A pplied B ehavior A nalysis Classroom implementation Amy Roberts M.Ed BCBA

1. Applied Behavior Analysis Classroom implementation Amy Roberts M.Ed BCBA Behavior Specialist K-5 NE Paula J. Quirk M.Ed CSS Program Specialist

2. History of ABA 1913-John Watson B. F. Skinner Jack Michael Ivar Lovaas Brian Awata Glenn Latham

3. History cont'd “A failure is not always a mistake, it may simply be the best one can do under the circumstances. The real mistake is to stop trying.” B.F. Skinner PCMA Behavior Tools The emphasis is human dignity and choice

4. What is ABA? • It is the observation and measurement of an individual's behavior with its environment. • The observer is able to manipulate and control variables preceding (antecedents) and following (consequences) an individual's behavior.

5. Understanding theABC's ofbehavior A= Antecedent A stimulus or “trigger” that precedes a behavior. B= Behavior Some action that that is made by an individual. C= Consequence The immediate result that follows a behavior.

6. This time your group must write a behavior you might see for each activity listed. When you have finished we will share as a group. The group that picks the most observable and measurable behavior gets one extra ticket each. MusicalPosters

7. Understanding the function of behavior • A behavior may occur so that one of the following can be obtained: • Obtain a tangible or edible item • Gain attention • Avoid or escape something • Sensory issue • Lack of communication

8. Components of the ABA classroom Classroom environment Curriculum ABA instruction Reinforcement (type and frequency) Collecting and analyzing data The Classroom Team

9. Classroom environment • The design and setup of a classroom should be: • clearly defined areas that allow for appropriate “traffic flow” • organization of materials for teacher and student use • variety of materials for all subjects that promote acquisition of skills • Schedule(s) that are individualized and consistent • Schedule includes an array of groupings ( individual, small, whole) • Schedule allows for movement, sedentary activities and minimal down time

10. Curriculum...... offers instructional content that may be individualized a systematic format for target skills. includes a method of measurement and assessment for target skills. includes a plan of progression towards mastery.

11. ABA Instruction • Starts with integration of all the previously discussed elements. • Could include other methodologies such as: • Discrete trial • Teaching interactions • Shaping • Chaining • Priming • Modeling • Augmentative/Alternative Communication

12. You Tube Videos Discrete Trial http://www.youtube.com/watch?v=NbVG8lYEsNs&feature=results_video&playnext=1&list=PLAEEF0758500DE620 Shaping http://www.youtube.com/watch?v=RgefxJAjXSM Backward chaining http://www.youtube.com/watch?v=A-WHBXgxgYw Augmentative/Alternative Communication http://www.youtube.com/watch?v=Je__chpWTSU

13. ABA instruction cont'd • Classroom instructional format could be individualized, small or large groups. • Integration and inclusion • Adult support and/or guidance • Systematic, consistent and continuous instruction • Imbedded and layered instruction

14. ABA and Communication • There are alternative methods to use in communication: • Pivotal Response • Incidental teaching • Picture Exchange Communication (PECS) • Verbal Behavior

15. Reinforcement What is it?The contingency between a specific behavior and its consequence that leads to a future increase of the specific behavior. How do we use it?We give reinforcement verbally, gesturally, or providing a tangible item/activity immediately following a target behavior. How do you assess and identify reinforcers? We use a preference assessment or interest inventory.

16. Do you know what your students like? Do your students know what motivates you? Let's see what motivates your neighbor using an interest inventory or preference assessment! Time for a preference assessment!

17. Implementing reinforcement • Consistency and timing of reinforcement • Frequency of reinforcement • Availability of reinforcers • Variety of reinforcers • Fading reinforcement

18. Data collection and analysis Types of data collection: Scatterplot ABC logs Anecdotals Frequency Duration

19. Observation and documentation are the core of ABA. Data collection leads to assessment and identification of behaviors. Offers information in creating educational plans. Identifies when mastery has occurred and allows planning to promote generalization of skills. Allows for a visual representation of data (graphing) for easier interpretation. Why do we need data?

20. refers to the collaboration and communication that must occur for the principles of ABA to implemented successfully in the classroom. The Classroom Team......

21. Professionalism and team building: ongoing staff development consistency and follow through positive approach importance of team and classroom culture continuous monitoring and assessment communication and problem solving Considerations of the classroom team

22. Performance and collaboration: Proactive vs. reactive Ongoing training/feedback Monitoring and spending time with students Working with other professionals and outside agencies Parents/families Parent training Stick to and follow the process Considerations cont'd

23. References • It's Time For School: Building Quality ABA Educational Programs for Students with Autism Spectrum Disorder By Ronald Leaf, Mitchell Taubman, John McEachin • A Work In Progress By Ronald Leaf, Mitchell Taubman, John McEachin • Behaviorspeak: A Glossary of Terms in Applied Behavior Analysis By Bobby Newman, Kenneth Reeve, Sharon Reeve, Carolyn Ryan

24. ABA websites and resources www.behavioradvisor.com www.polyxo.com www.autisminspiration.com (requires a membership) www.speakingofspeech.com www.mrnussbaum.com www.freespirit.com reeveautismconsulting.blogspot.com