Housekeeping

1. Housekeeping • Sign in with time. • Only sign out as you leave. • Cell phones easy to grab and silent • Pick up your materials and put them in a folder

2. More…… • Reply to Emails to let us know that you are receiving them. • Honor each others suggestions. • 45 second Rule • No Side bars

3. Why are we here again?

4. Behavior Interventions EDSP Prepared by KATC (2010)

5. CULTURE OF AUTISM • SOCIAL RELATEDNESS • JOINT ATTENTION & RECEPROCITY • COMMUNICATION • Expressive deficits • Problems with intent as well as means • Receptive deficits • Problems with meaning and processing • SENSORY PROCESSING • Integration and modulation of inputs • DIFFICULTY WITH CHANGE • Limited interests, repetitive behavior, rigidity • COGNITIVE STYLE • Organization • Sequencing & planning • attention & relevance • abstraction & generalization

6. The Nuts and Bolts “2-Term Contingency” Behavior is controlled by it’s consequences For example Johnny hits because he gets attention for it, not because he is angry Mary flaps her hands because it feels good, not because she has autism Prepared by KATC January 2010

7. Behavior Intervention & ASD If mechanisms for behavior change are applicable across individuals despite their unique characteristics (e.g., autism, learning disabilities, mental retardation) What is special about ASD? Prepared by KATC (2010)

8. The Nuts and Bolts Behavior doesn’t happen in a vacuum “ The 3- term contingency” Antecedent-Behavior-Consequence Antecedent- Billy falls down Behavior- Billy Cries Consequence- Billy is held by the teacher Prepared by KATC January 2010

9. The Nuts and Bolts Prepared by KATC January 2010

10. A Closer Look How do consequences effect problem behavior? Reinforcement & Punishment Prepared by KATC January 2010

11. EBP Inventory ACTIVITY Self Assessment Prepared by KATC (2010)

12. Antecedents If behavior is primarily maintained by its consequences why do we have to care about what happens before the behavior? Prepared by KATC January 2010

13. Behavior Intervention It is important to consider that for many individuals with ASD, problem behavior is a result of a lack of knowledge of “what to do” to most effectively access reinforcement. What types of things do we attempt to access in our daily lives? Prepared by KATC (2010)

14. Behavior Intervention This module will place a heavy emphasis on reinforcement-based interventions Recognition of behavior as communication and then teaching the “what to do” Prepared by KATC (2010)

15. Preference-assessment Any effective behavior change program starts with the identification of possible reinforcers Sometimes interventionists may take the view that a student did not respond to the delivered reinforcer, it might be more beneficial to take the alternative view that the interventionist may have failed to identify an effective reinforcer. Prepared by KATC (2010)

16. ACTIVITY: Preference Assessment

17. Getting Started: Review Behavior change involves the manipulation of antecedents, consequences, or both. A B C Prepared by KATC (2010)

18. Antecedent Interventions Produce change through the arrangement of antecedent events to get the student in contact with reinforcement for desirable behavior Prepared by KATC (2010)

19. Antecedent Interventions Setting clear behavioral expectations for all students Consider the individualized needs of learners when delivering expectations Prepared by KATC (2010)

20. Antecedent Interventions Telling students your expectations Secure attention prior to speaking Prepared by KATC (2010)

21. Antecedent Interventions Telling students your expectations Speaking clearly and concisely “Sit” Vs. “Sit down in your chair and show me you are ready to work” Prepared by KATC (2010)

22. Antecedent Intervention Telling students your expectations Use behavioral language Avoid statements like “ Respect your classmates” “Use good hands” Prepared by KATC (2010)

23. Antecedent Interventions Telling students your expectations Decrease the amount of time between the presentation of the expectation and the opportunity for the student respond Prepared by KATC (2010)

24. Antecedent Intervention Showing students your expectations Consider literacy skills and corresponding formats (e.g., words, drawings, pictures, objects) Prepared by KATC (2010)

25. Antecedent Intervention Showing students your expectations Consider various Visual Supports to tell students what they are expected to do Environmental Arrangements Cue Cards Checklists Visual Schedules Social Narratives Prepared by KATC (2010)

26. Antecedent Intervention Showing students your expectations Consider clarifying expectations related to time Prepared by KATC (2010)

27. Antecedent Intervention High Probability Request Sequence (pre-task requesting) (Behavior momentum) Teacher presents a series of easy-to-follow requests for which the participant has a history of compliance, when the learner complies with several high-p requests, the teacher immediately gives the target request. • (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

28. Antecedent Intervention High Probability Request Sequence Teacher says” Give me Five” Teacher says, “Look at me” Teacher says, “What color” Teacher says, “Spell Blue” Prepared by KATC (2010)

29. Antecedent Intervention High Probability Request Sequence Selectskills already in the learners repertoire Balance the use of High-P requests with instructional efficiency Prepared by KATC (2010)

30. Antecedent Intervention Offering choice Often individuals with disabilities may not be provided opportunities to make choices Consider your life without the ability to make choices Prepared by KATC (2010)

31. Antecedent Intervention Offering choice Reinforcers Materials Order of instructional tasks Partners/Peers Locations Prepared by KATC (2010)

32. Antecedent Intervention Noncontingent Reinforcement (NCR) Reinforcers are delivered on a fixed time (FT) or variable-time (VT) schedule independent of the learners behavior How does this work? (Cooper et al., 2007) Prepared by KATC (2010)

33. Antecedent Intervention Noncontingent Reinforcement(NCR) Remember motivating operations The idea is that if reinforcement is readily available then the student will not have to engage in problem behavior to access it Noncontingent Reinforcement Prepared by KATC (2010)

34. Antecedent Intervention Increasing the effectiveness of NCR Conduct a FBA to determine reinforcers maintaining problem behavior Identify powerful reinforcers (Cooper et al., 2007) Prepared by KATC (2010)

35. Antecedent Intervention Increasing the effectiveness of NCR Combine with extinction procedures Withhold reinforcement briefly if interval ends at the same time as a problem occurs Prepared by KATC (2010) • (Cooper, Heron, & Heward, 2007)

36. Consequent Interventions Extinction When reinforcement of a previously reinforced behavior is discontinued, and as a result the frequency of that behavior decreases in the future (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

37. Consequent Interventions Extinction It is critical that an FBA be conducted to determine the function of the behavior or the reinforcement maintaining the behavior What might this look like for Positive reinforcement Escape (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

38. Consequent Interventions “Extinction burst” Extinction procedures are often followed by an immediate increase in the frequency or intensity of a target behavior (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

39. Consequent Interventions Using extinction effectively Withhold all reinforcers for the problem behavior Be consistent Consider using instructions (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

40. Consequent Interventions Using extinction effectively Prepare for the the burst. Increase the number of opportunities to use extinction Do not use for extreme behaviors (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

41. Consequent Interventions Differential Reinforcement (DR) One of the most powerful tools in a teacher’s intervention repertoire. It stands at the foundation for learning Prepared by KATC (2010)

42. C Differential Reinforcement Reinforcement is delivered contingent on the occurrence of a behavior other than the problem behavior or the behavior occurring at a reduced rate & Withholding reinforcement as much as possible for the problem behavior (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

43. C Differential Reinforcement Reinforcement is delivered contingent on the occurrence of a behavior other than the problem behavior or the behavior occurring at a reduced rate & Withholding reinforcement as much as possible for the problem behavior (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

44. C Differential Reinforcement Differential Reinforcement of Alternative Behavior (DRA) A reinforcer is withheld following a target behavior and only delivered following a specified alternative behavior A teacher can use an alternative behavior to occupy the time in which the undesirable behavior occurs • (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)

45. C Differential Reinforcement Differential Reinforcement of Alternative Behavior (DRA) Reinforcing hitting a switch that elicits a recorded “I want a break” message to replace sliding out of a desk Reinforcing correct responses to a task with attention instead of slapping for attention Prepared by KATC (2010)

46. C Differential Reinforcement Differential Reinforcement of Alternative Behavior (DRA) Advantages Simultaneously weakens the problem behavior while strengthening acceptable behaviors Disadvantage Problem behavior can still occur Prepared by KATC (2010)

47. C Differential Reinforcement Differential Reinforcement of Incompatible Behavior (DRI) Reinforcing a behavior that can NOT occur at the same time as the problem behavior Prepared by KATC (2010)

48. C Differential Reinforcement Differential Reinforcement of Incompatible Behavior (DRI) Reinforce answering questions to reduce the number of swear words a learner may be using. The learner can’t swear and answer questions the same time Reinforcing sitting instead of wandering Prepared by KATC (2010)

49. C Differential Reinforcement Differential Reinforcement of Incompatible Behavior (DRI) Advantages Student cannot engage in problem behavior and replacement behavior at the same time Disadvantages May be difficult to identify incompatible behaviors Prepared by KATC (2010)

50. C Differential Reinforcement Using DRA/DRI effectively Selecting Behaviors to be Reinforced that: -Exist in the learner’s repertoire -Require equal or less effort than the problem behavior -Occur at a rate that will provide sufficient opportunities for reinforcement -Will be likely reinforced in the student’s natural environments • (Cooper, Heron, & Heward, 2007) Prepared by KATC (2010)