1. Applied Behavior Analysis
(ABA)
Danielle Chryssikos, BCBA
Jackson Public Schools

2. What is ABA?
“… the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior to a meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement in behavior.” (p. 14, Cooper, Heron, and Heward (1987).

3. ABA
The principles make meaningful changes in people’s lives through researched procedures that have been demonstrated to be successful.
The principles are enjoyable for the learner
Through proper reinforcement and motivation the learner exhibits appropriate behavior

4. ABA Continued Based on empirical research
Includes measurements of behavior and direct observation
Utilizes positive reinforcement
Utilizes antecedent interventions

5. Principles and Methods of ABA
Motivation
Reinforcement
Shaping
Prompts
Modeling
Verbal Behavior

6. Principles and Methods of ABA
Picture Exchange Communication System (PECS)
Task Analysis and Chaining
Token Economy
Activity Schedules

7. Principles and Methods of ABA
Functional Assessment and Analysis
Antecedent-Based Intervention
Positive Behavior Support
Generalization and Maintenance

8. Motivation It is individually determined Important component of ABA
Can change from moment to moment
Also called “establishing operation” or “motivational operation”
it evokes a particular response
Helps us understand why a learner engages in a certain behavior

9. Reinforcement
Involves systematic and immediate delivery of a consequence (following a behavior)
Increases likelihood that the behavior will happen again
Positive Reinforcement

10. Positive Reinforcement
Reinforcers are events which increase the likelihood of the target behavior occurring again
An object takes on the value of a reinforcer only if it increases the behavior that it follows.
What is reinforcing for one child may not be reinforcing for another
Do not assume that something will be reinforcing
Only determined by testing the effect of the potential reinforcer on the child’s behavior

11. Types of Reinforcers Tangible Reinforcers Reinforcing Activities
Edibles
Material
Reinforcing Activities
Time with a game or toy
Use of the computer
Social Reinforcers
Smiles, hugs, verbal recognition
Natural Positive Reinforcement

12. Golden Rule for Selecting Reinforcers
Any selected reinforcers should not cost a lot of money, should not take a lot of time, and should be natural, whenever possible.
Expensive, highly artificial, or time consuming reinforcers will not be used consistently or frequently.

13. Effective Use of Reinforcement
Immediacy
Consistency
Pair reinforcement with verbal praise
Schedule of reinforcement
Type of reinforcer
Quality and quantity of reinforcer
Who provides the reinforcer

14. Summary of Reinforcement
Focus on the learner’s behavior:
If the behavior increases after the reinforcing item is removed or given, then it is reinforcement
If the learner consistently behaves in ways that result in obtaining items then it is positive reinforcement

15. Shaping Example: shaping vocal approximations
It is a way to reinforce improvement in behavior
Used gradually to teach the student how to complete a task
Over time the instructor reinforces behaviors that are closer to the target behavior
It decreases frustration from the learner because the learner receives feedback that they are completing the task properly
Example: shaping vocal approximations

16. Prompting
Extra cues or hints that help the learner to know what to do in a particular situation
Prompts increase the likelihood that a student will make the correct response
The goal of any prompt is to teach so that the prompt can be faded and the student is independent at the target skill

17. Types of Prompts Physical Prompt (hand over hand)
Gestural prompt (pointing)
Modeling (demonstration)
Visual prompt (a picture)
Textual prompt (written instruction)
Verbal prompt (statement)

18. Modeling
Any antecedent (before the behavior) stimulus that is identical in form to the behavior
The student imitates the model
It is a type of prompt
A model can help teach complicated skills
The model does not have to be physically present, it can be a video
It is learning through observation

19. Verbal Behavior Focuses on the function of language
Includes any communicative attempts
It classifies language that is useful and practical
It is a framework for thinking about language development

20. Verbal Behavior Components
Echoic – imitating a sound, word or phrase
Mand – making a request or demand
Tact – labeling something in the environment
Intraverbal – back and forth conversation

21. Picture Exchange Communication System (PECS)
Picture based system for students with social communication deficits
Alternative communication system that uses pictures
Has six phases that utilizes ABA principles

22. Task Analysis and Chaining
Task Analysis is breaking a complex skill into smaller, teachable units
Chaining is the procedure used to teach the task analysis
Chaining can be forward or backwards
Forward chaining is teaching the skill by starting and prompting the student through the beginning of the chain and providing reinforcement once the chain is complete
Backward chaining is teaching the skill by prompting the student to complete the last task in the chain first and then provide reinforcement

23. Token Economy Makes use of secondary reinforcers
Can be comprehensive and positive motivational systems
Delays the delivery of reinforcement
For example, implementing a token system to motivate a student to remain seated for a certain amount of time by having the student earn a token for smaller increments and then once they receive the tokens needed, can purchase a preferred item
Example: if a student keeps his hands to himself for a certain amount of time, he can earn a token. After five tokens, he can earn a video for 2 minutes.

24. Activity Schedules
Utilized to teach students appropriate ways to use their down time and leisure skills
Promotes independence
Promotes choice making
Should be utilized for mastered skills, such as completing a puzzle
Preparation of materials is the key to its success

25. Activity Schedules cont’d
Students need prerequisite skills to complete:
ID pictures
Matching identical objects
Matching picture to object
Accepts guidance
Obtain materials from different locations

26. Activity Schedules cont’d
Five steps in an activity schedule:
Turning a page
Pointing to the picture
Obtain the material
Complete the activity
Put away the materials

27. Functional Assessment
Functional Assessment comprises of finding out why a behavior is occurring (the function)
Indirect Methods
Rating Scales (MAS)
Interviews
Descriptive Assessment
Direct Observation (ABC Chart)
Functional Analysis

28. ABC’s of Behavior
Antecedent (setting event)-the situation(s) which are associated with a behavior’s presentation.
Behavior-Choosing and defining the behavior.
Consequence-The situation(s) which followed the behavior.

29. A=Antecedent Goal: Describe the setting that was in place when the behavior started
When did the behavior start?
Who was there when the behavior started?
Where did the behavior occur?
What activity was the child doing before the behavior started?
Where were you and what were you doing when the behavior started?
Was anything said the to child just before the behavior started?
Were there any signs of change in the child’s health status?
Were there any changes in routine, schedule or environment?

30. B=Behavior Goal:Specifically define the behavior.
Come up with good operational definition of the behavior.
Be sure that the definition describes the behavior in the order in which it occurred.

31. C=Consequences Ask yourself, “What happened after the behavior started
Describe exactly what happened immediately after the behavior started.
How did you (or other people) react? Try to record exactly what was said.
Did you reprimand the child?
Did you ignore him?
Did you walk away?
Did you ask why he did that behavior?
What did the child do in reaction to any consequences?
Did the screaming get louder when you reprimanded the child for the outburst?
Did he begin to throw things, or sit quietly and mutter to himself?
Did the incident result in any longer term consequences?
John was told he could not go outside to his friend’s house because of the tantrum he had in the morning.

32. ABC Summary Specify the behavior Measure the behavior: Before
Identify the A-B-C pattern
Change consequences
Identify a better consequence
Encourage alternative behaviors
Change antecedents
Continue to measure the behavior: After

33. What is behavior?
Anything a person say or does that can be observed by others
3 Components of behavior
Observable
Measurable
Specific

34. Form vs. Function Form-What the behavior looks like
Function: Why the behavior happens
A behavior with the same form may have different functions
A behavior with many forms can serve the same function

35. Identifying Problem Behaviors
Behaviors that interfere with learning
Behaviors that interfere with skills already mastered
Behaviors that are disruptive to the family or harmful to the child

36. Common situations that can lead to behavior problems
Demands
Difficult tasks
Non-reinforcing tasks
Boring tasks
Long, tedious tasks
May be caused by any demand, or a specific direction

37. Common situations Unstructured time Transitions Play/recreation time
Break time
In-between time
Transitions
From one activity to another
From one situation to another
From one setting to another

38. Common Situations
Changes in how materials or instructions are presented
Changes in routine
Changes in daily activities
Omitting an activity
Presenting in a different order
Adding a new activity

39. Common Situations Non-preferred environmental characteristics
Close physical proximity to others
High noise level
Uncomfortable chair, etc
Previous Learning History
Previous negative experience with task
Previous negative experience with person

40. Functional Analysis
Functional Analysis is testing the hypothesis of the function of a behavior by creating various situations to test the functions

41. Functions of Behaviors Answers the question why
Attention-seeking
Escape/Avoidance
Self-stimulation
Tangible
Communication

42. Attention Seeking Function-To get your attention
Does this behavior occur when he/she is talking to other persons in the room?
Does this behavior occur whenever you stop attending to him/her?
Does this child seem to do this behavior to upset or annoy you when you are not paying attention to him?
Does she seem to do this behavior to get you to spend some time with her?

43. Attention Seeking Why? Insufficient competing reinforcement
Not enough social attention
Lack of appropriate response

44. Attention Seeking What can be done?
Withhold or remove reinforcement
Planned ignoring
Timeout

45. Escape/Avoidance Function-To avoid aversive stimuli
Does this behavior occur following a command to perform a difficult task?
Does this behavior occur when any request is made of the child?
Does the child seem to do this behavior to upset or annoy you when you are trying to get him/her to do what you ask?
Does this behavior stop occurring shortly after (1-5 minutes) you stop working with him/her?

46. Escape-Avoidance Why? Task is too difficult Task is too easy
Task not reinforcing
Fear of situation
Lack of appropriate response

47. Escape/Avoidance What can be done?
Teach replacement skills such as teaching student to ask for a break
Teach student to ask for a task that is easier
Environmental change: modify the work program, make it easier, or more fun
Establish motivation so student wants to stay on task

48. Self-Stimulation Function-Something intrinsically motivating
Would this behavior occur if the child was left alone for long periods of time?
Does this behavior occur repeatedly, over and over, in the same way?
Does it appear to you that he/she enjoys performing this behavior and would continue even if no one was around?
When this behavior is occurring, does the child seem unaware of anything else going on around him/her?

49. Self-Stimulation Why? Lack of structure, boredom
Lack of play/leisure skills
Limited behavior repertoires
Block out sensory input

50. Self-Stimulation What can be done?
The sensory consequence is masked or removed
Ex. Banging desk, so you pad the desk
Find a replacement behavior that satisfies the sensory need, but in a more appropriate way

51. Self Stimulation Assessment procedure for extinction
Appropriate only for behaviors that are maintained solely by sensory consequences, that is the behaviors are enjoyable for their own sake
Ensure the behavior is not maintained by socially mediated consequences
Explore antecedents as well as consequences
Assess through direct observation the behavior and the sensory feedback it produces
Tactile, Auditory, Visual, etc.

52. Tangible Function-To get a specific response or item
Does this behavior occur after being told that he/she can’t have an item that he/she wants?
Does this behavior occur when you take away a favorite toy or food?
Does this behavior stop occurring shortly after you give the child the item that he/she requested?
Does this behavior seem to occur when the child has been told that he/she can’t do something he/she wants?

53. Obtain Tangible Why? Lack of appropriate communication response
Inability to delay gratification

54. Tangible What can be done?
Teach student a replacement behavior such as asking for preferred items (manding)
Set up reinforcement schedules
Token system
Visual cues

55. Positive Behavioral Supports
Teaches new skills so problem behavior is not needed
Changes the environment to better fit the individual
Ignores the behavior (if not dangerous)
Substitutes constructive activity

56. Characteristics of Positive Behavioral Support
Assessment based and hypothesis driven
Emphasizes skill building and environmental changes as major strategies
Broadened view of intervention success
Process oriented, focusing on long-term solutions and not ”quick fixes”

57. Positive Behavior Supports
Looks for the triggers of challenging behaviors
Antecedent variables-things that happen before the behavior
Setting events-things that may increase challenging behaviors
Sleep
Medicines
Food

58. Setting Events Contextual Variables Weather Temperature
Density of people in environment
Activities/tasks
Physical surroundings

59. Setting Events Continued
Ecological strategies
Choice
Engaging tasks
Task variation
Response effort
Predictability of events

60. Setting Events, What you can do
Change the sequence of the routine
Alter seating arrangements
Provide time to rest
Allow time to calm down if the student arrives agitated
Alter nature of interactions with student
Modify/adapt instruction or materials
Increase access to preferred items

61. Setting Events Continued
Reduce direct demands
Increase praise
Increase attention
Change tone of voice
Provide choice of learning activities
Vary seatwork activities
Break down work tasks into small units

62. Setting Events Continued
Slow the pace of instruction
Use errorless learning strategies for teaching new skills
Intersperse complex tasks with easy ones
Provide preferred activities
Increase student control by giving choices
Increase available materials and activities

63. Positive Behavior Supports
Teaches communication
Teaches children ways to ask for praise
Teaches children how to communicate when they are frustrated
Teaches children how to ask for help

64. Positive Behavior Supports
Develops new skill building
Self-monitoring
Self-reinforcemnt
Asking for things in a positive way
Building tolerance for reward delay

65. Positive Behavior Supports
Appreciates positive behaviors
Reinforcement increase behavior
Reinforcement should be consistent, understood, something that the person finds desirable
Positive reinforcement provides something desired to a person after appropriate behavior is demonstrated
Reinforcers can be natural, edible, tangible or social

66. Positive Behavior Supports
Catch them being good
Children with challenging behaviors often receive more corrections everyday than rewards
Repeated patterns of misbehavior followed by punishment leads to more severe behaviors
When this cycle is broken, and the child has enough successes under their belt, behavior gradually improves

67. Example Positive Behavioral Supports
Token Boards
Positive Reinforcement
Social Stories
Relaxation techniques
Use of visual cues such as first/then boards, picture schedules
Communication systems/training
Modification of instruction

68. Replacement Behaviors
Identify Why the behavior is occurring
Think about what can be increased that will make the interfering behavior
Irrelevant: doesn’t work, has no purpose
Inefficient: doesn’t work as well as a more appropriate behavior

69. Replacement Behaviors
Based on the target behavior definition, choose a replacement behavior that
States what the student is to do
Is something the student can do or learn to do
Is a behavior that is supported by the natural environment

70. Attention Seeking Replacement Behaviors
Teach student to gain attention appropriately:
Raise hand
Tap shoulder
Calling name

71. Escape/Avoidance Replacement Behavior
Teach student to ask for a break
Teach student to ask for a task that is easier
Teach student to ask for help
Teach student how to follow or create a picture schedule
Teach student relaxation techniques

72. Self-Stimulation Replacement Behaviors
Find a replacement behavior that satisfies the sensory need, but in a more appropriate way
Example: Student rocks back and forth. Student is brought to the sensory swing at specified times of day to reduce the rocking. Student learns to ask for swing at times when needed

73. Tangible Replacement Behaviors
Teach student a replacement behavior such as asking for preferred items (manding)
Teach student how to wait for an item
Teach student to understand and accept “no”

74. Measuring Behavior Ways to record
How many times-frequency
Bobby hit another child 11 times during a play group
How long-duration
Sarah takes an average of 90 minutes to dress in the morning
Intensity
If child talks too loudly (4=much too loud, 3=too loud, 2=a little loud, 1=just right)
Fast talk, slow movements, sloppy writing

75. Record Keeping Summary What to observe
Select the behavior problem
Specify the behavior exactly so that the members to the family can agree on whether the behavior occurred or not.
Write down the behavior.

76. Record Keeping How to observe
Decide whether to count how many or how long (or both).
Ask the question: Will counting “how many” show me if I’m reaching my goal?

77. Record Keeping When to Observe
If the behavior is infrequent, observe all day.
If the behavior is frequent observe for a shorter time period.
If the behavior occurs only in a certain situation, observe during the situation.

78. Effects of Consequences
Desirable consequences increase behavior.
Undesirable consequences supposedly decrease behavior.
But we can only know what is desirable/undesirable by its effect on the child’s behavior. We cannot judge what is desirable or undesirable by our own beliefs.

79. Locating a Better Consequence
To change a problem behavior, you must change the consequences that have been maintaining it.

80. Generalization
Occurs when a student learns a task and is able to apply the skill in other environments without being specifically trained in the different environments
Generalization must be incorporated into the teaching process

81. Three types of Generalization
Stimulus Generalization
Student can respond the same way with different cues in place
Ex. You know to stop at a stop sign, but when you see a police officer holding a sign you stop also
Response Generalization
Student exhibits different responses in the same situations
Example: a teacher says hello and the student responds with a wave and then the next day responds with a verbal response
Maintenance
The ability to demonstrate skills long after responses are no longer reinforced as they were in the training setting