Aba presentation eng by social inclusion

INCLUSION OF CHILDREN WITH SPECIAL NEEDS IN THE MAINSTREAM SCHOOL & RELEVANT ABA STRATEGIES Gevgelija, 17 June 2014 Apollonia Foundation “MONORODI” Educational Center Presenters: Anna Plessa, M.Ed., BCBA Ignatios Kafantaris, MD

Brief description of the ABA rationale: the difference between science (facts) and hypothetical constructs of human behavior

The ABC triad (antecedent-behavior-consequence) of human behavior (SD, response, R+). The importance of reinforcement as fundamental to learning behaviors.

Motivating operations (MOs) as an indispensable fourth component. Alternating the value of consequences through manipulations of MOs.

ASDs: verbal and nonverbal communication deficits

ASDs: repetitive behaviors of a limited behavioral repertoire and the problem of cognitive rigidity

Essential targets for behavior at school: classroom and breaks. Bullying and the necessity of shadowing at school.

17.6.2014 TOPICS 2 ÂŠ Monorodi Educational Center 2014

Behavior:

what organisms do

Behavior

Analysis: The ‘why’ of behavior of organisms. ‘How’ behaviors get learned. ‘How’ behaviors change. Language as a kind of human learned behavior. Thinking and cognition as a learned behavior.

Behavior analysis is a science about learning

BEHAVIOR ANALYSIS 3 © Monorodi Educational Center 2014

Logical

positivism (embracing verificationism) instead of Cartesian Substance dualism (RenĂŠ Descartes 16951650): There is no immaterial mind. Mental states are part of our body. I am not here because I believe I should be here with you today. This belief is not the cause of my being here today, because it is not distinct from my presence here.

Mental concepts refer to behavioral tendencies and so must be translated into behavioral terms. We must verify their truth by means of experimental conditions or observations.

THE ROOTS OF BEHAVIORISM 4 ÂŠ Monorodi Educational Center 2014

Classical

associationism (stems from British empiricists like John Locke 1632-1704 and David Hume 1711-76): knowledge is due to associations between experiences and ideas. But experiences and ideas are mental states.

Behavior analysis studies the associations between physical events in the environment and overt behaviors (i.e. stimuli and responses). The environment controls the behavior, because behavior is a function of environmental variables.

THE ROOTS OF BEHAVIORISM 5 ÂŠ Monorodi Educational Center 2014

Behaviorism

as a method (John Watson 1878-1958): Psychology is the science of behavior, not a science of the mind. Mental states are private entities that cannot form objects of empirical study.

BEHAVIORISM 6 ÂŠ Monorodi Educational Center 2014

Behaviorism

as an analytical theory or philosophy (Gilbert Ryle 1900-76): only behavioral terms and concepts should be used. A mental state is what a person might do in particular situations or environmental interactions (phenomenological approach in: The concept of the mind, 1949).

Ludwig

Wittgenstein (1889-1951) had expressed similar

ideas.

BEHAVIORISM 7 ÂŠ Monorodi Educational Center 2014

Behaviorism

is a radical psychology (Ivan Pavlov 18491936, Ted Thorndike 1874-1949, B.F. Skinner 1904-90): makes no reference to internal processes or mental events or states. It explains human and animal behavior in terms of external stimuli, responses, consequences and learning histories.

BEHAVIORISM 8 ÂŠ Monorodi Educational Center 2014

Experimental

(EBA) and Applied (ABA): psychology as a positive science based on objective data.

EBA:

To understand how environmental events control behavior, to discover and elucidate causal regularities or laws or functional relations which govern the formation of associations, and predict how behavior will change as the environment changes.

ABA:

To apply BA principles in order to improve a socially significant behaviour and the quality of life. Analysis of the meaning of a behavior (ABA) and research on methods to teach or change behavior (ABA strategies).

BEHAVIOR ANALYSIS 9 ÂŠ Monorodi Educational Center 2014

Psychology

must be a purely objective experimental branch of natural science. Its theoretical goal is … prediction and control” (Watson, 1913). To predict, given the stimulus, what reaction will take place; or, given the reaction, state what the situation or stimulus is that has caused the reaction (Watson, 1930).

Skinner

combined all forms of behaviorism. Radical behaviorism is concerned with the behavior of organisms, not with internal processing. It understands behavior as a reflection of frequency effects among stimuli. This associationism makes of behaviour analysis a conditioning account of psychology.

BEHAVIOR ANALYSIS 10 © Monorodi Educational Center 2014

Behavior

is outside, public behavior.

Mental

states are inner processing, cognitive activity, and they cannot be used in functional analysis, because this would be a circular (regressive) explanation of the behavior (that is, the outside behavior would be explained by the inside behavior). But behavior cannot be explained by behavior (overt by covert)!

Behavior

can be explained by the organismâ&#x20AC;&#x2122;s interactions with environmental stimuli and reinforcement of the behavior from the environment.

BEHAVIOR ANALYSIS 11 ÂŠ Monorodi Educational Center 2014

Inner

events must be treated in the same manner as public or overt responses. An adequate science of behavior must describe events taking place within the skin of the organism as part of the behavior itself (Skinner 1976).

“So

far as I am concerned, whatever happens when we inspect a public stimulus is in every respect similar to what happens when we introspect a private one” (Skinner 1984, in: Behavioral and Brain Sciences).

BEHAVIOR ANALYSIS 12 © Monorodi Educational Center 2014

Cognitive

psycology

Ethology Neuroscience Behavior

and Psychiatry

Analysis as Functionalism

CURRENT BEHAVIORAL SCIENCES 13 ÂŠ Monorodi Educational Center 2014

stands for Antecedent: it is the environment that controls behavior. An antecedent stimulus is an external stimulus (including our body) that is recognized as a discriminative stimulus after some trials. It is symbolized as SD.

A-B-C : THE THREE-TERM CONTINGENCY 14 ÂŠ Monorodi Educational Center 2014

stands for behavior. It is the response to the antecendent SD. It is symbolized by R.

A-B-C : THE THREE-TERM CONTINGENCY 15 ÂŠ Monorodi Educational Center 2014

C stands for Consequence. It is a new stimulus as a result of our response. It is symbolized as Sr.

A-B-C (SD – R – Sr) are the three operants of behavior. Whenever a more or less steady relation between R and Sr is established, we speak of operant conditioning.

It is the response/consequence relation that makes learning possible (our behavioral repertoire).

If the consequence from the environment makes our future response more likely, it is called a reinforcer. The reinforcement may be positive or negative (R+ or R–).

A-B-C = SD – R – Sr 16 © Monorodi Educational Center 2014

CONSEQUENCES

17 ÂŠ Monorodi Educational Center 2014

Positive reinforcement is a positive reward (access to something, praise).

Negative reinforcement is avoiding discomfort (either escaping from an antecedent aversive stimulus, or preventing an aversive consequence). Example: threatening.

Similarly, a positive punishment is the presentation of an aversive stimulus (what angry parents often do physically!).

Negative punishment is the removal of an appetitive stimulus (what more cold-blooded parents do!).

REINFORCEMENT 18 ÂŠ Monorodi Educational Center 2014

In behavioristic terms, motivation is called Motivating operation.

The role of MOs is well recognized nowadays. MOs account for conditions that either increase or decrease the effectiveness of a consequence as a reinforcer or punisher. Thus they explain the momentary effectiveness of consequences in operant conditioning.

Motivating operations affect whether a person wants or does not want a stimulus at a given moment, which helps explain an organism's behavior at that point in time.

Motivating operations that increase the reinforcing or punishing qualities of a stimulus are termed establishing operations (EO), whereas motivating operations that decrease the reinforcing or punishing qualities of a stimulus are termed abolishing operations (AO).

MOTIVATION 19 ÂŠ Monorodi Educational Center 2014

Given their important role in human responses, MOs are considered to be the fourth element of the ABC contingency.

20 ÂŠ Monorodi Educational Center 2014

The

idea is that an organism is constantly fluctuating between states of satiation and deprivation of reinforcers. altering effect: it alters the current value of a consequence of behavior by making it more or less reinforcing. This is also called ‘reinforcer establishing / abolishing effect’.

Value

altering effect: it immediately evokes or suppresses behaviors that have resulted in the consequence linked to the behavior in the past, before any contact with the reinforcer. This is also called ‘evocative / abative effect’ on the frequency of a relevant behavior.

Behavior

MOTIVATING OPERATIONS 21 © Monorodi Educational Center 2014

There

are unconditioned motivating operations (UMO – two lower types) and conditioned motivating operations (CMO – three higher types).

CMO-S CMO-R CMO-T

Michael 1982, Laraway 2003

MOTIVATING OPERATIONS 22 © Monorodi Educational Center 2014

We often discuss what can be done to enhance generalization of taught behaviors in ASDs.

A behavior generalizes when it occurs in various settings and conditions.

It has been found that the occurrence of a behavior depends on the stimulus situation (is it too different?) and the strength of MO (is it too weak?)

SD + MO results in the occurrence of R Behavior is controlled by an SD only if the reinforcer could be effective in S∆ conditions (if the reinforcer was available – though in S∆ it doesn’t seem to be). This means that in S∆ you still may want something (MO is in effect).

GENERALITY OF LEARNED BEHAVIOR 23 © Monorodi Educational Center 2014

AUTISM

SPECTRUM DISORDERS

SOCIAL

COMMUNICATION (PRAGMATIC) DISORDER

Language Paralinguistic Facial

means (voice pitch, intonation etc.)

expressions

Gestures

ASDs: COMMUNICATION (used for social interaction!) 24 ÂŠ Monorodi Educational Center 2014

Structural

tiers of language

Articulation

Phonology

Concrete vocabulary

Morphology and syntax

Abstract vocabulary

Language pragmatics

ASDs: COMMUNICATION 25 ÂŠ Monorodi Educational Center 2014

Functions Asking

of language

for something, questioning about something

Commenting Talking

about something present or answering questions

about something that is not in the current environment

Imitating

the language of others

Reading,

Writing

And

moreâ&#x20AC;Ś

ASDs: COMMUNICATION 26 ÂŠ Monorodi Educational Center 2014

Non-language

pragmatics appear before speech! The same is true of paralinguistic behavior. This is due to imitation.

The

acquisition of language and non-language pragmatics presuppose the appearance of communication precursors:

•

Eye contact, gaze following, understanding other’s attention

•

Joint attention (attention shifting between person and object)

•

Referencing

ASDs: SOCIAL-EMOTIONAL UNDERSTANDING © Monorodi Educational Center 2014

As children grow, they develop deception, play skills, social attention, as well as understanding of others’ intentions and knowledge – all primarily based on nonlanguage pragmatics!

These behaviors do not emerge spontaneously in ASDs. The role of poor imitation is unclear.

ASDs: SOCIAL-EMOTIONAL UNDERSTANDING 28 © Monorodi Educational Center 2014

Language

pragmatics come second, depending on the development of the childâ&#x20AC;&#x2122;s semantic ability.

Semantics

is about the literal meaning of an utterance, whilst pragmatics is about its implicit meaning (not explicitly expressed).

Pragmatics

is the real message.

ASDs: SOCIAL-EMOTIONAL UNDERSTANDING 29 ÂŠ Monorodi Educational Center 2014

Pragmatics

is ALWAYS disturbed in ASDs and SCD, while other tiers of language may remain intact. Body language is also always disturbed. The same is true of paralinguistic capabilities.

The

pragmatic ability relies on noticing and understanding symbols produced through our body and voice.

children cannot ‘decode’ the hidden meaning and the nonverbal messages of others, they have trouble developing emotional understanding, perspective-taking, and types of humor.

The

delay in conversational skills is evident.

ASDs: SOCIAL COMMUNICATION 30 © Monorodi Educational Center 2014

Ultimately,

the whole social-emotional domain is affected:

Interaction

AND relationships with adults (less)

Interaction

AND relationships with peers (most evident)

Identity

of self and own abilities

Expression Emotion Social

of emotion and empathy

regulation and impulse control

understanding (joint attention, ‘reading’ others)

ASDs: SOCIAL COMMUNICATION 31 © Monorodi Educational Center 2014

Repetitive

behaviors is a characteristic feature of

autism. Repetitive

behaviors consume much time in daily life and are reinforced automatically.

Their

variety may change from period to period, but they are always few (limited repertoire), while nonrepetitive behaviors are also poor.

ASDs: REPETITIVE BEHAVIORS REPERTOIRE 32 ÂŠ Monorodi Educational Center 2014

Stereotypical movements or vocalizations

Adherence to routines or rituals and resistance to change

Unusual focus of special interests; scripting (self-talk)

Seeking or avoiding sensory input (hypo- or hyperreactivity to input)

ASDs: REPETITIVE BEHAVIORS REPERTOIRE 33 ÂŠ Monorodi Educational Center 2014

Resistance

to change is a frequent manifestation

Adherence to rules

Marked difficulties with relative thinking (black-and-white, correct/incorrect)

Perfectionism

Poor phantasy

Cognitive

rigidity is the absence of flexibility: it makes it more difficult to adapt, to problem solve, to be relaxed, to exhibit curiosity for new things

ASDs: COGNITIVE RIGIDITY 34 ÂŠ Monorodi Educational Center 2014

Semantic difficulties (?)

Pragmatic difficulties

Difficulties understanding Body language

Suppression of repetitive behaviors

Suppression of correcting or commenting others ‘arrogantly’

Flexibility when facing changes

Flexibility when being corrected or when losing a game

Flexibility when playing

ESSENTIAL BEHAVIORAL TARGETS: IN THE CLASSROOM & DURING BREAKS 35 © Monorodi Educational Center 2014

Semantic-pragmatic difficulties

Difficulties understanding Body language

Increase responsiveness to questions and instructions

Understanding group instructions

Attending the teacher

Increase responsiveness towards peers; conversational skills

Developing other skills (e.g. asking for attention, help, break)

Supports: explaining instructions, explaining body language, use of visual supports and prompts

ESSENTIAL BEHAVIORAL TARGETS: IN THE CLASSROOM & DURING BREAKS 36 ÂŠ Monorodi Educational Center 2014

Suppression of repetitive behaviors

Keeping the child focused on a functional activity, with all the necessary supports and prompts, as well as reinforcement

Self-monitoring techniques

Note: Medical coverage may be critical Comment: Problems with sensory input become less and less prominent year by year)

ESSENTIAL BEHAVIORAL TARGETS: IN THE CLASSROOM & DURING BREAKS 37 ÂŠ Monorodi Educational Center 2014

Suppression of correcting or commenting others

Flexibility when being corrected or when losing a game

The child will confront rejection from peers, if she behaves like a ‘wise guy’ or a ‘teacher’

Many children cannot tolerate being corrected by the teacher (cannot tolerate failure)

Self-inhibition techniques

Self-regulation techniques

ESSENTIAL BEHAVIORAL TARGETS: IN THE CLASSROOM & DURING BREAKS © Monorodi Educational Center 2014

Flexibility

when facing changes

Rigidity

may cause temper tantrums or meltdowns in case of unexpected change

inform the child of predictable changes

Cognitive-behavioral

help when anxious because of unexpected changes: relaxation techniques, self-talk

ESSENTIAL BEHAVIORAL TARGETS: IN THE CLASSROOM & DURING BREAKS 39 ÂŠ Monorodi Educational Center 2014

Flexibility

Help

when playing

with understanding the rules

Teach

observing the rules (turn-taking etc.) instead of changing them deliberately

Teach

following the script of the game (roles) instead of changing them deliberately

Teach

how to join and leave a game

ESSENTIAL BEHAVIORAL TARGETS: IN THE CLASSROOM & DURING BREAKS 40 ÂŠ Monorodi Educational Center 2014

Bullying

is an unprovoked, negative behavior of an individual of superior (objective or perceived) power against another individual of inferior power; this behavior repeatedly terrorizes the victim depriving him of any means of self-defense; the behavior deliberately causes the victim to suffer physically or psychologically.

BULLYING: DEFINITION 41 ÂŠ Monorodi Educational Center 2014

Factors of the victim with ASD Disordered

communication and social interaction

Cannot

think psychologically, doesnâ&#x20AC;&#x2122;t extract the right meaning from behaviors

Rigid

thinking and habits, obsessive distress, poor problem-solving

BULLYING AT SCHOOL 42 ÂŠ Monorodi Educational Center 2014

Self-inhibition:

Inappropriate behaviors that are seen as arbitrary Non-compliance with teacher’s instructions (not deliberately) Poor understanding of classwork Poor skills for group work

IN THE CLASSROOM 43 © Μονορόδι 2013

20/10/2013

temper tantrums (very visible and disrupting…)

joining / leaving a game inappropriately Often bad with sports (e.g. football), clumsy and distracted,

forgets rules Cannot tolerate losing a game Self-talk, scripting, difficulty

conversing on new topics

Stereotypic movements or vocalizations,

‘withdrawal’

Self-injurious behavior? aggression?

DURING BREAKS 44 © Μονορόδι 2013

20/10/2013

Maybe doesn’t initiate interaction

Doesn’t ask for help or information or explanations

Doesn’t react to his name

Doesn’t understand some kinds of humor, deception, nonverbal messages and cues

Maybe has trouble processing auditory verbal information

Doesn’t know how to prolong interaction or sustain relationships

Often seems indifferent

OTHER BEHAVIORS resulting in lack of social networking © Μονορόδι 2013

45 20/10/2013

○

Shy, lonely, isolated, no friends

Lacks assertiveness

Sometimes annoying

Sometimes bizarre; bizarre speech

Naïve and trusting

Strange physique or looks, uncoordinated with youth fashion

Doesn’t know how to react in a clever way, forgiving

Joking around, no offense

Peculiarities with eye contact, serious face, indifference to events

ATTRACTING NEGATIVE ATTENTION 46 © Μονορόδι 2013

20/10/2013

Isolated target

Bizarre is often funny

Intrusive or annoying, faux pas

Cannot manage peer pressure, defenseless

Easily deceived

OCCASIONS FOR BULLYING 47 © Μονορόδι 2013

20/10/2013

“you’re gay” o “you’re stupid” o “you’re a jerk, a nerd” o “you’re crazy, you need a psychiatrist” o

‘guidance’ and ‘advice’ about what to do with someone o Menaces and beating o

Improper, profane gestures

Ridiculed in front of others

Spreading rumors

Destroying his favorite things

Stealing his favorite things

COMMON FORMS OF BULLYING 48 © Μονορόδι 2013

20/10/2013

Factors

of the school system

No clear disciplinary policy, no explicit rules

No visible insistence on implementing the schoolâ&#x20AC;&#x2122;s policies

Subjectivity, interferences of parents

Students sense a kind of impunity

BULLYING AT SCHOOL 49 ÂŠ Monorodi Educational Center 2014

Teachers

must know the problem

Shadowing Students

has to be in place

must know the problem

Volunteers

acting as buddies

stringent and rigorous, explicit and convincing school policy in regards to any kind of victimization

STEPS TO INCLUSION & PREVENTION 50 © Μονορόδι 2013

20/10/2013

Behavior management skills Homework supports (optional) Activities in the community (optional) Activities with peers after school (desirable!) • Teaching social scripts • Communication skills • role-playing • naturalistic practice • Social networking

THE ROLE OF SHADOWS 51 © Μονορόδι 2013

20/10/2013

Teachers have insufficient information on the nature of social communication disorders and they perceive shadowing as an intrusion

Teachers are not well aware of the prevalence rates

Teachers try to interpret behaviors on subjective grounds, culturally biased:

Behaviors are explained on the basis of assumed emotions

Behaviors are explained on the basis of family culture and problems

MISTAKES IN REAL LIFE 52 © Μονορόδι 2013

20/10/2013

Most

often, there is no competent psychologist at school to support teachers and shadows, as well as students

Sometimes Shadows Buddy

students are not shadowed all the time

don’t have behavior management skills

systems in and out of school, are not a tradition

Emphasis

is not put on networking and naturalistic training

Parents

are often more anxious about academic achievement than psychological complications

MISTAKES IN REAL LIFE 53 © Μονορόδι 2013

20/10/2013

It is clear that there is a number of reasons in favor of shadowing

Bullying prevention

Social inclusion

Educational inclusion (though not always problematic)

Teachers in mainstream schools cannot ensure the achievement of these objectives because they haven’t been trained for this purpose, and because in most places the necessary supports are lacking.

Shadowing ensures the student will survive in the system without disrupting the system. In most places, the mainstream school is not ready to approach the student’s needs, so the reverse occurs through the participation of shadows.

THE NECESSITY OF SHADOWING 54 © Monorodi Educational Center 2014

Transitioning Behavior

to school

management

in the classroom

during interactions with peers

Working

on individual targets

Coordination

of work with teacher and school

Identify

the objectives of the academic year! You will need a common language with other stakeholders from the very beginning…

Which are the academic goals?

Which are the social goals?

Any other considerations

what kind of school do you need?

Is repeating the reception class desirable?

BEFORE THE BEGINNING OF THE ACADEMIC YEAR… 56 © Monorodi Educational Center 2014

common meeting of parents with the school’s head, the teacher, the educational consultant or psychologist, and the shadow, is strongly advisable and purposeful. At the meeting an agreement should be achieved on:

Why would this school be a wise choice for inclusion

What should be the academic year’s targets for the student

Is the curriculum appropriate for our student? Is it cognitively accessible?

How many students are there in the classroom? Can a buddy system be set up?

Are there rules in place for behavior in the classroom?

Will it be functional for our student to be in this classroom? Can we build a routine on the classroomâ&#x20AC;&#x2122;s structure?

May we introduce our student in the classroom gradually?

Shall we be able to change classroom or school if needed?

Is the teacher keen to work with the shadow? E.g. would she/he inform the shadow on tomorrowâ&#x20AC;&#x2122;s material to be taught?

School life must become a positive experience!

The shadow must make use of many reinforcers

We don’t want the student to arrive at school first

The shadow waits for the student at the gate and leads him to the classroom

our student school-ready? Cognitive skills? Any social skills?

Can

he learn through observation?

it possible to reinforce him without disrupting the classroom? (it’s easier if he’s able to work for weaker reinforcers or delayed reinforcement)

The shadow makes the necessary recordings:

Level of independence in learning (e.g. is he capable of grasping a pencil in a functional way?)

Level of responsiveness to gestures and similar signs (e.g. he doesn’t notice the shadow’s nods or winks or waves to keep working, and he seizes working)

Communication and organizational skills (such as asking for help or making his schoolbag)

Level of tolerance (e.g. problem behaviors when he doesn’t succeed)

Community skills (e.g. stops walking back and forth talking to himself in public; buys things independently; stays with his group during excursions)

Disruptive behaviors (e.g. screaming or shouting)

What kind of routine is there in the school and the classroom? Rules of behavior?

Is a series of activities stable enough?

Duration of each activity (backward chaining)

What is the teacher’s style of interaction? does he interact with our student… 1.

giving reinforcement?

directing him to finish tasks?

setting limits and disciplining him?

Or does she let the shadow deal with the student?

Does he initiate interaction with peers or teacher?

Quality of interaction with peers

Range of engagement with group games

Responsiveness to individual commands and group commands

Ability to finish tasks in the allocated time

Motivation to work on tasks

Ability to understand verbal material and instructions

Vocabulary use

may record behaviors on ABC forms in an effort to understand the function of a challenging behavior

The

same is true when the school demands to diminish a specific behavior

During

the first week, we make recordings for 20 consecutive minutes

make recordings whenever a challenging behavior occurs

EXAMPLES OF OBSERVATIONS DURING THE FIRST 2 WEEKS:

What activities are chosen by the teacher; what is the duration of each?

Does the student seem to be motivated?

At which level are the activities functional for the student?

(Simple observational recordings; ABC forms for challenging behaviors)

More general

Quantity of necessary help for participation

Degree of help

Kind of help

Materials for home

Cooperativeness of the teacher

Classroom rules

Date

Hour

Routine

Activity; motivation

Prompts

Degree of prompting

12/3

8.058.50

Language

Reading (Yes)

FP PP S + 0

1 2 3 4 5

12/3

8.509.10

Language

Copying (No)

FP PP S + 0

1 2 3 4 5

12/3

9.109.50

Language

Written Exercises (No)

FP PP S + 0

1 2 3 4 5

Functio nality

Our

recordings will enable us to determine individualized targets…

…

plan reinforcement…

…

set success criteria…

…

and measure performance.

Date

Hour

Routine

Activity

Prompts

Degree of prompting

Target

19/3

8.058.50

Language

Reading

FP PP S + 0

1 2 3 4 5

Reading independently

19/3

8.509.10

Language

Copying

FP PP S + 0

1 2 3 4 5

Draw something keeping quiet

19/3

9.109.50

Language

Written Exercises

FP PP S + 0

1 2 3 4 5

Already done from home

QUESTIONS & ANSWERS 68 © Monorodi Educational Center 2014

HOW TO USE REINFORCEMENT TO IMPROVE LEARNING & BEHAVIOR REINFORCING THE BEHAVIORAL WAY! Άννα Πλέσσα-Καφαντάρη, M.Ed., BCBA Εκπ. Ψυχολόγος, Αναλύτρια Συµπεριφοράς www.monorodi.gr

Where can we use it?

How can we use it?

How much reinforcement do we use when we first start working with a student?

Are there ways to fade away reinforcement? Do we want to abolish the usage?

Do we use any punishment techniques?

REINFORCEMENT www.monorodi.gr

EVERYTHING STARTS WITH REINFORCEMENT! 1.

There is no learning without reinforcement (ABC), andâ&#x20AC;Ś

There is no effective reinforcement without taking into consideration the concept of motivation (MO) !

IS IT A NECESSITY? CAN HE/SHE JUST DO THE WORK? www.monorodi.gr

REINFORCEMENT & EDUCATION All interventions rely on how we use reinforcement to build new skills & appropriate behaviors!

CONS: R+ does not seem natural can become dependent on R+ hard to establish intrinsic motivation usually R+ is not used the right way R+ is used as bribery? www.monorodi.gr

Skinner(1981):

Humans heritage is the ability to learn

«History of Reinforcement»: Consequences of Behavior

Genetic heritage + History of Reinforcement = will occur in the presence of a stimulus

Behavior +

REINFORCING A BEHAVIOR… www.monorodi.gr

a behavior

The student has no reinforcers.

Reinforcement doesn’t work for my student.

I am using reinforcement but it is not working.

Kids just learn, there shouldn’t need reinforcement.

Reinforcement doesn’t work. If your student isn’t learning, have you ever considered re-thinking the use of reinforcement?

FALSE ARGUMENTS www.monorodi.gr

WHAT CAN BE USED AS A REINFORCER?

www.monorodi.gr

Reinforcers Primary (intrinsic, unconditioned)

food

drinks

warmth

Sex

TYPES OF REINFORCERS www.monorodi.gr

Secondary (conditioned)

Tangibles

Activities

Social

Generalized

(+) great importance (-) their effect is wholly dependent upon the personâ&#x20AC;&#x2122;s physical state (-) interrupt the pace of the lesson

Primary reinforcers: of biological significance (automatic R+)

TYPES OF REINFORCERS www.monorodi.gr

If behavior B is of higher probability than behavior A, then behavior A can be made more probable by making behavior B contingent upon it.

“First/Then”, “If/Then”, or “High Probability/Low Probability”

If you want to play on the computer, you need to finish your homework first

ABA STRATEGY: PREMACK PRINCIPLE! www.monorodi.gr

“Why does it matter which one I say first?”

The reason you want to state the high probability behavior first is to prime the child to focus on what they are getting, and not what they are giving/what they have to do.

“If you don’t clean your room right now, then NO video games tonight” “If you don’t play with the kids during break time, you will not have your favorite snack for school”

PREMACK PRINCIPLE! www.monorodi.gr

2. Conditioned reinforcers: neutral stimuli that have gained value through the association with primary reinforcers (or already established conditioned reinforcers)

+ TYPES OF REINFORCERS www.monorodi.gr

Listening to music quietly

TYPES OF SECONDARY REINFORCERS (+) Dead easy to deliver! (+) donâ&#x20AC;&#x2122;t interrupt the course (+) natural (+) generalized (-) not all students accept social reinforcers the same way! 1.

www.monorodi.gr

Social Reinforcers: Verbal praise, facial expressions, physical contact

TYPES OF SECONDARY REINFORCERS (+) child-initiated (-) canâ&#x20AC;&#x2122;t be given immediately 2.

Tangibles

Activities

Generalized

(+) easily changed (+) can be given contingently (+) generally preserve their value through time

www.monorodi.gr

GENERALIZED REINFORCERS:

Verbal Feedback: when the verbal description of the reinforcing behavior comes to be reinforcing by itself

Token Contingencies: reinforcers that are exchanged for reinforcers

Contracts: Reinforcers that imply the relationship between the behavior and the consequences

www.monorodi.gr

Research-based practice (Mirzamani, Ashoori, Sereski: The

Effect of Social and Token Economy Reinforcements on Academic Achievement of Students with Intellectual Disabilities. Iran J Psychiatry 2011; 6:25-30)

Can be combined with many interventions

Can be used in a team or single

TOKEN SYSTEMS www.monorodi.gr

A reinforcement system in which generalized conditioned reinforcers called tokens are delivered to students for exhibiting the desirable behaviors

The tokens are later exchanged for backup reinforcers.

Bridge the time gap between the behaviour and the receipt of the reinforcer

TOKEN ECONOMY

www.monorodi.gr

Choose tokens Checkers, coupons, poker chips, tally marks, puzzle pieces that can be made into a puzzle; Should be safe, strong, the supply should be controlled by the teacher, durable; and Should not be desirable, nor distracting Pick up one target at a time! Measurable and observable behaviors Specify the criteria for task completion Start with a small number of behaviors that are easy to accomplish Make sure the individual possesses prerequisite skills

GETTING READY FOR IMPLEMENTATION

Decide every when you will give the token (how often)

Start with a small number of tokens exchangeable for a high quality reward

Important that the learner not receive too many tokens relative to the cost of the rewards:

Acquire a savings of tokens and not need to earn more

To prevent this, more backup reinforcers should be available, and the cost of luxury items should be increased.

Auction back-up reinforcers if working with a group

GETTING READY FOR IMPLEMENTATION www.monorodi.gr

Response cost included?

Back up menu of reinforcers:

Naturally occurring activities

Or special items not usually available

Never: meals, communication, general comforts, or general prerogatives (religion, medical care, exercise)

Try it out first before implementing it with the child!

GETTING READY FOR IMPLEMENTATION www.monorodi.gr

Taking away a token that has been earned due to undesirable behavior

Sort of a punishing procedure

If needed to be introduced, do so only after the token system has taken place for a while

Check out how easy it is to take back physically the token

RESPONSE COST

SAMPLES!

www.monorodi.gr

Two boys were offered a choice to complete math problems for tokens, or reading work for no tokens.

The data were evaluated to determine if the number of math problems the children answered decreased below baseline levels after the tokens were withdrawn.

USING A TOKEN ECONOMY TO INCREASE COMPLIANCE TO MATH

Verbal praise should be paired with the token delivery throughout the program; neither praise nor tokens have much value if the token doesnâ&#x20AC;&#x2122;t maintain reinforcing properties The number of responses to earn a token should be increased The length of time the token economy is in place should be decreased The backup reinforcers should be changed to items that are found in the natural setting The price of the more desired items should be increased, so they are hardly ever purchased The physical evidence of the token should be faded.

REMOVING THE TOKEN ECONOMY

John

is an 10 year-old-boy in a mainstream school. He is at the top of his class for all subjects. He does not have any good friends and is socially isolated. About once every two weeks he becomes aggressive. The triggers usually are that a peer has insulted him or an adult has asked him to do something he doesnâ&#x20AC;&#x2122;t want to do. He sometimes runs away, but may swear at people and punch teachers and peers. He has never seriously hurt anyone. He has 1:1 support in the school. Preferred items include time on the computer and extra play time.

Design a behaviour plan using a token economy for John.

Best initially to be taught on a 1:1 level (he needs to learn to wait to get R+)

The number of tokens used in school should be determined by the frequency of reinforcement (<10)

Use it in conjunction with behavioral management programs (e.g. self-monitoring systems)

The student should also know “where” the R+ will be given (end of day, by parent in car, at break times, in class)

You can use “surprise” as a R+ with capable students

Who will be giving the R+ (teacher, shadow, parent?)

USING TOKENS AT SCHOOL www.monorodi.gr

Factors influencing reinforcer effectiveness:

What can establish or abolish the effectiveness of reinforcers? MO’s!!!

Deprivation/satiation (Gottschal, Libby, and Graff (2000) found that preferences for edible items changed depending on deprivation and satiation)

IT’S NEVER AS SIMPLE AS IT SEEMS, HEY? 10 GOLDEN RULES www.monorodi.gr

Response effort

Timing (immediate after the occurrence)

Consistency

Contingency (differential reinforcement)

Competing reinforcers

Variability

Choice

History of Reinforcement

Schedules of Reinforcement

INFLUENCING M.O. www.monorodi.gr

A behavior is not going to be reinforced all the time. It happens in real life too!

So what do I do?

Schedules of Reinforcement= is a rule that states which behaviors will be reinforced

SCHEDULES OF REINFORCEMENT www.monorodi.gr

Schedules of reinforcements

Continuous

Intermittent

Ratio

Fixed www.monorodi.gr

Extinction

Interval

Variable

Fixed

Variable

Fixed schedules are used when we want to teach a new skill or when we want to increase an appropriate behaviour (e.g. imitation skills, or sitting nicely)

Variable schedules are used when we want to maintain the taught skill or the appropriate behavior

We need to smoothly move from a continuous schedule to an intermittent schedule

TIPS! www.monorodi.gr

ADVANTAGES OF USING INTERMITTENT SCHEDULES OF REINFORCEMENT

www.monorodi.gr

Helps to maintain a behavior

Resistant to extinction of taught behavior

Produces higher rate of responding

Easier to transfer to a more natural way of reinforcement

More difficult to satiate using a reinforcer

Cheaper (timewise & reinforcers)!

Maria is 6 years old and she is attending for the first time grade 1. Although she is good in academics, she doesnâ&#x20AC;&#x2122;t seem to comply to any of the instructions the teacher is giving her

How shall we use reinforcement?

EXAMPLE OF EFFECTIVE USAGE OF REINFORCEMENT www.monorodi.gr

Compliance needs to be taught via the manipulation of reinforcement:

Maria will respond to the teachers instruction in 3’’

reinforce each time (FR1)

slowly, reinforce every 2nd time (FR2), then every 3rd (FX3)

move to a variable schedule

COMPLIANCE TRAINING W/TOKENS www.monorodi.gr

- Initiation towards peers/teacher

Engaging in reciprocal conversations with peers

Following single or group instructions

- Completing homework on time

- % of time engaged in group games

- Vocabulary

- Correspondence to name

- Correspondence to school work

- Taking care of his materials (bag, pencil cases etc.)

- asking for help when needed

Identifying reinforces that can be used in the classroom, could be tricky.

Still, reinforcers need to be individualized

Proceed to preference assessment

FINDING WEAPONS (REINFORCERS) www.monorodi.gr

PREFERENCE AND REINFORCER ASSESSMENT

HOW DO WE SPOT REINFORCERS?

www.monorodi.gr

Asking

Observing

Testing from sample

Providing choices

Testing & observing (trial methods)

Premack Principle

Procedures that determine

The stimuli a person prefers

The relative preference value of the stimuli

When the preference values change

STIMULI PREFERENCE ASSESSMENT

Step 1: Identify many possible reinforcers

Step 2: Present these in a systematic way to the client to determine which are preferred.

STIMULI PREFERENCE ASSESSMENT

1. Ask

2. Free Observations

3. Trial-based Methods

STIMULI PREFERENCE ASSESSMENT

Asking the Target Person 1. Open-ended questions: What do you like to watch on TV? 2. Choice Format Do you prefer dinosaurs or bob the sponge? 3. Rank Ordering Out of chocolate, ice-cream, chips, cucumber, put them in order, what you like the most?

ASKING ABOUT PREFERENCE

Pictures can be used to help prompt clients.

Surveys are commonly used. These are lists of items and the client can identify if the items are of high, medium, or low preference.

ASKING ABOUT STIMULUS PREFERENCE

Is very quick and allows interventions to begin quickly

People are not always good at answering yes/no items about preference

ASKING ABOUT STIMULUS PREFERENCE

Often asking parents, teachers, and caregivers can identify potential reinforcers

Reinforcer Assessment for Individuals with Severe Disabilities (RAISD) asks about items a person prefers and the Motivating Operations that affect them. (Fisher et al, 1996). When used with a choice assessment, items identified from the RAISD were more reinforcing than items generated from a standard list.

ASKING SIGNIFICANT OTHERS

Learners are asked to choose between two items before a task.

PRE-TASK CHOICE

Premack Principle

The activities people engage in of their own accord may function as reinforcers for low preference tasks.

FREE OPERANT OBSERVATION

The total duration a person engages in an activity is divided by the session length

The more time a person spends in an activity the more reinforcing it is likely to be.

The item should not be removed after a person has selected or engaged with it (Oritz and Carr 2000)

The observations can be contrived or natural.

FREE OPERANT OBSERVATION

Used when you want to identify reinforcers from a predetermined set of items.

The practitioner plants these items in the environment along with low preference items.

The client is often given time with the items non-contingently before the observation session.

CONTRIVED FREE OPERANT OBSERVATION

These happen in the natural environment, items are not planted.

NATURALISTIC FREE OPERANT OBSERVATION

Stimuli are presented in a systematic way. The clientâ&#x20AC;&#x2122;s response to the item is measured by:

Approach (eye gaze, reach)

Contact

Engagement

TRIAL-BASED METHODS

Items are identified as High Preference (HP), Medium Preference (MP), and Low Preference (LP) based on predetermined criteria.

Items that are of HP will often serve as reinforcers

TRIAL-BASED METHODS

Single Stimulus (Pace, 1985).

Paired Stimuli (Fisher, et. al. 1992)

Multiple Stimuli with Replacement &

Multiple Stimuli without Replacement (DeLeon & Iwata, 1996).

TRIAL-BASED METHODS

Present the stimuli and measure the clientâ&#x20AC;&#x2122;s reaction to it.

Each item should be presented multiple times and the order of presentation should be randomised.

Pace et al. (1985) found that the items the clients spent longer with were more reinforcing that items they spent less time with.

SINGLE STIMULUS

First we present each object.

If the child grabs the toy within 5’’ we let him play with it for 30’’.

If the child doesn’t grab (the toy) we encourage the child to give it a go!

If the child still doesn’t respond we go ahead and try another one.

We carry on until the toy is presented 10 times.

We analyze the data and divide the number of times the object was taken by the child with the number of times the toy was presented in total. We then put our items in hierarchy according to the %. (HP, MP, LP)

Objects

Trials

Bubbles

Cars

crisps juice

swing

Smarties

puzzles X

Record Data

PAIRED STIMULUS PREFERENCE ASSESSMENT TEST

Initially, before the assessment begins, we let the child interact with the tangibles.

If we are going to use food reinforcers we give a little bit of each for the child to consume (again before the assessment begins).

We choose two arbitrary tangibles and present them to the child. We let the child take one and we record his response.

During the assessment, we present reinforcers in a random fashion, in pairs and record the childâ&#x20AC;&#x2122;s response. This procedure is carried on until all combinations have been tried out.

Bubbles Bubbles Book Tickle Animals

Book

Tickle

Animals

Chocolate

Bubbles

Tickle

Book

Tickle

Tickle Chocolat e

Chocolate

PAIRED STIMULI (SUM)

â&#x20AC;&#x153;Forced Choiceâ&#x20AC;?

Two items are presented and a client chooses between the two.

Each stimulus is paired against every other stimuli several times.

The stimulus are rank ordered into categories of HP, MP, and LP.

Present multiple (3 or more) stimuli to the client and have them choose among them.

In the next trial the preferred item is returned (or replaced) and the selection is made again.

Novel items are substituted for non-preferred items

MULTIPLE STIMULI WITH REPLACEMENT

Objects

Trials

Bubbles Cars

Crisps

The preferred item is not reintroduced, the client selects from a smaller array.

Trials continue until all the objects (but one) have been selected, or until the client does not respond in a set amount of time.

MULTIPLE STIMULUS WITHOUT REPLACEMENT

MULTIPLE STIMULI WITHOUT REPLACEMENT PREFERENCE ASSESSMENT: INSTRUCTIONS (DELEON & IWATA, 1996).

Pre-assessment task

Leave the child to interact with, explore the tangibles or try out the food items. Assessment

Assessment is conducted with 5 to 7 reinforcers.

The items are arranged with 12 cm distance in between them

The child is seated on a chair in front of the table, and we place the reinforcers in front of him

Every time the child chooses an item, we clear the table and rearrange the remaining reinforcers.

We instruct the child to pick one!

We record the child's choice.

The “chosen item” is not placed again in the tray. Hence, if initially we used 7 items, we then will have 6 left on the tray to carry on the assessment.

Before each next trial we rearrange the items on the tray: the last item on the right is now placed first (on the student’s left).

We carry on the same procedure with the rest of the items until the child has chosen all items or until the child has stopped responding for 30’’. If the case is no-selection, then we just score that the items haven’t been chosen.

This procedure is repeated in an identical manner 3-5 times on different days.

MULTIPLE STIMULI WITHOUT REPLACEMENT PREFERENCE ASSESSMENT We

sum up our data for each item in ratios in accordance to the times they were presented. For example, for the first 4 sessions we shall have a ratio of 1/1, ½, ⅓, and ¼ for the correspondent items. If no item is chosen the 5th time, we’ll have a ratio 0/5 for the remaining item(s). We conduct 5 sessions and sum up all the ratios for each item. For example, if chocolate gave the ratios ½, 1/3, ½, ¼ & 0/5 after 5 preference assessments, then the total sum for it will be 4/16 or 0.25. This will mean that chocolate was the student’s choice for 25% of the times it was presented. Monorodi, All rights reserved, 2013

Items

Trials

bubbles cars crisps

X X X

juice puzzle swing smarties

MULTI-STIMULUS WITHOUT REPLACEMENT ASSESSMENT

Trial-based Preference Assessment Item

Sum of Ranking 1,2,3,4, 5

choco

1/ 2

1/3 1/2 1/4

0/5

25%

35%

ipad

75%

50%

65%

Items that are preferred may not always serve as reinforcers.

A reinforcer assessment can determine if a preferred object is reinforcing

REINFORCER ASSESSMENT

COMPARING PAIRED STIMULUS PREFERENCE ASSESSMENT TEST WITH MULTIPLE PREFERENCE ASSESSMENT TEST (WINDSOR ET. AL. ,1992) :

The PSA produces more reliable & consistent data

The MSWO is quicker to conduct

The PSA provides a “score” for each item

COMPARING PAIRED STIMULUS ASSESSMENT WITH SINGLE STIMULUS ASSESSMENT (HAGOPIAN ET. AL.,2001):

The SSE is quicker to conduct

The PSA produces more reliable results in comparison with SSE.

The SSE could be more appropriate for children that are not able to pick an item.

The SSE could be reliable when itâ&#x20AC;&#x2122;s not eligible to present two items together

When we conduct assessment testing, we can find reinforcers that can be used to deal with behaviours.

Without strong reinforcers, itâ&#x20AC;&#x2122;s almost impossible to change a behavior (or to teach a new skill)

We frequently conduct testing with pre-existing reinforcers.

Remember! A reinforcer assessment (testing) will find possible reinforcers. You will test it out when you actually present the reinforcer and observe if positive behaviors increase and negative behaviors decrease

+ Increase in on-task behavior Decrease of inappropriate behavior Smooth transitioning from one activity to another Acquisition of new skills More independence Better self-management

+ Activity Schedule

BUILD YOUR ROUTINE ON THE CLASSROOM’S STRUCTURE

Is there a steady daily program?

Are the activities foreseeable?

What is the duration of each activity? (backward chaining)

Does the teacher interact with our studentâ&#x20AC;Ś 1.

giving reinforcement?

directing him to finish tasks?

setting limits and disciplining him?

Or does she let the shadow deal with the student?

+ A visual schedule consisting of pictures and/or words denoting:

What successive steps are required for the completion of an activity

Lists of daily routines

Structure

based on the studentâ&#x20AC;&#x2122;s skill level

An Activity Schedule may consist of written indications, if the student can read

Activity Schedules for Children With Autism: Teaching Independent Behavior (1999) Lynn E. McClannahan & Patricia J. Krantz

Making Visual Supports Work in the Home and Community: Strategies for Individuals with Autism and Asperger Syndrome (2000), Jennifer L. Savner & Brenda Smith Myles

Visual Strategies for Improving Communication : Practical Supports for School & Home, (2000) Linda A. Hodgdon

Bryan, L.C. & Gast, D.L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553-567.

Dooley, P. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3, 57-62.

+ The

student gets familiar with the transitions throughout the school day

The

student sees which activity comes next

The

schedule may contain choices for activities

When

confronted with unexpected changes, the student sees an indication for the change, and he can find alternatives that we offer him in his schedule

+ The

student must become familiar with his schedule at the beginning of the week, at the beginning of the day, as well as in the previous evening

Continuous

updating of schedule with the studentâ&#x20AC;&#x2122;s participation

Contingent

reinforcement for all transitions

informatics

Arts and craft

Buying a juice at the canteen

DURING THE DAY, SOME CHOICES ARE OFFERED (INCLUDING CHOICE FOR COMPLETED ACTIVITIES) WalkOFinREINFORCERS the schoolyard

TRANSITION ‘HOME ↔ SCHOOL’ (BEGINNING AND END OF SCHOOL DAY)

If needed, we may use a mini schedule for this transition

TRANSITION ‘HOME ↔ SCHOOL’ (BEGINNING AND END OF SCHOOL DAY)

If challenging behaviors occur, or high levels of distress are observed, we may use a schedule structure like “First ___, and then ___”

FIRST

THEN

+ There Must

are many possible sizes, shapes and colors

be adapted to our studentâ&#x20AC;&#x2122;s needs

Pictures We

must enhance the studentâ&#x20AC;&#x2122;s understanding

prefer folders for use in the school:

- One activity per page

Activity Schedules

COURTESY OF WWW.DO2LEARN.COM

First decide whether the AS will be created with the studentâ&#x20AC;&#x2122;s participation Teach how a picture or word is related to an activity Teach him to check his schedule each time an activity changes

Give him cues to look at his schedule

Give help to follow the activity

Do error correction with back-chaining

Reinforce contingently in the beginning; use tokens when he uses his schedule successfully

+ ‘Break’ & ‘Wait’ ASSESS YOUR STUDENT’S ENDURANCE!!!

BREAK FROM A LESSON Respect your studentâ&#x20AC;&#x2122;s limits of persistence!

Identify stressful or challenging situations in the classroom (ABC forms)

The shadow allows him to go out and clicks on a timer

When the time is out, the student comes back (use a reinforcer)

The shadow makes sure that an attainable task will be given to the student (you need him to succeed)

DURING THE BREAK Behavior Management

How For

many times may he ask for a break?

how long?

When

he has a good day, is he entitled to more breaks through a token system?

Can We

breaks function as escape from the classroom?

are targeting at his making requests for break independently.

â&#x20AC;&#x153;WAITâ&#x20AC;? INSTRUCTION DURING ACTIVITIES Behavior Management

Whenever the material is too demanding for him

Whenever an activity lasts too long

If he has to; no other choice!

If he completes the task earlier than others

When he stands in a row or queue

+ Determine Visualize

the waiting time, based on your recordings

this time

Use

tokens during the waiting time

Add

games or toys, if he as to wait longer

DOESN’T INITIATE

Help Rigid – wants to do it alone

SELF-MANAGEMENT TOOLS FOR THE CLASSROOM: Anna Plessa, ΜΕd, BCBA www.monorodi.gr Άννα Πλέσσα-Καφαντάρη, M.Ed., BCBA Εκπ. Ψυχολόγος, Αναλύτρια Συµπεριφοράς

SELF-MANAGEMENT: HOW DO WE DEAL WITH STRESSFUL SITUATIONS?

Increase positive behaviors

Decrease disruptive behaviors in school

Teache self-regulation skills

Teache tolerance skills (cope with waiting until a request is fulfilled)

Evidence-based practice!

Steps that need to be completed today in order to achieve long-term goals

Impulsivity is put on extinction!

-I will not eat a dessert after my meal since I want to cut down my calories so I can lose weight in the long-term. -I will raise my hand in the classroom instead of jumping out of my seat, as my teacher will allow me to play on the computer with my friend.

+ Common techniques

Behavioral: doing things to regulate self

Language: sharing thoughts, emotions

Meta-cognitive: self-talk, analysis of a problem, problem solving, meditation

(MIND Institute, 2012)

Behavioral: inappropriate reactions

Language: dysfunctional or deficient

Meta-cognitive: underdeveloped

+ SELF-MONITORING!

Teach him to identify that a certain behavior has occurred

Teach him to self-record his responses (“I’ve finished my job, I’ve gained a point” or “I didn’t get off my seat / I wasn’t distracted, so I’ve gained a star” or “I hit my mate, so I may not check the box / I’ve lost a token”), and

Teach him to self-reinforce appropriately (“I’ve gained time with the iPad”)

At school: The teacher transfers the responsibility for the self-monitoring to the student

Teach your student, donâ&#x20AC;&#x2122;t merely say what he has to do

Ensure he is motivated to participate in the procedure

Teach behavior rules, practice and practice with him again, play roles

Schedule prompt-fading to enhance independence

http://watchminder.com

Apps for iPad https://itunes.apple.com/us/app/ti me-timer/id332520417 )

http://www.timetimer.com/

T-Chart

Reinforcer menu

+ I Will Remember To: Put my hand up Work quietly Remain seated http://specialed.about.com

Daily Goal Report: Date:_______________________Name:_______________________ Time

Behavior

Schoolwork

Morning Bell to Recess Recess to Lunch Lunch to Recess Recess to Home Bell

EXAMPLE

Behavior Goals____________________________________________________________________ Schoolwork Goals_________________________________________________________________ http://specialed.about.com

+ Written contracts between an adult and the student, that identify: 1. The expected behavior 2. Positive and negative consequences 3. A time schedule The contract provides your student with structure and selfmanagement â&#x20AC;˘

+ Step 1: identify the expected behavior Step 2: identify the kind of ‘praise’ Step 3: identify what he needs to do (describe his duties) Step 4: Bonus (optional)

+ Step 1: Identify the expected behavior: Measurable Observable “John should respect his teacher and keep quiet in the classroom” (instead of: not making any noise) “John should follow his teacher’s instructions during the language lesson”

+ Step 2: identify the kind of â&#x20AC;&#x2DC;praiseâ&#x20AC;&#x2122;

The student and you choose what he would like to earn from a reinforcer menu

Motivating

Economical

Not time consuming

Variety of reinforcers (at least 5-8)

CREATING A BEHAVIORAL CONTRACT higher effectiveness

174

+ Step 3: identify what he needs to do (describe his duties)

Positive behavior

Time schedule

Step 4: Bonus (optional)

We may use a bonus to reinforce Step 3

+ Step 5: Explain the Contract to your student once more

Using simple language

Using visual support

Appropriate for all ages

CREATING A BEHAVIORAL CONTRACT Step 6: ‘suspension’ and implementation

The student can look at the contract any time

The adult can remind the student of the contract at any moment

+ • • • • •

Target behavior Reinforcement: what he gets, how and when Consequences in case he fails to implement the contract; optional bonus Implementation: who monitors? Consider time table. Suspend the contract to make it visible all the time (as a visual prompt) Fix a date for review of the contract

http://www.freeprintablebehaviorcharts.com

My targets:

+ EXAMPLE When others talk, I don’t interrupt them. I’m always nice with people. I’m paying attention to my group. When I succeed with my targets, I’ll get: Marbles, which I can exchange for something else from my reinforcer menu. If I fail to achieve my goals, I will: Lose marbles. Bonus: I’ll earn extra marbles when I help Mickey with his targets. My contract may be changed: When I achieve all my goals. If I feel it doesn’t help me. Monorodi Center, All rights reserved, 2012

181

My targets:

+ EXAMPLE I do what my group does. I talk and make questions on the common topic. I do not insert my finger in my nose, and I apologize each time I burp. When I succeed with my targets, I’ll get: Marbles, which I can exchange for something else from my reinforcer menu. If I fail to achieve my goals, I will: Lose marbles. Bonus: I’ll earn extra marbles when I agree with something Nick wants. My contract may be changed: When I achieve all my goals. If I feel it doesn’t help me. Monorodi Center, All rights reserved, 2012

182

How to record positive behavior. How to record problem behavior.

Tools for self-monitoring

Trainer: fills in a checklist or makes simple recordings (e.g. a sticker in a box, when the student exhibits positive behaviour)

Whenever motivation hasnâ&#x20AC;&#x2122;t been considered:

Check if reinforcers are directly related to the instrument, and if they are given systematically, frequently, and preserve their value (MO)

Check if itâ&#x20AC;&#x2122;s too hard to achieve the target behavior

Check if the system was introduced without sufficient instruction

+ Usually,

we are focused on controlling the studentâ&#x20AC;&#x2122;s behavior instead of teaching him to choose the most appropriate behavior

Self-management

doesnâ&#x20AC;&#x2122;t work at once. It requires patience and systematic work. It is recommended to involve the student in reviews of the contract.

It enhances independence (the goal of any kind of education!)

It lessens the need for direct support and supervision

Easily transferred to a variety of settings

Less â&#x20AC;&#x2DC;competition for powerâ&#x20AC;&#x2122;

The student feels better!

THE USE OF PROMPTS IN SPECIAL EDUCATION Prompts are the means, instructions, gestures, touches, boards, devices and other things, that are used in education to increase the likelihood that a student will provide a desired response. (Alberto & Troutman, 2003)

Prompting

is defined as “top on” stimuli that are presented immediately before or after the SD so the student can display the behavioral target at the appropriate time or in the relevant circumstances.(Fox, 1982) Prompts are only used initially, so the child can receive reinforcement for the new skill (SulzerAzaroff, 2002). We need to have a plan to fade them out! Prompts are stimuli that control the behavior, but are not functionally related to the task (Touchette & Howard, 1984)

BEHAVIORALLY DEFINED…

PROMPTS •

Can you place where a prompt should come in the discrete trial process?

•

Used when teaching new items/skills Ensure a high level of success for the child- errorless learning Used at the same time or immediately after the SD, before R

• •

PROMPTS & LEARNING

+ PROMPTS AND PROMPTING The

least intrusive prompt necessary is used and is faded as the child gains proficiency with the targeted skill/item to prevent prompt dependency

the level of prompting decreases, the level of reinforcement should increase

prompted response is still not a correct response because it was not independent.

PROMPTS AND PROMPTING

The decision to deliver a prompt and the level/type of prompt is determined prior to issuing the SD

Decisions regarding prompts are determined by assessing previous data

Ensures

effective teaching and reduces possibility of errors for the child

Ensures

consistency across tutors

Prevents

prompt-dependency

+ PROMPTS AND PROMPTING

Name as many different types of prompt you can think of.

Describe and give examples of each type of prompt you have written down.

COMMONLY USED PROMPTS

VOCAL/ VERBAL PROMPTS Sound

signals, reminders

Intonation, color Verbal

of voice

model

Recorded scripts, messages

PHYSICAL PROMPTS Full

or Partial

Model

Gestures

PHYSICAL VS. VERBAL PROMPTS Verbal prompts are the most popular prompts. Compared to physical prompts, they are less effective, because itâ&#x20AC;&#x2122;s difficult to fade and withdraw, leading to prompt dependency.

+ Visual Special

equipment

EXTRA HELPFUL PROMPT TYPES IN THE CLASSROOM!

VISUAL PROMPTS Pictures and photos Visual schedules Color coding Visual rules Check lists

Visual

sketchpads/ maps Comic strips

MATERIALS & DEVICES OT equipment Timers Palm

computers

Massage

training balls

Self-monitoring devices

Target behavior

Discrim. Stimulus/ Instruction

Prompt used

Saying hello

Entering a room

Verbal model

Opening his notebook

Group instruction of the teacher

The shadow repeats the instruction or physically prompts the student

Hanging his jacket

Entering a room

Point where to hang it

+ WHAT IS PROMPT FADING?

Prompt fading is the progression from full/intrusive prompts to less intrusive prompts to no prompt as child learns

Why

is prompt fading important?

Prevents Essential

the child from becoming prompt dependent

to reach the ultimate goal of independent responding

+ At first

After success

After more success

Final

Full Physical prompt

Partial Physical prompt

Gesture/poi nt

(independent)

Advantage: The student makes less errors. This is best for teaching a difficult or brand new skill. Disadvantage: You need a strategy to fade your prompt before teaching starts.

MOST-TO-LEAST

+ Immediately

First prompt

Second Prompt

Last prompt

Gesture

Model

Physical

Advantage: Fading is natural. As long as the student is motivated to learn, you do not need additional strategies to fade. Disadvantage: The student can make more errors while learning. Some students might find this frustrating or not learn easily if they make many errors.

LEAST-TO-MOST

+ At first

After success

After more success

Final

Zero seconds

3 seconds

5 seconds

(independent)

Advantage: This strategy is great when a student is motivated to give the right answer but prompt dependent (or thinks the prompt is a cue to give the response and not just additional help). Disadvantage: You need a strategy to slowly increase the delay. Some students will wait for really long periods of time!

TIME-DELAY PROCEDURE

BE CAUTIOUS! Inadvertent prompting Occurs

when the therapist unintentionally provides child with information about the correct response.

Remember!

Children become experts at reading nonverbal cues, so be extra aware of what you are doing! Otherwise it may appear that they have mastered an item when in fact they have been prompted! examples?

+ Give a go with an errorless trial Start again & give an instruction Deliver prompt immediately Child responds We reinforce milder than before (remember using differential reinforcement) Give a go once again! (if the child is still motivated)

WHAT IF MY STUDENT MAKES A MISTAKE?

PROMPT FADING How and when is prompting faded?

After a series of successful, repetitive trials, we should gradually fade our prompts.

Also, remember… •

Verbal prompts are NOT necessary

•

Avoid giving prompts repeatedly (including verbal ones!!)

•

Establish a provisional rule when transitioning to a new prompt

•

There is no standard pattern of a prompt hierarchy

PROMPTING IN TEACHING AREAS Academic

skills

Classroom

teaching

Daily living skills

Social-communication skills

Regulation of affect/ self-regulation

ACADEMIC SKILLS AND CLASSROOM TEACHING underline color coding illustrations visualized steps mind maps

MATH: NUMERICAL LINE

EXAMPLES

Data Collection for Science (Ecology)

DAILY LIVING SKILLS

visualized steps

visual schedules checklists

post-it

smart phones (tools, other software)

EXAMPLES

Monday

Tuesday

Wednesday

Thursday

Friday

SOCIAL-COMMUNICATION SKILLS modeling shadowing comic strips social stories visualized rules

+ EXAMPLES

REGULATION OF AFFECT AND SELF-REGULATION behavioral contracts self-monitoring and self-evaluation tools Emotion cards/ emotion thermometer social stories visualized rules

+ EXAMPLES

Can be conflicted between what is best for your child behaviorally versus what is best for the group

You may need to deal with inappropriate behaviors differently in the classroom than when in home

BEHAVIORAL MANAGEMENT SUPPORT STRATEGIES

Minimize disruption to class

Minimize stigma towards the child

Be cautious of unintended reinforcement of disruptive behavior in the classroom

Pick your battles!

CONSIDERATIONS:

Differential reinforcement of Other behavior

(DRO) o Reinforce the absence of problem behavior during a set interval or intervals 1. Set the interval of reinforcement 2. At the end of the interval, reinforce any non-challenging behaviors that have occurred (only if the problem behaviour hasnâ&#x20AC;&#x2122;t occurred). 3. If the problem behavior has occurred, reset the interval

+ Reinforce

if the target-behavior occurs at a rate lower than the set criterion (= we reinforce the lower number of inappropriate behaviors)

Full session DRL

Reinforce

if the behavior occurs less than the criterion youâ&#x20AC;&#x2122;ve set.

Spaced Responding DRL

Reinforce

only if a set interval has passed after the last occurrence of the behavior

DIFFERENTIAL REINFORCEMENT OF LOWER RATES OF BEHAVIOR (DRL)

+ Attract the studentâ&#x20AC;&#x2122;s interest by using items or activities of high preference 2. Change the routine 3. Deliver precursors of activities (e.g. using a timer or a bell when the time is out; explaining where we are going next) 4. Offer choices 5. Change the form or way of instructions 6. Enrich the environment with sensory stimuli that could have the same function as the problem behavior BEHAVIOR MANAGEMENT: 1.

ANTECEDENT-BASED INTERVENTIONS

The ABI strategies are mostly used in combination with other strategies, including extinction, reinforcement, functional communication training

INCLUSION OF CHILDREN WITH SPECIAL NEEDS IN THE MAINSTREAM SCHOOL & RELEVANT ABA STRATEGIES Gevgelija, 18 June 2014 Apollonia Foundation “MONORODI” Educational Center Presenters: Anna Plessa, M.Ed., BCBA Ignatios Kafantaris, MD

Supports and prompts in the classroom. Supports for interactions with peers.

Self-management systems.

Learning difficulties. Executive dysfunction.

ABA strategies to enhance academic learning.

Social relatedness in ASDs: Social-emotional domain; theory of mind; language and social understanding.

18.6.2014 TOPICS 228 ÂŠ Monorodi Educational Center 2014

One can see the whole range of possible neurocognitive states in ASDs:

Excellence in certain disciplines (e.g. maths, foreign languages, informatics)

Hyperlexia

Average to moderate achievement (this is the rule)

Language disorders. ADHD. Motor coordination disorder (dyspraxia). Dyscalculia. Written language disorders (dyslexia).

Mental retardation (generalized learning disorder). Epilepsy.

ASDs: LEARNING DIFFICULTIES 229 ÂŠ Monorodi Educational Center 2014

Executive functioning is a higher cognitive ability, supported by the lateral prefrontal cortex. It is the central administrative and coordinating unit of the whole brain.

Messages from other brain regions are processed and decisions are taken by this network, combining new information, previous knowledge and novel behaviors.

ASDs: EXECUTIVE DYSFUNCTION 230 ÂŠ Monorodi Educational Center 2014

Evaluation of stimuli; Selective and sustained attention

Working memory

Planning and organization

Time management

Goal prioritization

Metacognition: Selfmonitoring, self-evaluation

Self-regulation of affect

Self-inhibition

Initiation

Flexibility, phantasy and problem-solving

Goal-directed persistence

EXECUTIVE FUNCTIONING 231 ÂŠ Monorodi Educational Center 2014

Is associated with reasoning, text comprehension, complex learning

Is a limited-capacity resource of cognitive processing

Stores information in active (short-term) memory, and manages information that is necessary for a task (executive attention)

Recalls information from semantic memory (data), emotional memory (subcortex), and episodic memory (autobiographical meaning of experiences)

Resists interferences (irrelevant stimuli) during the processing load (encoding and retrieval of information)

Consists of a phonological loop and a visuo-spatial sketchpad

WORKING MEMORY or CONTROLLED ATTENTION (Barkley, DuPaul, 1992; Baddeley, 1993; Engle, 1999)

232 ÂŠ Monorodi Educational Center 2014

Components of Social Communication

Social interaction

Social cognition

Emotional competence

Theory of mind, inference, presupposition

EF, joint attention

Verbal pragmatics

Non-verbal pragmatics

Language processing

THE CORE FEATURE OF ASD: SOCIAL COMMUNICATION 234 ÂŠ Monorodi Educational Center 2014

Deficits in social-emotional reciprocity – e.g. in initiation, social approach, sharing interests and emotions, conversation

Deficits in developing and maintaining relationships (beyond those with caregivers) – e.g. in sharing imaginative play and in making friends

Deficits in non-verbal communication used for social interaction

The core features of emotional development include the ability to identify and understand one’s own feelings, to accurately read and comprehend emotional states in others, to manage strong emotions and their expression in a constructive manner, to regulate one’s own behavior, to develop empathy for others, and to establish and maintain relationships.

National Scientific Council on the Developing Child 2004

Interactions AND relations with adults

Interactions AND relations with peers

Identity of self & Sense of self-efficacy (recognition of own abilities)

Emotion Regulation, Expression of emotion, Empathy

Impulse control

Social understanding (what to expect from others)

California Department of Education 2014

www.cde.ca.gov

SOCIAL-EMOTIONAL DEVELOPMENT (up to 3 years of age)

237 ÂŠ Monorodi Educational Center 2014

ToM is the ability to empathize and take someone else’s perspective

Empathy is more intuitive; it’s about recognizing others’ emotions and reacting to them; it involves much more psychological thinking and identification with others

Perspective-taking is more cognitive and requires more phantasy

ToM is supported by the medial prefrontal cortex

Since infancy, the child learns to recognize the basic affects by face-reading and to share a common focus of attention with someone else

At the age of 2 years, children start to understand othersâ&#x20AC;&#x2122; desires, pretence and deception, and to play with imagination

From 4 years of age, the child starts to develop understanding of others and meta-representations of states of mind

THEORY OF MIND 239 ÂŠ Monorodi Educational Center 2014

ToM development depends on language development (especially sentence complements) and executive function

Deaf children have delays in ToM if their family doesnâ&#x20AC;&#x2122;t signspeak

Mentally retarded children do not have delays during the first years of life

LANGUAGE & SOCIAL UNDERSTANDING 240 ÂŠ Monorodi Educational Center 2014

multi-faceted language disorders (phonological+semantic +structural+pragmatic) like SCD, we see clear social difficulties, comparable to those in ASDs, but no repetitive behaviors nor of a limited repertoire. This social communication disorder is also called ‘pragmatic disorder’.