1. Introduction to Applied Behavior Analysis

2. Quick Definition of Applied Behavior Analysis (ABA) Applied Behavior Analysis is a scientific study of behavior that uses descriptive and functional analysis to study antecedents and consequences in order to produce changes in behavior through environmental modifications

3. Facts about ABA Systematically describes, observes and measures behavior Focuses on choosing interventions that will change socially significant behavior Highly researched based practice Requires data during assessment and to support interventions Increases maintenance of skills Promotes generalization of skills Encourages independence of skills Can be uses across all settings, environments and people Takes into account each individuals needs during assessment of problem behavior and development of positive supports and interventions

4. More facts about ABA The “umbrella” or basis for many teaching and intervention strategies Works to decrease dependence on others Useful in a variety of settings (school, home, community, clinics, etc) Used to decrease inappropriate behavior and increase appropriate behavior Focuses on reinforcement verses punishment Manipulates the environment, not people Most effective when used consistently Applied to more then just people with autism, its an effective method for anyone and everyone!

5. Programs and Philosophies based on ABA TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children PECS (Picture Exchange Communication System) PRT (Pivotal Response Training) DTT (Discrete Trial Training) Incidental Teaching Positive Behavior Supports VBA (Verbal Behavior Analysis) *not an exhaustive list

6. Supports based on ABA Positive Behavior Supports –Visual Supports –Physical Structure of classroom –Social stories and Powercards –Token Reinforcement Systems Teaching Strategies –Errorless teaching –Prompts –Task Analysis –Video Modeling –Shaping –Fading Consequences/Interventions –Differential Reinforcement –Planned Ignoring –Response Cost Systems –Time out –Overcorrect/Positive Practice *not an exhaustive list

7. Overview of uses for ABA methods Increase positive, socially appropriate behavior Decrease negative, socially inappropriate behavior Teach new skills Maintain learned skills and behaviors Generalize behavior Control conditions in which interfering behavior could occur

8. Increase Positive, Socially appropriate behavior Examples of behaviors to increase –On task behavior –Answering questions –Social interactions –Direction following –Task completion –Arriving on time to class

9. Decrease negative, socially inappropriate behavior Examples of behaviors to decrease –Out of seat –Talking out of turn –Failure to turn in or complete assignments –Inappropriate social interactions (hitting, kicking, spitting, etc) –Stereotypic behavior (repetitive, non functional behavior (ex. hand flapping, rocking, spinning)

10. Teach new skills Examples of skills to teach –Functional Life skills –Communication skills –Social Skills –Interpersonal skills –Academic skills

11. Maintain learned skills and behavior Examples of how to teach maintenance of skills and behaviors –Self control –Self monitoring

12. Generalize behavior Examples of skills to generalize –Teach across multiple environments Ex. Teach to complete assignment in Resource Room AND in the General Education Classroom –Teach across multiple people, therapists, trainers Ex. Teach to respond to instruction given by speech therapist AND classroom teacher –Teach with multiple materials Ex. Teach to tell time to the hour on a Judy Clock AND on the classroom wall clock

13. Control conditions in which interfering behavior could occur Examples of controlling conditions –Desk arrangements –Seat placements –Visual Schedules –Warning or countdown to a new activity –Reinforce positive behavior before negative behavior has a chance to occur

14. Overview of steps to take to change behavior 1. Identify behavior to be changed 2. Define behavior (what does it look or sound like) 3. Determine where and when it is most likely to occur 4. Take baseline data –ABC (Antecedent, Behavior, Consequence) –Frequency count –Duration –Time sampling 5. Determine the function of the behavior –To get something (access, power, control, attention, etc) –To get out of something (escape, avoidance, etc) –Self Stimulation (stereotypic behavior, self injury) 6. Identify Positive Behavior Supports –What will you do to prevent the behavior 7. Identify Interventions (should be related to function) –What will you do when the behavior occurs –Ex. If the function is escape then time out is probably not the best choice 8. Take data after implementing PBS and Interventions 9. Analyze data to determine if the target behavior is increasing or decreasing 10. Modify PBS and interventions as appropriate PPT Credit given to: Amy Wilcox