back guarantee for program Students will progress 2 grade levels each year Time on task will increase from 1-3 min. to 20 or more minutes (Johnson & Layng 1994) Have not refunded any monies to date

Precision Teaching Key Features The learner knows best Uses frequency for measurement Daily charting on the Standard Celeration Chart Focused instruction and practice on directly observable behavior

Precision Teaching Benefits Frequency of response is the basic unit of measurement Free operant responding Emphasizes teaching sequentially Instructional decisions are data based Multiple instructional techniques can be utilized

Precision Teaching 5 Steps Select a Task Set an Aim Count and Teach Develop a Learning Picture Decide What to Do

Precision Teaching Select a Task Countable The movement must be observable and measurable Counting Period Consistent At least 8-10 movements Correct/Incorrect Pair Define correct and incorrect movements Count both correct and incorrect movements for each counting period Learning Channel Input and Output Multiple learning channel sets for each skill Hard-To-Do Goal is to teach a new skill

Precision Teaching Learning Channels INPUT See Hear Touch Think OUTPUT Say Write Touch Sign Reach Press Mark Point Match

Precision Teaching Learning Channels Sample Learning Channel Sets See/Write See/Say Think/Do Hear/Write Think/Write Hear/Sign See/Match SeeHear/Touch

Precision Teaching Set an Aim Strategy 1 Use component skill frequencies 1.5 to 2.0 times greater than composite skill Ex. Writes 120-160 digits/minute Aim for multiplication facts = 80/mintue Strategy 2 Ratio between teacher and student Adult Skill Rate = Student Skill Rate Adult Tool Rate Student Tool Rate 80 = X = 40/minute 100 50 Ratio between fluent student and student

Precision Teaching Aims Movement Learning Channel Set Frequency Math See/Write 60-90 Digits/Minute Spelling Hear/Write 15-25 Words/Minute Handwriting See/Write 125 Letter/Minute Reading See/Say 90-140 Words/Minute

Precision Teaching Fluency for Children with Autism Do Say Write Touch Hear 35-50 40-60 70-90* 40-60** 35-40 See 35-50 55-70 80-100* 40-60** 30-35 *Syllables per minute **Digits/letters per minute Frabizio/Moors Consulting

Precision Teaching Count and Teach Count correct and incorrect movements Teach Materials Prompting Consequences for correct and incorrect movements Practice

Precision Teaching Develop a Learning Picture Daily charting Draw expected celeration line (minimum celeration line) 3 consecutive days below line change teaching strategy

Precision Teaching Decide What to Do Slice Back A smaller movement of the original movement Error rate is higher than correct rate Step Back A movement that is easier than the original movement Change the Counting Period When endurance is an issue Duration should equal real life Change the Aim Set a temporary aim lower than the final aim Gradually increase the aim as each temporary aim is met

Precision Teaching Standard Celeration Chart Standard charting conventions Multiply/Divide Advantages of multiply/divide 1 response/1000 minutes 1000 responses/minute

SCC Calculating the Record Floor Record Floor equals 1/Number of Minutes 1 Minute Timing = 1 5 Minute Timing = 1/5 = 0.2 10 Second = 6 60/10 = 0.17 1/0.17 = 6 1 Number of Minutes Record Floor =

SCC Minimum Celeration Line Draw aim star Complete three days of baseline Draw start mark Draw mark at day two at the median frequency for the three days Draw line If frequency falls below minimum celeration line for 3 consecutive days, change programming or set new aim with new minimum celeration line.

SCC Charting Data Count the number of correct and incorrect responses per given timing A pass or skip is counted as an incorrect Self corrected responses are counted as a correct and an incorrect response Draw the record floor Chart data

SCC Charting Data PRACTICE 1-minute timing 5 correct and 3 incorrect

5 Correct 3 Incorrect 1-Minute Record Floor

20 Per Minute 5 3

SCC Charting Data PRACTICE 30-second timing 5 correct and 3 incorrect

Record Floor = 1/time in minutes

x 3 Per Minute

5 Per Minute x

3 Per Minute

5 Per Minute 3 Per Minute

30 Second Record Floor 1 Minute Record Floor 5 Minute Record Floor

SCC Drawing Celeration Lines Quarter Intersect Method 1. Divide the frequencies into four equal sections. 2. Find the median frequency for each half. 3. Mark where the median frequencies for each half crosses the 1st and 3rd quarter intersect lines. 4. Draw a line connecting the marks on the 1st and 3rd intersect lines.

SCC Celeration Values Draw celeration line Mark where celeration line crosses a Sunday line Draw a dashed line from Sunday mark to the next Sunday mark Measure celeration using rate finder

Draw Celeration Line

Sample SCC See/Write Addition Think/Write Name Precision Teaching Sample SCC See/Write Addition Think/Write Name

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Fluency The fluid combination of speed and accuracy that characterizes competency, mastery, and expert performance (Binder, 1988).

Fluency Training Benefits REAPS Retention Endurance Application Performance Standards Stability Over Time

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Mean Averages for Retention Checks Participant 1 % Correct Duration (Seconds) Accuracy-Only 86 13 Fluency Training 98 7

Mean Averages for Retention Checks Participant 2 % Correct Duration (Seconds) Accuracy-Only 76 11 Fluency Training 100 10

Fluency Training Big 6+6 Big 6 Big 6+6 Fluency Aims Reach Grasp Touch Point Release Place Big 6+6 Pull Squeeze Shake Push Tap Twist Fluency Aims In isolation 200-300 movements/minute As a compound 100-120 movements/minute

Verbal Behavior Topographic Response Selection Response Spoken Sign PECS

Verbal Behavior Mand Tact RFFC A request for a reinforcer Verbal response to non-verbal stimulus RFFC Receptive by Function, Feature, and Class Classification

Incidental Teaching Promotes generalization Teaching in the natural environment Must be programmed

Chaining Backward Chaining Forward Chaining Whole Task Chaining

Shaping Successive approximation towards a terminal behavior.