why everyone needs a hopping penguin... a guide to addressing behaviors and utilizing antecedents...
TRANSCRIPT
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WHY EVERYONE NEEDS A HOPPING
PENGUIN...
A guide to addressing behaviors and utilizing antecedents and consequences effectively!
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WHO ARE WE?Amy Prince, MA-CCC, SLP, BCBAAmber Ladd, MA-CCC, SLP, BCBAThe TALK Team
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CONTACT INFO
www.thetalkteam.com
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ABA
ABA is the father of evidenced based practice.
All of the techniques we use for speech therapy are based in ABA
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WHAT IS BEHAVIOR??
Share with us.....
What does it look like?
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BEHAVIOR VS COMMUNICATION
Would you rather have a child who communicates behaviorally or does not communicate at all?
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FOR YOUR TOOLKIT
http://communicationmatrix.org/
http://www.patinsproject.com/trainop_files/BethA1.pdf
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TOPOGRAPHY
The topography of a behavior is what the behavior looks like objectively.
We use this term to help us avoid subjective terms and emotion
Operational definition
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ACTIVITY
General... Specific...
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TOPOGRAPHY EXAMPLE
General:
Alexis throws a tantrum.
Operational:
Alexis cries, throws her head back, and throws herself to the ground
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WHY??
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ATTENTION
What we see most often....
ANY kind of attention counts!
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ESCAPE
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ACCESS TO TANGIBLES
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AUTOMATIC
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WHAT DO YOU THINK THE FUNCTION IS???? •http://www.youtube.com/watch?v=0T2R8pTpcoo
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LET'S PRACTICE
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NOW WHAT??
Now that you have identified the behavior and the function.....
What do you do next?
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THE A & C OF THE ABC'S
Antecendents
Consequences
This is how you CHANGE behavior!
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IDENTIFICATION
Identify the current antecedents and consequences of the behavior that you want to change.
It is helpful to look at multiple environments, people, activities, etc.
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PRECONCEIVED IDEAS
Be careful!!
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YOU NOW HAVE A CHOICE TO MAKE...
You can teach a replacement behavior
OR
You can put the behavior on extinction and differentially reinforce other or alternative behaviors
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REPLACEMENT BEHAVIOR
•A replacement behavior is a socially acceptable behavior that will meet the need expressed by the problem behavior.
•Your replacement behavior MUST satisfy the SAME function as well as or better than the behavior they are currently using!
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DIFFERENTIAL REINFORCEMENT DRO
DRA
DRI
And our version...
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•"Different reinforcers will have different values. Some are just okay and others are ‘to die for!’ It is critical to have a full range of reinforcers so that you can utilize differential reinforcement; that is, you want to provide extraordinary reinforcement for extraordinary behavior, and good reinforcement for good behavior and OK reinforcement for OK behavior." (" A Work in Progress: Behavior Management Strategies & A Curriculum for Intensive Behavioral Treatment of Autism ")
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PLANNED IGNORING
•Planned Ignoring is the conscious decision not to respond to a behavior at the time it happens. It does not mean you like or approve of the behavior, it does not mean that the rules have changed. What it means is that YOU decide that you are doing something more important and you are not going to let someone who is doing something wrong take you away from what you should be doing. Remember to ignore the BEHAVIOR, not the student. While using planned ignoring, make sure to reinforce other acceptable behaviors and other students who are behaving appropriately.
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EXTINCTION
"Extinction as a procedure occurs when reinforcement of a previously reinforced behaviour is discontinued; as a result, the
frequency of that behaviour decreases in the future."
- Cooper, Heron, & Heward (2007, p. 457)
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EXTINCTION BURST
Extinction burst – The behavior may increase for a brief period of time when the procedure of extinction is first applied; the clinician should not “give in” to the extinction burst
The behavior may reappear at a later time, but research has shown that behaviors that have previously been extinguished will respond more quickly to subsequent applications of extinction.
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CONSEQUENCES
AKA..... Reinforcement!!
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ON REINFORCEMENT
The way positive reinforcement is carried out is more important than the amount. B. F. Skinner
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WHAT IS A REINFORCER?
Anything
a person selects in a free choice situation can be used as a reinforcer.
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WHY ARE YOU HERE??
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LET'S PLAY
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SHAPING
A gradual, behavior modification technique in which successive approximations to the desired behavior is rewarded.
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SHAPING
So what is it really???
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SHAPING
How we use it...
Teaching pointing
Teaching sounds
Teaching a head nod
Teaching "verb + noun"
Teaching sitting at the table
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SHAPING
Break it down...
Task analysis
Smallest changes possible
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PRINCIPLES OF R+
Set an easily achieved initial criterion for reinforcement
Deliver the reinforcer immediately following the behavior
Gradually increase response-to-reinforcement delay
Use contingent praise and attention
Never end a session without access to the reinforcer!
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PRINCIPLES OF R+
Reinforcement may consist of giving or taking away
Your reinforcers are only as fun as you are
Use specific reinforcement
Repeat what worked for them
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SCHEDULES
Fixed, variable, interval, ratio
How do you choose? Does it really matter?
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THE LINE
Walking the line....
Your expectations have to be high enough to challenge your client but "doable" enough to maintain motivation.
Start just at or slightly under the level at which your clients is typically successful.
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TOKEN ECONOMY
A token economy is a system of behavior modification based on the systematic reinforcement of target behavior. The reinforcers are symbols or "tokens" that can be exchanged for other reinforcers.
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WWW.STARAUTISMPROGRAM.COM
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OR MAKE YOUR OWN
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FRONTLOADING
Don't google....
Urban Dictionary
Top Definition. front loading. the act of drinking before going to a bar where the prices are higher
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LET'S PRACTICE
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MICHAEL AND THE ORANGES
•http://www.youtube.com/watch?v=y9vj8KZI0go
•http://www.youtube.com/watch?v=KbjZxCVmrXs&feature=relmfu
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PARAMETERS
Set clear parameters
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PROMPTING
Our most important job is to make our clients successful at the most independent level possible!
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PROMPTING
Have a "tool box" of prompts to draw from
Ours: modeling (full, partial, segmented) verbal prompting (ask questions, cloze phrasing, hints) tactile prompting (various locations: face, legs, arms) visual (pictures, written, pacing boards, positional) Nonverbal body language (pointing, head shake/nod, eye gaze)
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PROMPTING
Choose different prompts based on the activity, client, state of mind, goal, etc.
Include prompting levels in your goals
It is ok to have a clients who will always need some sort of prompt
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PROMPTING
It is extremely important to reduce prompting as quickly as possible.
If you over prompt you are robbing an individual of the change to be as independent as possible.
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THE ENVIRONMENT
Prepare yourself:
Set yourself up for success! clothing, hair, jewlery
Confidence and creativity
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THE ENVIRONEMENT
Set EXTREMELY clear parameters!
Visual=
chairs
time timers
toy arrangement
schedules
placement
containers
materials
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SETTING EVENTS
Remember that there are factors that occur outside of your therapy space that may drastically alter the childs performance in your session.
Be prepared to change everything!
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WHAT ARE YOUR EXPECTATIONS? Tell them!
Social stories
Speech rules
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KID WALKS IN THE DOOR
First things first....
BECOME FRIENDS!! and
Observe....
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WHAT'S NEXT...
Where do we go??
We do therapy.. In the "speech room" At the table In a cube chair On the floor Walking around In the gym Outside In the classroom
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OUR RULES
Pick salient reinforcers and use them in MANY different ways!
Reinforcers can change!!
Establishing Operations
Motivating operations
Abolishing operations
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OUR RULES
Giving children choices helps them feel like they have some power and control over what they do. It’s a step in growing up. Everything isn’t planned for them. Making good choices is a skill that children will use for the rest of their lives. The key to giving children choices is to first decide what choices you will allow them to make.
A key rule to remember is to give only choices that you can agree to. Offer choices only when the child will truly be allowed to choose.
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THE PREMACK PRINCIPLE
Premack's principle
The relativity theory of reinforcement, states that more probable behaviors will reinforce less probable behaviors
First...Then...
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BEHAVIORAL MOMENTUM
The use of a series of high-probability requests to increase compliance with lower-probability requests (Ray, Skinner & Watson, 1999).
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OUR RULES
Establishing instructional control
The goal of compliance is to make sure that the reinforcer is accessed
You have to WIN...every time! (And by you winning, they win)
Follow through
Compliance training
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OUR RULES
Pick your battles wisely!
One hard thing at a time
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OUR RULES
How are you going to make sure that you get a response??
There is a HUGE motivation component
Blocking vs. taking away
Always have a non-verbal backup
Being physical
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OUR RULES
MLU + 1 or 2*
Talk like a caveman*
Essential words
Everything you say should have a purpose!
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OUR RULES
Make sure you know what the correct response is...
When you ask a question ("What did you have for breakfast?")
What language structure you are looking for
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OUR RULES
Variety is the spice of life...or in our case the spice of progress..
Use a variety of SD's
What is a SD?
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DISCRIMINATIVE STIMULUS
Discriminative stimulus or SD:
A stimulus that controls the probability of a response. Because responses have been reinforced in the presence of the discriminative stimulus (first definition), and not in its absence, they tend to occur more often when the SD is present than when it is absent.
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OUR RULES
Avoid
"Say" "okay?" "Can you __?" "Will you ___?" "Please"
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OUR RULES
Pacing..
Be ready as soon as his butt hits the chair
Downtime is the enemy
3 trials per minute
Mix up goals
Use every material to hit multiple goals
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OUR RULES
Practice correctly more than you practice incorrectly
If you have to model or prompt a response, immediately ask the question again to look for retention
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OUR RULES
FUNCTIONAL Goals!
Take effective data that truly demonstrates a child's progress
Our data system
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I'VE LOST HIM...WHAT NOW?? Tickling
Present a new reinforcer
Change of location
Shake arms/body play
Put a small toy/ball in their shirt
Play anticipation games ("I'm going to get you")
Ignore and play with a toy
"Bye-bye"
Back off... see what happens
Cleaning up
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TEACHING NEGATION
We know you want all "yes" kids BUT....
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STARTING FROM NOTHING
"We can't make you talk but we can make you knock!"
Signs (more, bye/all done)
Quick access to reinforcement!!
Lots of choices
Teaching communicative intent
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ITS ALL COMMUNICATION
Pointing
Signing
Gestures
Sounds
Words
Pictures
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MOVING ON
Gradually expect sounds
Any sound counts!!
Shape into approximations of the correct words
Spontaneous one word requests!
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BECOMING VERBAL
Functional two word requests
Verb + noun
Variations that make sense
Examples
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INCREASING VERBAL ABILITIES Determine what your end goal is
Break it down into functional steps
Gradually expect a higher level of function
Use different prompts to help get you there
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USING THE KK BOX FOR ASKING QUESTIONS "What's that?"
"What's in the bag?"
"Can I verb + noun?"
"Where is ___?"
Reciprocal questions
Gaining needed information
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WHO WANTS TO ASK A ??
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WHAT ELSE CAN WE TEACH?? Joint attention
Visual attending
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USE ANY AND ALL APPROPRIATE TOOLS We add cards, games and any necessary other tools to this program
You NEVER have to stick with a single program or approach
Be willing to change all of your ideas any time something isn't working
Try ANYTHING!!
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THE GOOD STUFF...
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REAL LIFE
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PROGRAMS WE LOVE
Social Stories
The Incredible 5 Point Scale
Think Social
Picture supports/ PECS