Welcome to the Intensive Behavioral Intervention Professional Certification Course

1. Welcome to the Intensive Behavioral Intervention Professional Certification Course Instructor: Lindsay Olsen, MA, BCBA Email: ibicourse2012@gmail.com

2. 3 Part Certification Process • Level 1: IBI Course • Present for each session, pass each standard quiz with minimum score of 80% and participate in activities, assignments and group work • Level 2: State Exam • Pass exam with minimum score of 80% • Level 3: Student Project • Complete project with minimum score of 85%

3. IBI STUDENT PROJECT

4. STANDARDS 1-4 • Standard 1: Introduction to Developmental Disabilities • Standard 2: Professionalism and Ethics • Standard 3: Coordination of Family, School and Community • Standard 4: Requirements for IBI

5. Group Activity • Group Introductions • Research and present on disability • Include: What it is, symptoms, incidence, treatment, etiology, learning barriers • Designate 1 person as group presenter

6. QUIZ • Quizzes 1-4 • 20 minutes to complete • Send to: ibicourse2012@gmail.com

7. Standard 5:Foundations of Applied Behavior Analysis • Define basic behavioral terms and concepts • PWOP Chapter 2 and 9 2) Differential reinforcement • PWOP chapters 6,7,8 3) Writing behavioral objectives

8. Standard 5Explanations of Human Behavior

10. Standard 5: Biological Explanations

11. Behavioral Explanation 1 The Behavioral Explanation states that both adaptive and maladaptive behavior is learned and that learning results as a consequence of behavior. **Behavior that results in pleasing consequence more likely to be repeated **Behavior that results in unpleasing consequence is less likely to be repeated The Behavioral Theory makes three important assumptions: 3 part behavioral sequence Behaviors/responses are result of antecedents Changes to behaviors/responses can be done by manipulation of A/C

12. Behavioral Explanation 2

13. Behavioral Explanation 3

14. Behavioral Explanation 4

15. Behavior Change Process

16. Terms and Concepts What is and is not behavior?

17. Terms and Concepts CONSEQUENCE= Bad unpleasant bummer Hurt not good loss Dreadful unlikable terrible

18. Terms and Concepts Behavior Behavior Positive Reinforcement

19. The Science of “WANTING”

20. How to Kill a Reinforcer 101 • Do not attend to balance between effort and reinforcer (quality/quantity) • Do not select reinforcers thatcompetewith reinforcers maintaining problem behaviors • Do not attend to the principles of ABA (schedules of reinforcement, errorless teaching, short ITI’s, prompting, functional skills)

21. Types of Reinforcers

22. Positive (+) Reinforcement

23. Schedules of Reinforcement

24. Fixed- Ratio • A worker receives a pay credit after assembling 15 pieces of equipment • A student receives a sticker on their chart after completing 5 math problems • A student receives a personal size pizza after reading 3 books

25. Variable -Ratio • Hitting the jackpot playing the slots. After a varying number of lever pulls (behavior) money delivered (reinforcer) • Scammers sending out emails requesting for bank information so they can wire you money. After so many responses (sending email) someone gives account information (reinforcer). • Door to door salesman. After so many responses (knocking on doors) reinforcement occurs (someone buys item)

26. Fixed- Interval • Mail is delivered approximately 4:00 each day. You could check the mailbox (response) all day but your response will only be reinforced after 4:00 (passage of time) • Picking up your paycheck. Going to accounting and asking for check (response) will only be reinforced after a fixed passage of time (every 2 weeks) • Teachers setting a 2 minute interval timer and each correct answer on a math worksheet after the passage of time results in reinforcement

27. Variable- Interval • Jenny’s therapist assessed Jenny’s on task behavior (writing, reading a page or calculating problem) an average of every 6 minutes (4,5,6,7,8). If Jenny was on task she would receive 1 point. Points can be redeemed for extra recess time.

28. Terms and Concepts- Consequence Behavior Behavior Positive Reinforcement A-B-C Negative Reinforcement A-B-C

31. Terms and Concepts Behavior Behavior Positive Reinforcement Punishment type I (Positive punishment) Negative Reinforcement

33. Terms and Concepts Behavior Behavior Positive Reinforcement Punishment type I (Punishment by contingent stimulation) Negative Reinforcement Punishment type II (Punishment by contingent withdrawal) Time out, response cost

35. Response Cost

36. Terms and Concepts Behavior Behavior Positive Reinforcement Punishment type I (Punishment by contingent stimulation) Negative Reinforcement Punishment type II (Punishment by contingent withdrawal) Recovery from Punishment

37. Recovery from Punishment

38. Terms and Concepts Behavior Behavior Positive Reinforcement Punishment type I (Punishment by contingent stimulation) Negative Reinforcement Punishment type II (Punishment by contingent withdrawal) Recovery from Punishment Extinction

41. Scream + throw+ cry= mom Crying = no mom

42. TB + • Claw, spit, bite, vomit

43. Differential Reinforcement

44. Differential Reinforcement

45. DR group activity- fill in chart

46. DR Practice (1) • Lacee is a non-vocal 6 year old with autism. She has 4 signs which include milk, cereal, candy and ball. During 1:1 instruction with her tutor she will engage in a few tasks and then will start throwing materials and scratching her aide. Her aide quickly cleans up the work items and throws her hands up saying she is not paid enough for this. Work time is then. Lacee’s scratching and throwing behavior increases and begins to occur each time 1:1 instruction begins with her aide.

48. DRO

49. 3 Factors for DR Success!

50. DRO Reset • Timer is RESET each time target behavior occurs • R+ delivered at end of each interval (as determined by IRT) target behavior is absent • When target behavior occurs no R+ delivered (extinction procedure applied) and interval RESET • PWOP example page 72 (figure 6.1)