Please visit their table during the break and after the lecture!

1. UHCL Autism Speaker Series Special thanks to underwriter CHRISTUS St. John Hospital and sponsors Hegwood & Associates, P.C., Johnson Space Center Federal Credit Union, and Spectrum of Hope Please visit their table during the break and after the lecture!

2. Applied Behavior Analysis in the Classroom By: Frank Carle, M.A. BCaBA

3. Discussion Points • Myths and Facts Regarding ABA • Discrete Trial Instruction • Group Instruction • Addressing Maladaptive Behaviors

4. Myths vs. Facts

5. Discrete Trial Instruction • Overview of Components • Hallmarks of Effective Instruction • Prompts & Prompt Fading Procedures • Using Reinforcers (Rewards) Effectively

6. Components of a Discrete Trial Initial Opportunity to Respond (e.g., Teacher Instruction) (with or without Prompt) Learner’s Response Feedback (Consequence) Brief Intertrial Interval (record data) Useful for Teaching Basic and Advanced Skills

7. Example of a Discrete Trial “What color is his hat?” (picture displayed with enlarged hat) Learner: “Green” “Red” “No, What color is his hat? Gre___” (prompt) “Good! His hat is green!” (reinforcement) Learner: “Green” “Good”!

8. Example of a Discrete Trial Classmate approaches student; asks to borrow a pencil Student hands Student yells “no” classmate a pencil Praise Teacher shows/tells student how to respond; delivers praise for correct response

9. Video Clip

10. Hallmarks of Effective Discrete Trial Instruction • Break skills into small parts • Present small amount of information • Deliver clear, concise, and consistent instructions • Provide clear, immediate feedback for correct and incorrect responses • Use consistent prompting strategy • Incorporate powerful reinforcement procedures • Collect data on student’s performance

11. Using and Fading Prompts Prompts: • Increase the likelihood of a correct response to an instruction When are Prompts Used? • At the same time as the instruction ("errorless learning") • During the student's response to help minimize errors • After an incorrect response or no response

12. Prompts • Least to most intrusive: • Verbal • Gestural • Model • Physical/Manual

13. How to Fade Prompts “Most-To-Least” Prompting Technique: Instruction + greatest level of assistance needed Example: “Hand me the cup” while modeling Correct Response  Reinforcement Incorrect Response  More Intrusive Prompt (Physical) Gradually reduce prompt over time (requires a plan!): Fade from model to gesture to verbal

14. Video Clip

15. Reinforcement Types of Reinforcers (Rewards) • Food or Drink • Praise / Social Interaction • Leisure Materials / Toys • Activities • Tokens • Escape

16. Using Reinforcement Effectively • Deliver immediately after the desired behavior • Pair enthusiastic praise with other reinforcers • Use small amounts of reinforcement • Give student choices • Vary the reinforcers, including the praise statements • Allow student to sample reinforcer before teaching begins • Give more reinforcement for better performance

17. Tracking Progress (Data Collection) • Record outcome of trial (opportunity) • Did learner respond correctly without help (no prompts needed)? • Did learner respond correctly with help (prompt needed)? • Did learner fail to respond at all (even with prompts)? • Collect data for every trial (if possible) OR for just the first trial of the day • Establish clear goals for skill mastery

18. Group Discrete Trial Instruction - Sequential Group Instruction - Choral Group Instruction - Overlapping Group Instruction

19. Sequential Group Instruction • Instruction provided to each student in random order • End one trial for a student before moving to the next student • Each trial is independent from the other

20. Video Clip (Sequential Teaching)

21. Choral Group Instruction • Instruction presented to all students, who respond in unison • Ideal for language skills • Requires preparation

22. Video Clip

23. Overlapping Group Instructions • Start trials for some students before ending trials for others • Responses are interconnected • Reinforcement is provided & trials end for both students in close proximity

24. Overlapping Group Instructions (continued) • Provides indirect feedback • Assists teaching choral group responses • Increases attending and imitation skills

25. Video Clip (overlapping)

26. Additional Tips For Group Instruction • Intermix the types of instructions provided • Tailor the instructions to meet objectives • Concurrently target IEP and social skills • Adjust size of group as needed • Can target simple to complex skills • For ease of data collection: Track skills of just one learner in each group instruction session

27. Video Clip • Sequential, Choral, and Overlapping

28. TAKE A BREAK! • 10 MINUTE INTERMISSION

29. Maladaptive Behaviors • Inappropriate behaviors are learned & serve a purpose or the learner • Common purposes (“functions”) = attention, escape, materials • Identifying function leads to highly effective interventions

30. Inadvertent Reinforcement of Problem Behavior • Access to attention or other desirable items (food, toys) • Escape from demands or other undesirable events (noise) • Assess to sensory stimulation

31. ABC Recording • Used to help identify function • Antecedent • Behavior • Consequence

32. ABC Recording- Examples

33. Function-Based Interventions • Teach the learner how to obtain reinforcement appropriately. • Teach the learner that problem behavior is no longer reinforced.

34. Proactive vs. Reactive Strategies • Proactive Strategies • Reactive Strategies • Behavior plans should encompass both types of strategies

35. Proactive Strategies • Provide a lot of reinforcement throughout the school day • Teach the learner to request the reinforcer. • Practice, practice, practice!

36. Proactive Strategies- Examples

37. Reactive Strategies • How to respond to problem behavior • Avoid bribery • Don’t forget your proactive strategies!

38. Reactive Strategies (continued) • Withhold reinforcement following problem behavior (attention, escape, etc). • Always reinforce good behavior • Be consistent!

39. Reactive Strategies: Withholding Attention or Tangible Items • Immediately remove attention until behavior stops • No verbal reprimands, physical contact, or coaxing remarks • Don’t provide tangible items • Ethical considerations

40. Reactive Strategy: Prevent Escape from Demands • Continue to deliver prompts (gesture, model, physical guidance) • Do not send the student to time-out • Emphasize proactive strategies & reinforce compliance frequently!

41. Case Study • Tim, 12 year old student with autism • Aggression • Interview with parents and teacher • ABC Recording • Function: Escape from Loud Noises

42. Treatment Plan • Proactive Strategy • Taught to Request Escape (“Too loud”) • Reactive Strategy • Response Blocking+ Withholding Escape

43. Video Clip

44. Thank you!!!!!