ABA TRAINING – Flashcards
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Behavior Excesses
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-stereotypy -non-compliance -tantrums -aggression -self-injury
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What is ABA?
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Application of the PRINCIPLE OF BEHAVIOR to issues that are socially important in an effort to produce practical change
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Core Principle of ABA
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The consequences that follow a behavior control whether that behavior will increase or decrease
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The ABC's
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THE 3-TERM CONTINGENCY A: Antecedent B: Behavior C: Consequence
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Skill Repertoire Building
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We change antecedents and consequences to increase APPROPRIATE BEHAVIORS
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Behavior Management
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We change antecedents and consequences to decrease INAPPROPRIATE BEHAVIORS
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The Discrete Trial
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1. An instructional technique used in ABA that has a clear beginning and ending (hence, the term discrete) 2. It is made up of the 3-term contingency: the antecedent (SD and/or EO), a single response, & a consequence
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Example of ANTECEDENT
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Teacher says "touch car"
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Example of RESPONSE
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Jacob touches car
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Example of CONSEQUENCE
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Give Jacob candy
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Stimulus/stimuli
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Anything that one sees, hears, smells, tastes or feels
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The S^D (definition)
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the stimulus is called a discriminative stimulus (SD) because it signals that a correct response to the stimulus will result in reinforcement
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Example of VIsual stimulus
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"What does a cow say?" or "tell me something that's red?"
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Example of Verbal stimulus
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A toy cow, picture of a cow, real cow, etc.
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Example of Visual and Verbal Combined stimulus
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-Holding up a cow (visual) & asking "What is it?" -Pointing to a picture of a boy sleeping (visual) & asking "what is he doing?" (verbal)
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Discrete Trials Guidelines
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1. Have the childs attention before you present the SD 2. Avoid presenting childs name with SD 3. Avoid repeating SDs without giving consequences 4. Change target SD only when supervisor instructs you to do so 5. Initially, SDs should be clear and concise 6. The child should respond only after the entire SD is presented
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The Establishing Operation (EO)
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A condition or physical state that alters the effectiveness of a reinforcer, making the reinforcer either more or less reinforcing
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Examples of EO
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-Deprivation: Food (hungry state), Drink (thirsty state), and Rest (state of fatigue) -Satiation: Feeling full, recent access to a reinforcer
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3 Categories of Response
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1. Correct (C) 2. Incorrect (I) 3. No Response (NR)
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Guidelines to Responses
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1. Therapists must be consistent about what is considered a correct response 2. Be sure extraneous behavior is absent 3. Limit the time between SD and R to 3 seconds 4. When the child doesnt respond, consider the NR to be Incorrect
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The Consequence
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An even that immediately follows the childs response
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Two possible consequence that follows a response:
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1. Reinforcement 2. Error Correction Procedure
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The Reinforcer (Sr)
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Immediate presentation of a desired stimulus or removal of an aversive stimulus that increases the future frequency of a response
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Categories of Reinforcers
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1. Primary/ Unlearned- (unconditioned reinforcers) 2. Secondary/ Learned- (conditioned reinforcers)
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Unconditioned Reinforcers
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-Food -Drinks
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Conditioned Reinforcers
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-Praise -Rough-housing -Toys -Tokens -A break
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Effectiveness of Reinforcers
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EOs affect the effectiveness of reinforcers -Deprivation of a reinforcer INCREASES its effectiveness -Satiation of a reinforcer DECREASES its effectiveness
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Guidelines for Delivering Reinforcers
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1. Limit free access to reinforcers, and instead deliver reinforcers contingent on a target response 2. Conduct PREFERENCE ASSESSMENT frequently! 3. Deliver Sr within 1/2 second of R 4. Sr should be easy to give and remove 5. Establish conditioned (learned) reinforcers 6. Provide frequent reinforcement throughout the session for appropriate behavior
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Continuous Reinforcement
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-Used for teaching new behaviors "on acquisitions" -Reinforcement occurs following every correct response
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Intermittent Reinforcement
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-Used to maintain behaviors previously learned or "mastered" (AKA "on maintenance) -Reinforcement occurs after every 2,3,4,5, etc. correct responses or after an average number of responses
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Early vs. Later Stages of CARD Program
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-Move from primary to secondary reinforcers -Move from contrived (e.g. food or toy) to more natural reinforcers (e.g. hearing "hi" upon saying "hi") -Move from continuous to intermittent reinforcement, for example: *Reinforce every trial *Reinforce approximately every 3 trials *Reinforce approximately every 5 trials *Reinforce approximately every 10 trials
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Prompt
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A stimulus presented in addition to the SD that facilitates a correct response (a hint)
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Fading
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The systematic removal of a prompt across successive trials in an effort to transfer stimulus control from the prompt to the SD
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Types of Prompts
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-Physical -Model -Gestural -Proximity -Receptive -Textual -Vocal Echoic -Vocal Directive -Voice Inflection
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Physical Prompt Example
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SD="Arms up" Therapist helps child raise arms over head and after each trial starts fading the full physical prompt into a partial physical prompt
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Model Prompt Example
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SD="Touch your back" Therapist models the response by touching her back and after each trial starts fading the model so child can respond correctly on his own
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Gestural Prompt Example
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SD="put behind" The therapist points behind the chair then the child responds correctly
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Proximity Prompt Example
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SD="Give me the one you measure things with" The therapist pushes the tape measure toward the child
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Receptive Prompt Example
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SD="Show item and ask "What is it?" The therapist presents receptive trial ("give me the spatula") immediately followed by an expressive ("what is it?")
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Textural Prompt Example
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SD= Therapist holds up an unknown item The therapist shows child a card with the response "what is it?" written on it, she then shows the child a card with the response, "what is __?" written on it.. starts fading prompt through every trial
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Vocal Prompt (Echoic) Example
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SD= presents preferred item or items T1-Therapist says "i want blue" -full echoic prompt T2&3-Therapist says "i...: partial echoic prompt Trial 4- Jimmy responds independently
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Vocal Prompt (Directive) Example
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SD= a ball is rolled to the child T1- the therapist says "push"- full directive prompt T2- the therapist says "P.."- partial directive prompt T3- the child responds independently
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Voice Inflection (within stimulus)
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SD= present object & ask "what color is it?" T1- the therapist says "what COLOR is it?" T2- the therapist says "what CoLoR is it?" T3- the therapist says "what color is it?" T4- the child responds correctly without a voice inflection prompt
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Most-to-Least (MTL)
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When target is 0-79% correct =Prevent errors by using "errorless learning" -when teaching a new skill and acquisition item is 0-79% correct, a most-to-least prompting hierarchy should be implemented such that prompts occur with the presentation of every SD until the prompts are faded -Involves fading from one type of prompt to another by going from the most assistive to the least assistive across trials
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No-no-prompt-repeat
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When target reaches 80% correct -upon error, give informational "no" -Repeat SD.. if error occurs again, give informational "no" -Repeat SD, and provide least effective prompt to ensure a correct R -Repeat SD without a prompt
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Least to effective prompts
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-upon error, give informational "no" -request SD and provide least intrusive prompt.. if error occurs again, provide informational "no" -repeat SD and provide last effective prompt to ensure a correct R -repeat SD without a prompt
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The Inter-Trial Interval
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The time between the end of one trial and the start of the next
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Inter-Trial Interval Guidelines
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1. Should be long enough to keep each trial distinct but not so long that the child loses attention 2. Less than 2 seconds
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Discrimination Training
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the procedure for teaching the child to distinguish between 2 or more SD's
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Simultaneous Discrimination Training- Field
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when the child must respond to a field of stimuli by pointing to, touching, or picking up an item in the field
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Successive Discrimination Training - No Field
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when child is not required to point to, touch, or pick up something from a field of stimuli
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Acquisition Item/Target
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term used to describe the item(s) that you are currently teaching
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Distracter item
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additional items, that are not targets, used to teach simultaneous discriminations
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Distracter Trial
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additional trials, that do not target the acquisition item, used to teach successive discriminations
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Mass Trial
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repeated presentation of one SD
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Random Rotation
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presentation of 2 or more SD's in random order
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Mastery
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when the target response 80-100% correct unprompted in random rotation, across at two or more consecutive therapy sessions, the target is said to be Mastered
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Simultaneous Discrimination Training (7 steps)
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WHEN LEARNING TARGET 1 AND 2 Step 1: Mass Trial (MT) target 1 Step 2: Mass Trial (MT) target 1 with 1-2 unknown distracter items Step 3: Mass Trial (MT) target 2 alone Step 4: Mass Trial (MT) target 2 with 1-2 unknown distracter items Step 5: Mass Trial (MT) target 1 with target 2 as the distracter item Step 6: Mass Trial (MT) target 2 with target 1 as the distracter item Step 7: Randomly Rotate (RR) target 1 & target 2
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Simultaneous Discrimination Training (4 steps)
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WHEN LEARNING THE 3, 4, 5, ETC. ITEM IN A PROGRAM Step 1: MT target "x" alone Step 2: MT target "x" with 1-2 unknown distracter items Step 3: MT targe "x" with 1 or more mastered distracter items Step 4: RR target "x" with 2 or more mastered items across 2 or more consecutive sessions with target at 80-100% correct unprompted
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Successive Discrimination Training (3 steps)
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USE WHEN THERE IS NOT A FIELD OF ITEMS FOR THE CHILD TO RESPOND TO BY TOUCHING, POINTING TO, OR PICKING SOMETHING UP USE ONLY WHEN INTRODUCING FIRST 2 TARGETS Step 1: MT target 1 alone Step 2: MT target 2 alone Step 3: Randomly Rotate (RR) targets 1 and 2 until 80-100% correct unprompted across 2 or more consecutive sessions
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Successive Discrimination Training (2 steps)
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USE WHEN INTRODUCING 3,4,5, ETC. ITEM IN A PROGRAM Step 1: MT target "x" alone Step 2: RR target "x" with 2 or more mastered items across 2 or more consecutive sessions with target at 80-100% correct unprompted
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Expanded Trials Definition
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Systematically increasing the time between presentation of the target SD
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Expanded Trials Example
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ET1: TX d TX d TX d TX d TX ET2: TX dd TX dd TX dd TX dd TX ET3: TX ddd TX ddd TX ddd TX ddd TX
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Graduated Random Rotation Definition
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Systematically introducing mastered items (one at a time) into random rotation
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Graduated Random Rotation Example
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RR1: RR TX with 1 previously mastered item RR2: RR TX with 2 previously mastered items RR3: RR TX with 3 previously mastered items
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Between what two teaching phases are RR and ET inserted to?
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Simultaneous: 7 step- 5 and 6; 4 step- 3 and 4 Successive: 3 step- 2 and 3; 2 step- 1 and 2
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Differences between expanded trials and graduated random rotation?
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EXPANDED TRIALS -order of SD's is not random, there is a pattern -can use any and many previously mastered items during distracter trials GRADUATED RR -order of SDs is random -can only introduce one additional previously mastered item in each phase of GRR
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Use Most-To-Least prompting when..
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-if you've faded prompts out during MT, you need to reintroduce the last effective prompt when you get to RR - if the childs supervisor has indicted that either ET or GRR are to be used between MT and RR, you may need to reintroduce the last effective prompt when you begin these variations
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Use an error correction procedure when..
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-error correction procedures should never be used until the acquisition item is 80% correct in RR -at this point, no longer use MTL prompting -instead, use the error correction procedure indicated by the childs supervisor
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Shaping
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Reinforcing successive approximation of a target behavior while extinguishing previous approximations
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When to use shaping..
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when the target behavior doesn't occur at all & there are no prompts we can use to get the behavior to occur
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How to shape behaviors:
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1. Select the target behavior (e.g. "b") 2. Establish the initial behavior (e.g. "ah") 3. Reinforce initia behavior until it is under SD control (e.g. Jimmy says "ah" consistently every time the therapist presents the SD "say b") 4. When the child learns a better approximation (e.g. "p"), no longer reinforce the previous approximation 5. Continue until the child learns the target behavior
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Chaining
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A sequence of SDs and Rs where each R in the sequence (except the last) produces the next SD and the last R is typically followed by a reinforcer
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Task Analysis
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Break down a complex behavior into a sequence of components
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Methods of establishing Chains
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1. Forward chaining 2. Backward chaining 3. Total task presentation
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Forward Chaining
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-in a sequence of SDs and Rs, the first R is taught 1st -then the 2nd R is taught -then, the two are performed independently in order -then, the 3rd is taught & performed in sequence with the 1st & 2nd Rs -and so on until the behaviors in the chain are performed independently
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Backward Chaining
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-in sequence of SDs and Rs the last R is taught 1st, then the 2nd to the last, then the two are performed independently in order -then the 3rd to the last R is taught & performed in sequence with the last two Rs -and so on until all the behaviors in the chain are performed independently
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Total Task Presentation
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the simultaneous training of all links in a behavioral chain
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Maintenance
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continued performance of a response after it was first learned
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How often do I reinforce new skills:
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-continuous reinforcement: early on, reinforcement occurs after every attempted or correct trial -intermittent reinforcement: as children progress, we reinforce less frequently, after every 2,3,4,5, etc. trials
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How often do I reinforce mastered skills:
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-to maintain a skill that is already mastered (and therefore easier for the child) we use an intermittent schedule of reinforcement
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Generalization
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The occurrence of the relevant behavior under different, untrained conditions
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Types of Generalization
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1. Across stimuli: Visual, Verbal 2. Across settings 3. Across people
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Social Positive Reinforcement
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ATTENTION -Social positive reinforcement: child gets good stuff from someone -Someone giving attention for problem behavior -Vocal attention: reprimands, statements of concern, lecture or discussion -Facial expressions: eye contact, glaring, looks of concern or surprise -Touching: pats, rubs, spanks ACCESS -to tangible item/activity Social positive reinforcement: child gets good stuff from someone -Someone giving access to a tangible item/activity for problem behavior -toys -food -activities: getting to go outside, watch TV., spend the night at a friend's house
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Social Negative Reinforcement
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-Escape social negative reinforcement: someone lets child escape bad stuff -Someone allowing escape form an aversive event or task contingent upon problem behavior -discontinuing a demand or task -leaving a setting: child doesn't want to be at school, so child tantrum, and teacher sends child home
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Automatic Positive Reinforcement
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-behavior itself feels good and is reinforcing e.g. sensory input: child may engage in stereotypy to receive sensory input (e.g. hand flapping, delayed echolalia, twirling)
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Automatic Negative Reinforcement
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-behavior itself let's child escape something that feels bad e.g. pain relief: child could engage in head banging to relieve (escape) a headache or biting to relieve (escape) a toothache
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Noncontingent Reinforcement (NCR)
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-NCR is an antecedent intervention that may be used to reduce problem behavior -Access to reinforcers are delivered on a time-based schedule, independent of the problem behavior -Basically, we are giving the child what they want for free -if we are providing the reinforcer for free, it should not be necessary for the child to engage in problem behavior to gain access to your attention or a toy that they want -if we are providing stimulating items to engage with for free, NCR may also make it less likely for some children to engage in behaviors maintained by automatic reinforcement
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Extinction
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-no longer give the reinforcer for a previously reinforced behavior -resulting in a decreased future frequency of behavior
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Extinction burst
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initial increase in the frequency or intensity of the behavior
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Differential Reinforcement of Other Behavior (DRO)
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presenting a reinforcer contingent on the absence of a problem behavior for a specified period of time
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Differential Reinforcement of Alternative Behavior (DRA)
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a differential reinforcement procedure where a specific appropriate response is taught to replace an inappropriate response
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Differential Reinforcement of Incompatible Behavior (DRI)
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procedurally, this type of differential reinforcement is the sam as DRA -the difference is that it is impossible for the alternative behavior to occur in simultaneously with the problem behavior -thus, the alternative behavior is incompatible with the problem behavior
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Nonexclusionary Time-Out
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immediate, response contingent removal of access to a reinforcer resulting in a decreased frequency of that response
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Points to Remember:
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-a reinforcing activity must be in effect prior to time out, otherwise time out will be an opportunity for escape or avoidance -time-out should never involve closing a child into a room as this would be considered exclusionary and an aversive -time out should be immediate -no attention should be given during time out -duration of time out depends on the age of your child -when time is up, if your child is engaging in any inappropriate behavior, wait for him or her to behave appropriately for at least 15 s before removing form time out
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Response Cost
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Immediate, response contingent removal of a portion of a tangible reinforcer resulting in a decreased frequency of that response
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