Session 2

1. Session 2 Department of Behavior Analysis

2. Reading Check • PT’s Legacy from B.F. Skinner • What is unique about PT’s legacy from B.F. Skinner? • What is PT? • Behavioral Fluency • What is fluency? • Does Binder support setting frequency aims by normative sampling of performance? Why or why not? Department of Behavior Analysis

3. Any questions? Department of Behavior Analysis

4. An introduction to instructional content analysis • goal • categorize skills kids need to learn into functional groups with • clearly defined common conditions that facilitate each type of skill • clearly defined classes of consequences that maintain each type of skill • helps ensure instruction designed matches with important goals of instruction Department of Behavior Analysis

5. Benefits of Front-End Content Analysis • Helps with outcome selection • Allows instructional procedures and objective type coordination • Facilitates evaluation and content match Department of Behavior Analysis

6. The Most Important Points • Learning should not make people miserable • Nonlinear analyses of instruction are most effective • Subject matter from the same content area is composed of different types of skills Department of Behavior Analysis

7. The Most Important Points • Discrimination is critical to fully learning most things • Arrangement of instruction should match the type of learning Department of Behavior Analysis

8. Emotional Behavior and Instructional Contexts Department of Behavior Analysis

9. Paired Associate and Discrimination Skills Strategies and Rules Motor Skills Component Composite - Tiemann & Markle, 1990

10. Paired Associate and Discrimination Skills Strategies and Rules Motor Skills Component Composite Emotional Behavior

11. Emotional Behavior

12. Emotional Behavior: • Always accompanies learning (Tiemann & Markle, 1990) • Refers to private events (Skinner, 1953, 1969; Calkin, 1989) • May or may not correlate with overt behavior • Higher correlation in children with autism • Acts as a potentiating variable that changes relative reinforcer values Department of Behavior Analysis

13. All people have feelings about what is happening. These feelings are real, measurable, valid, and a function of their learning history -Skinner, Verbal Behavior, 1953, pp. 214-215 Department of Behavior Analysis

14. “A behavioristic reformulation does not ignore feelings; it merely shifts the emphasis from the (act of) feeling to (the feeling itself). A person responds to the physical world around him and, with a rather different set of nerves, to the no less physical world within his skin…private events are difficult to observe, but not different in kind from overt behavior .” - Skinner, 1972, p. 284

15. Instruction that does not attend to emotional behavior is doing a disservice to the learner and decreasing the probability of educational success Department of Behavior Analysis

16. It is NOT okay for children to be consistently unhappy. Department of Behavior Analysis

17. All instructional plans and programs should have concrete procedures to address emotional learning Department of Behavior Analysis

18. Some general strategies to address emotional learning: • Empirically-derived and validated reinforcers • Preferred events vs. Reinforcer • “Truth is in the effect” • High rates of contingent and contiguous reinforcement • 4-6 per minute • High levels of student choice • Scheduling • Location • “Reward” Department of Behavior Analysis

19. Composite Emotional (Respondent) Behavior Component Component Composite Paired Associate and Discrimination Skills Strategies, Rules & Concepts Motor Skills Kinesthetic Repertoires Sequences & Algorithms Strategies Response Chains Concepts Principles (applying rules) Simple Responses Paired Associate Rules

20. Composite Emotional (Respondent) Behavior Component Component Composite Motor Skills Kinesthetic Repertoires Paired Associate and Discrimination Skills Strategies and Rules Response Chains Simple Responses - Tiemann & Markle, 1990

21. Composite Emotional (Respondent) Behavior Component Component Composite Motor Skills Kinesthetic Repertoires Paired Associate and Discrimination Skills Strategies and Rules Response Chains Simple Responses

22. Simple Responses • Learning how to move muscles • Touch something • Reach towards something • Produce a sound or word Department of Behavior Analysis

23. Reach Point Touch Grasp Place Release Push Pull Squeeze Tap Twist Shake The Big 6+6 :Elements of Motor Skills “Behavioral atoms” - Dr. Eric Haughton Department of Behavior Analysis

26. What is Free/Do Point? • Free/Do Point is the name of a Big 6 skill often taught to persons with disabilities. Free/Do Point involves having the child use their index finger to point to a stationary object on the table. This skill is trained separately for each hand. Department of Behavior Analysis

28. What is Free/Do Reach? • Free/Do Reach is the name of a Big 6 skill often taught to persons with disabilities. Free/Do Reach involves having the student follow an object moving in front of them with their eyes and one hand. This skill is measured separately for each hand • video example Department of Behavior Analysis

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30. What is Free/Do Reach and Point? • Big 6 composite skill/application • video example Department of Behavior Analysis

32. What is Free/Do Squeeze? • Free/Do Squeeze is the name of a Big 6 skill often taught to children with disabilities. Free/Do Squeeze involves having the child hold an object in the palm of their hand and squeeze repeatedly. This skill is trained separately for each hand. • video example

34. What is Free/Do Shake? • Free/Do Shake is the name of a Big 6 skill often taught to persons with disabilities. Free/Do Shake involves having the student hold an object and shake it side-to-side, or front to back using their wrist muscles. This skill is trained separately for each hand. Department of Behavior Analysis

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36. What is Free/Do Pinch? • Free/Do Pinch is the name of a Big 6 skill often taught to persons with disabilities. Free/Do Pinch involves having the student use a pincher grasp (thumb and forefinger simultaneously) while manipulating an object. This skill is trained separately for separate hands. • video example Department of Behavior Analysis

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38. What is Free/Do Turn? • Free/Do Turn is the name of a Big 6 skill often taught to persons with disabilities. Free/Do Turn involves having the student successfully turn a stationary object from side to side. This skill is trained separately for each hand. • video example Department of Behavior Analysis

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40. Composite Emotional (Respondent) Behavior Component Component Composite Motor Skills Kinesthetic Repertoires Paired Associate and Discrimination Skills Strategies and Rules Response Chains Simple Responses

41. Response Chains • A series (>2) of simple movements • Brushing teeth • Opening a door • Reach towards knob • Open hand • Grasp knob with palmer grasp • Turn knob • Pull knob • Release knob Department of Behavior Analysis

42. Your turn! • Generate a task analysis for a motor skill you would either like to teach someone to do or have taught someone. Please underline all of the Big 6+6 skills required to successfully perform the motor skill. Department of Behavior Analysis

43. Response Chains • Motor skills involve HOW to do something • No skill exists in a vacuum • ALL skills require discriminations to allow them to be useful Department of Behavior Analysis

44. Composite Emotional (Respondent) Behavior Component Component Composite Motor Skills Kinesthetic Repertoires Paired Associate and Discrimination Skills Strategies and Rules Response Chains Simple Responses

45. Kinesthetic Repertoires • Groups of chains emitted concurrently or in serial to accomplish a task • E.g., Washing the dishes • Setting up materials • Washing each dish • Drying the dishes • Cleaning up broken dish • Incidental teaching Department of Behavior Analysis