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Welcome to the Intensive Behavioral Intervention Professional Certification Course . Instructor: Lindsay Olsen, MA, BCBA Email: lindsayolsen16@gmail.com. 3 Part Certification Process. Level 1: IBI Course

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welcome to the intensive behavioral intervention professional certification course

Welcome to the Intensive Behavioral Intervention Professional Certification Course

Instructor: Lindsay Olsen, MA, BCBA

Email: lindsayolsen16@gmail.com

3 part certification process
3 Part Certification Process
  • Level 1: IBI Course
    • Present for each session, pass each standard quiz with minimum score of 80% and participate in activities, assignments and group work
  • Level 2: State Exam
    • Pass exam with minimum score of 80%
  • Level 3: Student Project
    • Complete project with minimum score of 85%
standards 1 3
STANDARDS 1-3
  • Standard 1: Introduction to Developmental Disabilities
  • Standard 2: Professionalism and Ethics
  • Standard 3: Coordination of Family, School and Community
group activity
Group Activity
  • Create group name
  • Research and present on disability
    • Include: symptoms, incidence, treatment, etiology, learning barriers
    • Designate 1 person as group presenter
slide6
QUIZ
  • Quizzes 1-3
  • 20 minutes to complete
standard 5 foundations of applied behavior analysis
Standard 5:Foundations of Applied Behavior Analysis
  • Define basic behavioral terms and concepts
    • PWOP Chapter 2 and 9

2) Differential reinforcement

    • PWOP chapters 6,7,8

3) Writing behavioral objectives

terms and concepts
Terms and Concepts

What is and is not behavior?

terms and concepts1
Terms and Concepts

CONSEQUENCE=

Bad unpleasant

bummer

Hurt not good loss

Dreadful unlikable terrible

terms and concepts2
Terms and Concepts

Behavior Behavior

Positive Reinforcement

fixed ratio
Fixed- Ratio
  • A worker receives a pay credit after assembling 15 pieces of equipment
  • A student receives a sticker on their chart after completing 5 math problems
  • A student receives a personal size pizza after reading 3 books
variable ratio
Variable -Ratio
  • Hitting the jackpot playing the slots. After a varying number of lever pulls (behavior) money delivered (reinforcer)
  • Scammers sending out emails requesting for bank information so they can wire you money. After so many responses (sending email) someone gives account information (reinforcer).
  • Door to door salesman. After so many responses (knocking on doors) reinforcement occurs (someone buys item)
fixed interval
Fixed- Interval
  • Mail is delivered approximately 4:00 each day. You could check the mailbox (response) all day but your response will only be reinforced after 4:00 (passage of time)
  • Picking up your paycheck. Going to accounting and asking for check (response) will only be reinforced after a fixed passage of time (every 2 weeks)
  • Teachers setting a 2 minute interval timer and each correct answer on a math worksheet after the passage of time results in reinforcement
variable interval
Variable- Interval
  • Jenny’s therapist assessed Jenny’s on task behavior (writing, reading a page or calculating problem) an average of every 6 minutes (4,5,6,7,8). If Jenny was on task she would receive 1 point. Points can be redeemed for extra recess time.
terms and concepts3
Terms and Concepts

Behavior Behavior

Positive Reinforcement

Negative Reinforcement

slide30

Group activity:

review examples of Negative reinforcement in PWOP (page 27)

Come up with 1 everyday example of negative reinforcement

terms and concepts4
Terms and Concepts

Behavior Behavior

Positive Reinforcement

Punishment type I

(Positive punishment)

Negative Reinforcement

terms and concepts5
Terms and Concepts

Behavior Behavior

Positive Reinforcement

Punishment type I

(Punishment by contingent stimulation)

Negative Reinforcement

Punishment type II

(Punishment by contingent withdrawal)

terms and concepts6
Terms and Concepts

Behavior Behavior

Positive Reinforcement

Punishment type I

(Punishment by contingent stimulation)

Negative Reinforcement

Punishment type II

(Punishment by contingent withdrawal)

Recovery from Punishment

terms and concepts7
Terms and Concepts

Behavior Behavior

Positive Reinforcement

Punishment type I

(Punishment by contingent stimulation)

Negative Reinforcement

Punishment type II

(Punishment by contingent withdrawal)

Recovery from Punishment

Extinction

slide42

TB +

  • Claw, spit, bite, vomit
dr practice 1
DR Practice (1)
  • Lacee is a non-vocal 6 year old with autism. She has approximately 5 signs which include milk, cereal, candy and ball. During her 1:1 instruction with her tutor she will engage in a few tasks and then will start throwing materials and scratching her aide. Her aid cleans up the work items and throws her hands up saying she is not paid enough for this. Work time is then over.
dro reset
DRO Reset
  • Timer is RESET each time target behavior occurs
  • R+ delivered at end of each interval (as determined by IRT) target behavior is absent
  • When target behavior occurs no R+ delivered and interval RESET
  • PWOP example page 72 (figure 6.1)
dro reset schedule 2
DRO Reset Schedule (2)
  • Kalee engages in TV talk that involves loud vocalization of movie lines and some inappropriate phrases from TV shows. During initial observation (baseline) Kalee engaged in TV talk 20 times during a 60 minute observation during writing class. When Kalee would engage in TV talk her aid would ask her to be quiet and direct her back to her assignment. Kalee would then continue TV talk and draw on her paper. Kalee loves drawing, art, listening to music, watching movies and playing solitaire.
dro fixed interval
DRO Fixed-Interval
  • Interval schedule is fixed and R+ delivered at end of interval during which the response does not occur
  • Must go for the entire interval with no occurrence of behavior to receive R+
  • If target behavior occurs, no R+ delivered at end of the interval and student gets another chance at next interval
  • PWOP page 73-74 figure 6.3
dro fi schedule 3
DRO FI Schedule (3)
  • Amy frequently engages in stripping behaviors. She takes off her shoes, pants and shirt while at school. She has identified sensory needs and is receiving treatment from an Occupational Therapist throughout the school day but she still strips. Amy has to keep her clothes on in order to be in school. You observe Amy for 3 hours during which she stripped 3 times. When you observed Amy during her “free time” she also wrapped herself up in blankets, listened to music, read books and cocooned herself in the nylon bungee swing.
dro increasing interval
DRO Increasing Interval
  • Way of thinning or fading R+
  • As student can refrain from engaging in TB over several intervals, slowly increase the interval size
  • Must increase reinforcer quality or quantity as intervals increase
  • PWOP 74 figure 6.4
dro increasing interval schedule 4
DRO Increasing Interval Schedule (4)
  • Jack was doing really well on his DRO FI-30min schedule. He currently has ten 30 minute intervals in a row where he has refrained from spitting. Each 30 minutes Jack refrains from spitting he gets to play 2 rounds of angry birds. The amount of time spent accessing his reinforcer is starting to interfere with the school day and making it hard for his teachers to keep up with, plus he has almost mastered all the levels.
dro progressive
DRO Progressive
  • Another schedule to thin and fade R+
  • Interval size remains the same but as student refrains from TB for more consecutive intervals the R+ gets bigger and better
  • PWOP 74 figure 6.5
  • Free access rule!!!
dro progressive schedule 5
DRO Progressive Schedule (5)
  • Mike was really getting good at controlling wetting his pants. Mike was on a FI-1hr schedule. For each hour he was dry he was allowed to play on the computer for 5 minutes. Mike had been doing this for half the school year and was on the computer most of the day. His teachers knew he could stay dry for the day but they didn’t want to just pull all his reinforcement for fear of his urinating returning.
drl irt example
DRL-IRT Example
  • Target behavior: Asking for help
  • IRT= 10 minutes
drl irt 6
DRL-IRT(6)
  • Charlie is a non-verbal 8 year old boy who used to scream and bite his aide whenever she asked him to sit and do work. His previous IBI provider did some analysis and discovered when he engaged in this behavior the task was removed and he was placed in time out. His behavior of screaming and biting increased over time. She was able to teach Charlie a replacement behavior of asking for a break which resulted in removal of the task for a period of time. She also made his work time less difficult and made sure Charlie had lots of reinforcers available. If Charlie does engage in the target behavior, he is redirected back to his assignment and the task remains in place. The problem now is Charlie asks for a break all the time.
  • During a 1-hour observation, Charlie asks for a break 20 times
drl below criterion
DRL- Below Criterion
  • Target behavior: knocking materials off table
  • Criteria for R+= 3 times or less/ hour
drl below criterion 7
DRL- Below Criterion (7)
  • Ava’s teacher complains about Ava being out of her seat too often. She is integrated in her math class for 15 minutes per day. During observation Ava was out of her seat 10 times during the math class. Ava will jump out of her seat and orbit around her desk a few times then sit back down..
dra dri 8
DRA/DRI (8)
  • Joe almost exclusively engages in verbal self stimulation by producing a constant string of the “eeeee” sound. You have determined that Joe most likely does this for automatic sensory reinforcement. You think he likes the sound and maybe the feeling in his throat. Create an example of an alternate behavior and an incompatible behavior for the listed target behavior.
slide68

Complete the following activities:

1) Components of a Behavioral Objective

2) Writing Behavioral Objectives Worksheet

3) Write Objectives from Sample

slide69
QUIZ
  • Standard 5 quiz
  • 15 minutes to complete
standard 6
STANDARD 6

Material needed for this standard:

information gathered from fa
Information Gathered from FA
  • Establishing operations OR motivating operations
slide80

1) When asked about her medical history, Ava’s mother reports that Ava often experiences urinary tract infections. Because Ava is non-verbal she can not tell verbalize when she is in pain or feeling discomfort. Ava is currently working on potty training as a goal. Ava will hold her urine for so long OR will not empty her bladder completely when she urinates which can cause bladder infections. Fill in the 4 part behavioral sequence from the scenario given:

It was snack time and Ava was shown her visual schedule. He teacher pointed to the toilet picture indicating it was time to go potty and wash her hands before snack. Ava ran around the room screaming, arching her body and flopping to the floor.

slide81

2) During the functional assessment interview, Raj’s mom indicated that her son is sometimes very sensitive to sound. He will cover his ears and mom is not sure why until shortly after when she hears a siren or other loud noise approaching. Fill in the 4 part behavioral sequence from the scenario given:

Raj’s family uses a pressure cooker to cook rice in their kitchen. When it is time to go outside to play you must go through the kitchen to get to the back door. You say to Raj “let’s go outside” as you point to the back door. He screams and runs away from you into the basement.

standard 7 skill acquisition
Standard 7: Skill Acquisition
  • Discrimination learning
  • Barriers to learning
  • Behavioral Approach to teaching
  • Instructional Procedures
  • Selection of target skills
slide92

Stimulus event (Sd)

Prompt

Response

Correct

Incorrect

Natural Correction

Reinforcement

Punishment

Extinction

Inadvertent R+

slide93

Add pops up: “you won $100”

Warning/ secure site

Click on add

Correct

Incorrect

Natural Correction-

Computer blocks

Receive 100$

virus

slide94

Sitter calls and cancels for the week

Husband suggestion

ask your mother in law

Correct

Incorrect

Natural Correction-

She declines

verbal praise, cooks dinner, does dishes

Criticizes how you do things, makes a mess, asks for food

slide95

Something happens

(stimulus event)

???Prompt???

Not sure what to do- random response

Something happens

Something happens

Something happens

Who cares

Not sure what that was

slide96

Fire alarm

Prompt????

Go out door

Play with trains

1) Correct

2) incorrect

False alarm -shuts off

Safe from fire praise

Social approval

Cough eyes burn but not sure why

discrimination training1
Discrimination Training

Antecedent situation/Stimulus event 1

Reinforcement

Behavior A

Antecedent situation/Stimulus event 2

Extinction

discrimination training example
Discrimination Training Example

Light on

Food Delivered

Neck Stretching

Light off

No Food delivered

discrimination training example1
Discrimination Training Example

Sd

Door with Exit sign

Outside on way home

Open the door

S

Door with Room #443 sign

In another classroom- not outside

discrimination training example2
Discrimination Training Example

Sd

Mom

Attention: “honey stop don’t do that!”

Bang on table

S

Dad

No response

No attention

discrimination training example3
Discrimination Training Example

Sd

Purple square

Clothes off- naked

undress

S

No purple square

Clothes remain on

discrimination training activity
Discrimination Training Activity

Sd

Reinforcement

Behavior

S

extinction

group presentations activity 15
Group Presentations activity#15

Sd

Reinforcement

Behavior

S

extinction

slide106

Sd

“Stop”

“sit down”

slide107

Sd

Sd

S

examples of conditional discriminations
Examples of Conditional Discriminations
  • 3 stimuli to attend to:
    • Verbal direction “find baby”
    • Picture of baby
    • Picture of shoe
slide109

3 stimuli to attend to:

    • Verbal direction “find shoe”
    • Picture of baby
    • Picture of shoe
building on the instructional unit
Building on the instructional unit

Discrete Trial

Sd Response Consequence

Prompt (faded)

student project activity 7
Student Project: Activity #7
  • 2 part Video demonstration of skills.
  • Segment 1: Behavior reduction- demonstration of PBS for problem behavior. Prevent Teach Respond
  • Segment 2: Skill building- demonstration of discrete trial teaching
instructional procedure 2 shaping
Instructional Procedure #2:SHAPING
  • Procedure to teach NEW behavior or strengthen a WEAK one
  • What is the SKILL and how can you break it down into smaller attainable parts?
  • Focus is on reinforcing successive approximations of behavior
  • Uses differential R+
origins of shaping
Origins of Shaping
  • Behavior is behavior- animals, people all organisms
instructional procedure 3 chaining
Instructional Procedure #3: Chaining
  • Teaching a series of behaviors in a specific order
  • Linking together a series of already mastered responses
  • Completion of a step serves as cue for next step
  • Requires a task analysis
group activity1
Group Activity
  • Perform a task analysis
  • Indentify Sd, behavior Consequence
  • Prompts you will use and fading procedure
  • Forward, Backward or global
instructional procedure 4 errorless learning
Instructional Procedure #4: Errorless Learning
  • Keep value of reinforcer high and value of escape/avoidance low
  • Keep learner successful and teaching/learning an improving set of conditions
  • Systematically sequence discriminations in an easy to difficult method
group activity2
Group Activity
  • Choose one discrimination task that a member of the group is currently working on with a student
  • Order steps to teach the discrimination in an easy to hard sequence
  • Present to class (designate 1 person to speak and 1 person to write out steps on public white board)