The Behavioral Model

1. The Behavioral Model What is ABA?

2. Behavioral Processesor, what predicts the PROBABILITY of responding? Consequence Antecedent “Trigger” Response

3. Characteristics of Applied Behavior Analysis(Baer, Wolf, & Risley, 1968) • Applied • Behavioral • Analytic • Technological • Conceptually Systematic • Effective • Generality

4. End of the presentation • Complete the crossword puzzle • Questions? Post them to the discussion forum • Click on any additional links • Next presentation: Defining behavior!

5. What are we doing? DEFINING BEHAVIOR

6. Defining Behavior • “He Engages in Behaviors” • Operational Definitions – describe the concepts in a manner that anyone can see and measure OBSERVABLE, MESURABLE, AND QUANTIFIABLE

7. A framework for creating an operational definition • One word that captures the essence of what you are trying to observe: • Compliance: • What would you expect to see if you saw someone engaging in that behavior? • Compliance: Sitting in seat, pen out, writing on paper The sub test: could anyone look at your operational definition, and without asking any questions, take data that match yours?

8. Dead Man Test • If a dead man can do it, it ain't behavior, and if a dead man can't do it, then it is behavior (Malott & Suarez, 2003). • Focus on DO rather than DON’T • Child is not finishing his/her work • Child twirls pen and draws pictures on his/her paper • Must be specific and precise • Child uses abusive language • Child says “(insert phrase here)”

9. EXAMPLES OF OPERATIONAL DEFINTIONS Trish intentionally hits other people. Trish hits other people during recess Carlos is always disruptive. Carlos makes comments that do not relate to the topic or that include swear words • Jan leaves her assigned seat without permission • Jan completes less than 10% of assigned work Jan can’t sit still Because of her ADD.

10. An exercise for you! In groups, identify at least one student with autism that you work with. Define, in observable and measurable terms, one behavior you would like to see increase, and one you would like to decrease.

11. Reinforcement What it is and identifying effective reinforcers

12. REWARD

13. How do behavioral processes work? FutureBehavior - + + Consequence -

14. Types of reinforcers • Edibles • Tangibles • Social • Conditioned reinforcers

15. Informal Observation Parental Report Reinforcer Inventory • Reinforcer inventory – just because you think it’s a reinforcer, doesn’t mean it is! • Do it often! • Look for a variety of reinforcers not just one • Be creative • Look for reinforcers with different strengths

16. Time to work! Complete a preliminary reinforcer inventory for your target student. Remember that you'll need to do some observation

17. USING REINFORCEMENT

18. General Rules of Reinforcement • For some kids, a contract helps set the tone for reinforcement • Visuals will help to remind the child of appropriate behavior • Begin by reinforcing every appropriate response, and then begin to taper off • But, you can’t always get what you want! • Make the reinforcement fit the behavior • Change up how you present the reinforcer (don’t just “good job” the kid to death) • Are you sure it’s reinforcing? • Is it something you can sustain?

19. Differential Reinforcement • Reinforcing a more appropriate behavior that the teachers or parents wish a child to learn, instead of exhibiting the inappropriate behavior. • 1:1 principle – a behavior that is being reduced should be replaced with a functionally similar, yet acceptable, response

20. Differential Reinforcement Types

21. Make a Reinforcement Plan! Using what you just learned, create a plan for identifying reinforcers and creating a reinforcement plan that you can implement and share.

22. Antecedents – Changing the Triggers

23. Prevention of Problem Behavior • Physical Environment and Structure • Rule Setting • Getting along with the students • Visual Supports • Instructional Demands

24. The Physical Environment • Not over stimulating, not under stimulating • Use centers and divide up the classroom • Have areas for activity and areas for quiet • A place for everything, and everything in its place! • Temperature • Noise • Schedules and what’s coming next

25. Paras – promoting independence • Sometimes, “doing your job” is not doing your job • How intrusive is your intervention? • Proximity – how close to the student? • Teachers and paras should be equally involved • Make sure that kids talk to the child

26. CRIME (Prater, 2003) • A Method for Examining the classroom environment and needed supports • Curriculum (Content, Difficulty, Standards) • Rules (Explicit, Implicit, and Written) • Instruction (Teaching style, individual and group work pace, teacher v. student directed instruction) • Materials (textbooks, homework, and supplies) • Environment (furniture, seating, space, doors, windows, lighting, and barriers) WHAT SUPPORTS AND MODIFICATIONS ARE NEEDED FOR THE CHILD TO BE ABLE TO MEANINGFULLY PARTICIPATE?

27. Evaluate your classroom and instruction using CRIME. What types of interventions do you think might be helpful (see the sheet for suggestions) Your Turn!

28. USING VISUAL SUPPORTS

29. Visual Supports • Schedules (written, picture, or otherwise) • Provide structure and predictability • Allows for students to prepare for changes in the environment

30. Choosing symbols • Development of iconicity • This is a literacy task! • Are the icons too abstract? • Do you know what the icons stand for without words or explanation? • Do they emphasize the relevant points? • Using Boardmaker

31. Creating visuals • Young children – more likely to see part versus whole • Must be structured! • Group related items together • Make them either horizontal or vertical • Should be manipulated • Examples TEACH ITS USE!!!!!

32. For More Information Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill-Prentice-Hall. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Dunlap, G., & Fox, L. (1996). Early intervention and serious problem behaviors: A comprehensive approach. In L. K. Koegel, & Koegel, R.L., Dunlap,G. (Eds.), Positive behavior support: Including individuals with difficult behaviors in the community (pp. 31-50). Baltimore: Brookes. Lohr, L. L. (2008). Creating graphics for learning and performance (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice-Hall. McGrath, M. P., & Brown, B. C. (2008). Developmental differences in prosocial motives and behavior in children from low-socioeconomic status families (report). Journal of Genetic Psychology, 169, 5-20.

33. For More Information • Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill-Prentice-Hall. • Catania, A. C. (1998). Learning (nth ed.). Upper Saddle River, NJ: Prentice Hall. • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. • Malott, R. W., & Trojan Suarez, E. A. (2004). Elementary principles of behavior (5th ed.). Upper Saddle River, NJ: Prentice Hall.

34. For More Information Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill-Prentice-Hall. Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97. Bijou, S. W., & Baer, D. M. (1961). Child development I: A systematic and empirical theory. New York: Appleton Century Crofts. Catania, A. C. (1998). Learning (nth ed.). Upper Saddle River, NJ: Prentice Hall. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Skinner, B. F. (1938). The behavior of organisms. New York: Appleton-Centrury-Crofts. Skinner, B. F. (1957). Verbal behavior. Engelwood Cliffs, NJ: Prentice Hall.

35. References Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Michael, J. (1982). Distinguishing between discriminative and motivational functions of stimuli. Journal of the Experimental Analysis of Behavior, 37, 149-155. Michael, J. (1988). Establishing operations and the mand. The Analysis of Verbal Behavior, 6, 3-9. Michael, J. (1993). Establishing operations. The Behavior Analyst, 16, 191-206. Michael, J. (2000). Implications and refinements of the establishing operation concept. Journal of Applied Behavior Analysis, 33, 401-410. Skinner, B. F. (1938). Behavior of organisms. New York: Appleton-Century-Crofts. Skinner, B. F. (1953). Science and human behavior. New York: MacMillan. Sundberg, M. L. (2004). A behavioral analysis of motivation and its relation to mand training. In L. W. Williams (ed.). Developmental disabilities: Etiology, assessment, intervention, and integration pp . Reno NV: Context Press. 35

36. For Further Reading: • Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill-Prentice-Hall. • Beyerbach, B. A., & Others, A. (1989). Exploring preservice and practicing teachers' thinking about children and teaching (Paper presented at the Annual Meeting of the American Educational Research Association No. ED 306 213). San Francisco, CA: ERIC. • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. • Jablon, J. R., Dombro, A. L., & Dichtelmiller, M. L. (1999). The power of observation. Washington, DC: Teaching Strategies, Inc. • Malott, R. W., & Trojan Suarez, E. A. (2004). Elementary principles of behavior (5th ed.). Upper Saddle River, NJ: Prentice Hall. • Meisels, S. J., Harrington, H. L., McMahon, P., Dichtelmiller, M. L., & Jablon, J. R. (2002). Thinking like a teacher: Using observational assessment to improve teaching and learning. Boston: Allyn and Bacon. • Starkman, N. (2006). Formative assessment: Building a better student. T.H.E.Journal, 33(14), 41-46.

37. For More Information Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill-Prentice-Hall. Carr, E., & Durand, V. (1985). Reducing Behavior Problems through Functional Communication Training. Journal of Applied Behavior Analysis, 18(2), 111-26. Retrieved from ERIC database. Catania, A. C. (1998). Learning (nth ed.). Upper Saddle River, NJ: Prentice Hall. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Durand, V., & Carr, E. (1992). An Analysis of Maintenance Following Functional Communication Training. Journal of Applied Behavior Analysis, 25(4), 777-94. Retrieved from ERIC database. Durand, V., & Carr, E. (1991). Functional Communication Training to Reduce Challenging Behavior: Maintenance and Application in New Settings. Journal of Applied Behavior Analysis, 24(2), 251-64. Retrieved from ERIC database. Petscher, E., Rey, C., & Bailey, J. (2009). A Review of Empirical Support for Differential Reinforcement of Alternative Behavior. Research in Developmental Disabilities: A Multidisciplinary Journal, 30(3), 409-425. Retrieved from ERIC database.

38. For More Information Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill-Prentice-Hall. Catania, A. C. (1998). Learning (nth ed.). Upper Saddle River, NJ: Prentice Hall. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

39. For More Information Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill-Prentice-Hall. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Snell, M.E. & Brown, F. (2006). Instruction of students with severe disabilities. (6th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

40. For More Information Conderman, G., & Johnston-Rodriguez, S. (2009). Beginning teachers' views of their collaborative roles. Preventing School Failure, 53(4), 235-244. Cushing, L.S., Clark, N.M., Carter, E.W., & Kennedy, C.H. (2005). Access to the General Education Curriculum for Students With Significant Cognitive Disabilities. TEACHING Exceptional Children, 38, 6-13. Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 25(4), 535-542. Prater, M. A. (2003). She will succeed! strategies for success in inclusive classrooms. TEACHING Exceptional Children, 35(5), 58-64.