why aba for students with autism? burlington county special services

Why ABA for students Why ABA for students with autism?with autism?

Burlington County Special ServicesBurlington County Special Services

AutismAutism

““Because autism is a Because autism is a severe, chronic severe, chronic developmental disorderdevelopmental disorder, which results in , which results in a significant a significant lifelong disabilitylifelong disability, the goal of , the goal of treatment is to promote the child’s social treatment is to promote the child’s social and language development and minimize and language development and minimize behaviors that interfere with the child’s behaviors that interfere with the child’s functioning and learning.” functioning and learning.”

AutismAutism

““Intensive, sustained special education Intensive, sustained special education programs and behavior therapy early in life programs and behavior therapy early in life can increase the ability of the child with can increase the ability of the child with autism autism to acquire languageto acquire language and ability to and ability to learn. Special education programs in learn. Special education programs in highly structured environmentshighly structured environments appear appear to help the child acquire self-care, social, to help the child acquire self-care, social, and job skills.” and job skills.”

TEACCHTEACCH A program developed in North Carolina that focuses on the treatment A program developed in North Carolina that focuses on the treatment

and education of the autism communityand education of the autism community Focuses on Focuses on bringing individuals to the highest level of bringing individuals to the highest level of

independence that they an achieveindependence that they an achieve A program that uses A program that uses heavy environment structure and picture cuesheavy environment structure and picture cues Bonus question: write down what TEACCH stands for and hold it upBonus question: write down what TEACCH stands for and hold it up

Surgeon General’s Surgeon General’s RecommendationsRecommendations

““Thirty years of research demonstrated the Thirty years of research demonstrated the efficacy of efficacy of applied behavioralapplied behavioral methods in methods in reducing inappropriate behaviorreducing inappropriate behavior and in and in increasing communication, learning, and increasing communication, learning, and appropriate social behaviorappropriate social behavior.”.”

““An effective treatment program will build on the An effective treatment program will build on the child's interests, offer a predictable schedule, child's interests, offer a predictable schedule, teach tasks as a series of simple steps, actively teach tasks as a series of simple steps, actively engage the child's attention in highly structured engage the child's attention in highly structured activities, and provide regular reinforcement of activities, and provide regular reinforcement of behavior.” behavior.”

New Jersey Dept of EducationNew Jersey Dept of Education Autism Program Quality IndicatorsAutism Program Quality Indicators Effective programs should employ a Effective programs should employ a

methodology that has been empirically validated methodology that has been empirically validated in well-controlled research studies conducted in well-controlled research studies conducted with other students with autism.with other students with autism.

What does that mean?What does that mean? Ex: You have an infection and need antibiotics-Ex: You have an infection and need antibiotics-

the doctor doesn’t give you Tylenol. Why not?the doctor doesn’t give you Tylenol. Why not?

Treatment for our studentsTreatment for our students Needs to be individualized-not the same Needs to be individualized-not the same

prescription for each person (nor student)prescription for each person (nor student) Would you want the doctor to give you treatment Would you want the doctor to give you treatment

that hasn’t been proven to work? that hasn’t been proven to work? No, if you have a headache-you know that this No, if you have a headache-you know that this

medicine will helpmedicine will help If you have a language delay, you teach specific If you have a language delay, you teach specific

skills to help remediate the language skills to help remediate the language (individualized based upon the severity of the (individualized based upon the severity of the delay)delay)

Why do we do ABA?Why do we do ABA?

ABA what does that stand for?ABA what does that stand for? Research based methodologies that are Research based methodologies that are

proven to work and change behavior in proven to work and change behavior in people with developmental disabilitiespeople with developmental disabilities

To improve To improve behaviorbehavior To teach To teach academicsacademics To improve To improve daily living skillsdaily living skills

Why ABA?Why ABA? DATA BASED DECISIONS-gives us the proof DATA BASED DECISIONS-gives us the proof

that what we’re doing is workingthat what we’re doing is working Data based decision making is part of BEST Data based decision making is part of BEST

PRACTICEPRACTICE Just like the doctor monitors your progress to Just like the doctor monitors your progress to

make sure your improving (they chart your vitals make sure your improving (they chart your vitals every hour-blood pressure pulse, how your every hour-blood pressure pulse, how your responding to treatment)responding to treatment)

We monitor our student’s progress to make sure We monitor our student’s progress to make sure what we are doing is workingwhat we are doing is working

ABAABA The study of a behavior in the environment through The study of a behavior in the environment through

antecedent, behavior, and consequence data collection.antecedent, behavior, and consequence data collection. Most scientifically validated treatment for autismMost scientifically validated treatment for autism

ABAABA

1. Behavioral1. Behavioral 2. Academic 2. Academic 3. Daily Living Skills3. Daily Living Skills

Behavior ReasonsBehavior Reasons To provide a better quality of life for our To provide a better quality of life for our

studentsstudents They can go to Wawa They can go to Wawa Go to a restaurantGo to a restaurant Go to the beachGo to the beach Go to the parkGo to the park Birthday PartyBirthday Party Go Fishing with ParentsGo Fishing with Parents Any vacationAny vacation Ride on an airplaneRide on an airplane

ExampleExample

Matt’s behaviors before: Matt’s behaviors before: disrobes, screams, destruction of disrobes, screams, destruction of property, swiping, eloping. After: property, swiping, eloping. After: completes a task, does not take completes a task, does not take off his clothes, half hour toilet off his clothes, half hour toilet schedule, walks appropriately in schedule, walks appropriately in hall, starting to use sign hall, starting to use sign language.language.

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Eloping

Destruction of Property

Linear (Eloping)

The proof is in the data-It’s working!

To Teach AcademicsTo Teach Academics

Discrete Trial/Individual InstructionDiscrete Trial/Individual Instruction A discrete trial has 3 partsA discrete trial has 3 parts

1. you give a 1. you give a ONEONE direction (Sd) direction (Sd)2. the student listens and follows the 2. the student listens and follows the direction (we hopedirection (we hope or with help-that’s the or with help-that’s the promptprompt))3. you praise them for doing it “That’s 3. you praise them for doing it “That’s great!”great!”

What does this look like?What does this look like?

Model of discrete trial sessionModel of discrete trial session 1. Give direction1. Give direction 2. Student responds2. Student responds 3. Give reinforcement3. Give reinforcement

Things we teachThings we teach Language-Talking-Communication-SigningLanguage-Talking-Communication-Signing Imitation (actions and words)Imitation (actions and words) Matching-SortingMatching-Sorting Following directionsFollowing directions Counting-Math-Money-Measurement-Counting-Math-Money-Measurement-

CalculatorCalculator WritingWriting ReadingReading

ExampleExample Travis-Oral motor imitation began on 10-Travis-Oral motor imitation began on 10-

10-06 able to imitate 2 actions. Now able 10-06 able to imitate 2 actions. Now able to imitate 9 actionsto imitate 9 actions

Non-identical Matching: able to match 11 Non-identical Matching: able to match 11 when this program began. Now able to when this program began. Now able to match 21 objects total.match 21 objects total.

Number matching: able to match 1 when Number matching: able to match 1 when the program began. Now able to match 10 the program began. Now able to match 10 numbers total.numbers total.

Travis’ progress-the proof is in the dataTravis’ progress-the proof is in the data

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Oral motor

OjectMatchingNumber match

Daily living skillsDaily living skills Tooth-brushingTooth-brushing Getting dressedGetting dressed Eating breakfastEating breakfast ToiletingToileting Setting TableSetting Table Making a sandwichMaking a sandwich VacuumingVacuuming Wiping the tableWiping the table

Use a Task AnalysisUse a Task Analysis

What is a Task Analysis (TA)What is a Task Analysis (TA) A breakdown of the sequence of behaviors A breakdown of the sequence of behaviors

needed to perform a daily activity such as needed to perform a daily activity such as ordering at Dunkin Donutsordering at Dunkin Donuts

There are many steps involved when There are many steps involved when placing an order and eating at an placing an order and eating at an establishmentestablishment

Steps to Ordering at Dunkin DonutsSteps to Ordering at Dunkin Donuts Go to the counterGo to the counter Wait in lineWait in line Wait while the cashier asks for the orderWait while the cashier asks for the order Student orders, “Boston Cream donut please.”Student orders, “Boston Cream donut please.” Cashier says, “$.95 please.”Cashier says, “$.95 please.” Student gives the moneyStudent gives the money Receives the changeReceives the change Says, “Thank you.”Says, “Thank you.” Cashier gives the donutCashier gives the donut Student says, “Thank you” again.Student says, “Thank you” again. Takes food and finds a table to sit down atTakes food and finds a table to sit down at Eats the donut (this could be a whole other TA)Eats the donut (this could be a whole other TA)

% of Independence-no help at all% of Independence-no help at allCompleting Dunkin Donuts TACompleting Dunkin Donuts TA

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AntwaineJeremyJonathonKambrellNoelZuri

How do we get to IndependentHow do we get to Independent

First, what is Independent?First, what is Independent? Independent means that the child Independent means that the child

completes the task or follows the direction completes the task or follows the direction (that is stated ONE time) or follows the (that is stated ONE time) or follows the schedule without any adult assistance schedule without any adult assistance required fluently (in a timely fashion).required fluently (in a timely fashion).

But verbally re-stating the direction is not a But verbally re-stating the direction is not a prompt? Right? Or Wrong?prompt? Right? Or Wrong?

Role PlayRole Play

Example: Group will role play classroom Example: Group will role play classroom scenario of checking schedules. scenario of checking schedules.

IndependentIndependent

If this example shows independence raise If this example shows independence raise your handyour hand

IndependentIndependent

If not, why?If not, why?

Verbal PromptsVerbal Prompts Verbal prompts are the easiest to get dependent Verbal prompts are the easiest to get dependent

on, and the hardest to fade. on, and the hardest to fade. There are a couple of good reasons for this. There are a couple of good reasons for this. First, they are the easiest to give. For teachers, First, they are the easiest to give. For teachers,

opening our mouths and spitting out verbal opening our mouths and spitting out verbal directions when learners are struggling is really directions when learners are struggling is really easy to do. easy to do.

Another issue for our learners, is that sometimes Another issue for our learners, is that sometimes our teaching lulls them into being passive our teaching lulls them into being passive responders. responders. Juliet Burk, Founder-Autism Teaching ToolsJuliet Burk, Founder-Autism Teaching Tools

ExamplesExamples

Toileting protocolsToileting protocols Morning routine-hanging up coat, etc.Morning routine-hanging up coat, etc. Discrete trial example-touch fork (I know Discrete trial example-touch fork (I know

he knows what a fork is so, I’ll just keep he knows what a fork is so, I’ll just keep repeating “touch fork” until he answers. repeating “touch fork” until he answers. He knows this!) Is this a strategy I should He knows this!) Is this a strategy I should use for my learner? If yes- tell my why. If use for my learner? If yes- tell my why. If no-tell me why?no-tell me why?

IndependentIndependent

Adult assistance (prompting) could be Adult assistance (prompting) could be verbal directions, pointing, physical verbal directions, pointing, physical prompts, blocking.prompts, blocking.

Where do I prompt?Where do I prompt?

DirectionDirection Student responds ReinforcementStudent responds Reinforcement

PromptPromptphysicalphysicalVisual/TextualVisual/Textualgesturalgesturalmodelmodelverbalverbal

Selecting PromptsSelecting Prompts

When using prompts, carefully select the level of When using prompts, carefully select the level of prompting.prompting. Provide enough help to ensure that an incorrect or Provide enough help to ensure that an incorrect or

non response does not occur.non response does not occur. Try to ensure that the student does as much of the Try to ensure that the student does as much of the

work as they are able to.work as they are able to.

ReinforcementReinforcement

Reinforcement: Any consequence of behavior Reinforcement: Any consequence of behavior which increases the frequency of that kind of which increases the frequency of that kind of behavior under similar conditions in the future.behavior under similar conditions in the future.

Reinforcement delivery is necessary to Reinforcement delivery is necessary to establish a connection between a particular establish a connection between a particular behavior and its consequencesbehavior and its consequences

ReinforcementReinforcement

Example: I put money in the soda Example: I put money in the soda machine, I press a button, my soda comes machine, I press a button, my soda comes out! Yeah!out! Yeah!

What if my soda doesn’t come out?What if my soda doesn’t come out? What do I do?What do I do?

ReinforcementReinforcement Effective praise:Effective praise:

1. should be sincere1. should be sincere2. be delivered after performance 2. be delivered after performance of the target behaviorof the target behavior3. Should specify the behavior 3. Should specify the behavior

being reinforced.being reinforced.4. “Good Job!” is way over used in our field4. “Good Job!” is way over used in our field

ReinforcementReinforcement

How do I know what the student likes?How do I know what the student likes? He doesn’t like anything?He doesn’t like anything? Identify a student’s reinforcers byIdentify a student’s reinforcers by

Asking the studentAsking the student Caregiver interviewCaregiver interview Direct observation of the studentDirect observation of the student

ExtinctionExtinction

Extinction: when a previously Extinction: when a previously reinforced behavior is no longer reinforced behavior is no longer reinforced and its rate of occurrences reinforced and its rate of occurrences decreases may result in an initial decreases may result in an initial increase in behavior.increase in behavior.

Example:Example:

ReviewReview

Family Feud GameFamily Feud Game