Deficits in social-emotional reciprocity
-abnormal social approach
-failure of normal back-and-forth conversation
-reduced sharing of interests,
... [Show More] emotions, or affect
-failure to initiate or respond to social interactions
example of deficit of social-emotional reciprocity
he teacher tells students to find a partner to work with on a math activity. As students move around the classroom pairing up, Michelle, a student with autism, stands in the middle of the classroom looking at the other students. For this assignment, Michelle may be having difficulty with initiating social interactions.
Deficits in nonverbal communicative behaviors used for social interaction
-poorly integrated verbal and nonverbal communication
-abnormalities in eye contact and body language
-deficits in understanding and use of gestures
-lack of facial expressions
-nonverbal communication
Examples of nonverbal communication
shrugging shoulders when you don't know
pointing at a picture in a book to show another person
frowning when someone tells you sad news.
Deficits in developing, maintaining, and understanding relationships
-difficulties adjusting behavior to suit various social contexts
-difficulties in sharing imaginative play or in making friends
-absence of interest in peers
stereotypes or repetitive motor movements, use of objects or speech
simple motor stereotypes
lining up toys or flipping objects
echolalia
idiosyncratic phrases.
idiosyncratic phrases
this is where the child uses a word or expression to refer to something which is unrelated or irrelevant
echolalia
repeating what has been said but not understanding why or what has been said.
primary motor stereotypes
flapping and waving of the arms, hand flapping, head nodding, rocking back and forth.
insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior
-inflexible adherence to routines
-ritualized patterns of verbal or nonverbal behavior
-extreme distress at small changes
-difficulties with transitions
-rigid thinking patterns
-greeting rituals
-need to take same route or eat same food everyday.
highly restricted, fixated interests that are abnormal in intensity or focus
strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests.
perseverative behavior
repetitive and continuous behavior
hyper or hypoactivity to sensory input or unusual interests in sensory aspects of environment
indifference to pain/temperature
adverse response to specific sounds or textures
excessive smelling
touching of objects
visual fascination with lights or movement.
levels of severity across social communication and restricted repetitive behaviors
restricted, repetitive patterns of behavior, interests or activities as manifested by at least 2 of the following:
1. stereotypes or repetitive movements, use of objects or speech
2. insistence on sameness, inflexible adherence to routines or ritualized patterns of verbal non verbal behavior.
3. highly restricted, fixated interests that are abnormal in intensity or focus.
4. Hyper-or hyporeactivity to sensory input or unsuual interests in sensory aspects of the environment.
what is severity based on?
social communication impairments, and restricted, repetitive patterns of behavior.
Level of Severity 3
"requiring very substantial support"
-few intelligible words, rarely initiates interaction, extreme difficulty coping with change
Level of Severity 2
"requiring substantial support"
-simple sentences, interaction is limited to narrow special interests, odd nonverbal communication, inflexibility, difficulty coping with change.
Level of Severity 1
"requiring support"
-engages in full-sentence communication but reciprocal conversations with others fail, attempts to make friends are odd and typically unsuccessful, inflexibility, problems with organization and planning
treatment dosage
which is often referenced in treatment literature as "intensity" will vary with each individual and should reflect the goals of treatment, specific patient needs and response to treatment
treatment dosage should be considered in two distinct categories
intensity and duration
treatment dosage: intensity
is typically measured in terms of number of hours per week of direct treatment
often determines whether the treatment falls into the category of either focused or comprehensive.
focused ABA treatment
generally ranges from 10-25 hours per week of direct treatment (plus direct and indirect supervision and caregiver training)
however, certain programs for severe destructive behavior may require more than 25 hours per week of direct therapy.
comprehensive ABA treatment
often involves an intensity level of 30-40 hours of 1:1 direct treatment to the individual per week, not including caregiver training, supervision and other needed services.
treatment duration
effectively managed by evaluating the individuals response to treatment.
This evaluation can be conducted prior to the conclusion of an authorization period. Some individuals will continue to demonstrate medical necessity and require continued treatment across multiple authorization periods.
ABA early intensive intervention helps
all ages, but those who start before age 2 were most likely to make dramatic gains.
early intensive behavioral intervention or treatment (EIBI or EIBT) consists of
20-40 hours per week of individualized instruction for children with autism who begin treatment at the age of 4 years or younger and who usually continue for 2-3 years.
what is the UCLA model
it is one EIBI model and emphasizes instruction at home with discrete trial training.
Dr. Ivar lovass' (UCLA) research showed that
40 hours per week of intervention had better results than 10 hours per week of intervention "Intensive behavior intervention (IBI) is the only empirically validated treatment for ASD
is there a known cause for autism?
no.
research suggests that autism often develops from a combination of
genetic and non-genetic or environmental, influences that increase the risk a child will develop autism.
however, increased risk is not the same as cause (e.g. genetic markers associated with autism are also found in people who do not have autism)
Evidence-based (EB) means
treatment that has been proven effective through outcome evaluations (research)
EB research outcomes have then been replicated to show consistent results
In implementing ABA services, we are using ONLY _______-based practces/procedures
evidence
positive reinforcement
Behavior increased because something was given to kiddo.
examples of positive reinforcement
high 5, thumbs up, smile, snacks, hugs
negative reinforcement
behavior increases when something is taken away.
examples of negative reinforcement
10 trails instead of 15, getting a free day, etc.
positive punishment
behavior decreases because something was given to kiddo
examples of positive punishment
adding more trials.
negative punishment
behavior decreases because something was taken away from kiddo
examples of negative punishment
time out.
reinforcer
stimulus that is either delivered or removed that will INCREASE the likelihood of that response occurring in the future.
punisher
stimulus that is either delivered or removed that will DECREASE the likelihood of that response occurring in the future.
conditioned reinforcement
learned reinforcer
neutral stimulus gained reinforcing properties by being paired with something
conditioned reinforcement example
token board paired with a desired prize.
unconditioned reinforcer
innately reinforcing stimulus
unlearned
fulfills basic needs
unconditioned reinforcer example
snacks, water, etc.
extinction
a procedure by which a bx that was previously reinforced no longer receives reinforcement and the probability of the bx decreases
deprivation
the absence or reduction of a reinforcer for a period of time. the deprivation is an establishing operation that increases effectiveness of the reinforcer.
satiation
repeated presentation of a reinforcer weakens its effectiveness and for this reason the rate of response declines.
contingency
Refers to dependent and/or temporal relations between operant behavior and its controlling variables.
where response produces a consequence
motivativing operation
an environmental variable that alters the effectiveness of some stimulus or event
example of motivating operation
if person is hungry, food is strongly reinforcing but if person is satiated, food is less reinforcing.
antecedent
something that happens before
behavior
action that happens
consequence
event that happens after targeted behavior
3 term contingency
ABC: antecedent, behavior, consequence
stimulus
something (object, thing, noise, environmental factor) that causes a behavioral reaction in client.
Discriminative Stimulus (SD)
something you say or do to make them do a specific behavior you want them to do .
stimulus control
how much control the SD has over the response (target behavior) is it likely to evoke that behavior?
response
the particular behavior after a given SD, what is the result
discrete trial
actual trial itself in technique of ABA using trials to implement program (giving SD, behavior, response and reinforcement)
discrimination training
process of reinforcing behavior only when SD is given (can be during behavior, after or through maintenance)
discrete trial training
technique of ABA using trials to implement program (giving SD, behavior response, and reinforcement)
natural environment training
natural teaching
fluency based training
focusing on previous skills to make it more accurate and make client more competent in skill using accuracy and speed, improving how well they do the skill.
generalization
learning to target behavior with other people and in different environments.
maintenance
a refresher, once program is completed, ensuring client is able to continue performing behavior
caregiver (parent) training
parent education about ASD or targets ensuring parent's accuracy and competence when managing behaviors and implementing targets
premack principle (first/then)
when something preferred can be used as a reinforcer to something not preferred; say "first do this, then you can get this"
preference assessment
conducting an assessment on the client's preferred items and activities (finding out what they like)
prompt
any help (SD or gesture) to assist client in responding correctly
errorless teaching
teaching without errors, providing immediate prompt so response can ALWAYS be correct (just giving them the answer)
most to least prompting
using the most intrusive prompts first then fading less intrusive prompts
(HOH or full physical prompt)
least to most prompting
using least intrusive prompts first then including more intrusive prompts (G or partial prompt)
prompt fading
reducing prompts over time to help client response independently (start off at full prompt---> partial prompt---> independent)
Time delay prompt
A time delay between SD and giving a prompt
chaining
teaching a behavior step by step (task analysis) and reinforcing each step!
shaping
reinforcing approximations of the behavior that you want (shaping it to look like target behavior)
pacing
speed at which you are presenting trials/SD
Alternative and augmentative communication (AAC)
all forms of communication that isnt verbal (signs, tablet, texts, pictures)
alternative ways of verbal speech and communication.
functional approaches to teaching language skills
form of communication to get needs met.
mand training
when teaching a child to request items, action, people, or information.
mand is a verbal operant that is controlled by antecedent and followed by a consequence that is specific to that motivation.
basically a request for something.
tact training
when teaching child to comment on the environment around them. A tact verbal operant that is controlled by a nonverbal antecedent followed by a nonspecific consequence.
Basically, labeling or stating something. Does not apply only to tangible objects, but also quality (pretty, hot)
tact example
an adult points to an item and asks a child, "what is this?" the child labeling this item would be considered a tact.
Training Echoic Behavior
teaching a person to repeat what the speaker is saying. an echoic is a verb operant that is controlled by and matches a verbal antecedent.
Training Intraverbal Behavior
Teaching a person to have a conversation w/ another person w/o using just mands, tacts, & echoics.
Teaching joint attention
Teaching a client to share an item or attend to an item that is being shared with them at the same time as another person.
It is the shared focus of two individuals on an object. One of the individuals alerts the other to the object by gaining her attention
Teaching Play skills
play skills are taught to many people with ASD because they typically lack the ability to engage appropriately with toys or other leisure time activities.
Teaching Adaptive and Safety Skills
People with ASD may have difficulty with adaptive skills for many reasons. Safety skills is also a major concern as they may not be able to read the situation and then react incorrectly and put themselves in harm.
Teaching social skills
social deficits are part of the diagnostic criteria for ASD.
Eye contact, joint attention, imitation, sharing, reading social cues, gesture and facial expressions, etc.
Teaching Cognition Skills
teach desires, emotions, senses, physical states, thinking, preferences, sarcasm, etc.
Teaching executive function skills
is part of diagnostic criteria for ASD.
paying attention, organizing, planning and prioritizing, starting tasks and staying focused on them to completion. Understanding different points of view, regulating emotions, self monitoring
Teaching Academic Skills
people with ASD may appear to be delayed with their academic skills. Clinicians may also teach academic skills earlier, so that the clients can focus on social skills generalization in the school setting.
Visual Supports
Many people with ASD use visual supports to learn, understand or communicate
Curriculum modification
Not al learners gain concepts in the same way as others. This is true with people with ASD as it is with neurotypical people. BCBAs may change instructions or responses suggested within the curriculum they are following.
Behavior Intervention Plan (BIP)
A plan that is created for a specific client in regards to their specific bx they are or are not engaging in.
It is created to attempt to change the frequency or duration of consequence manipulation to change the bx.
Target Behavior
This is either the bx that we are looking to reduce or the bx we are looking to increase
target behavior example
head banging, hitting, non-compliance, or FCT, leisure time activities.
Operational definition
A clear, concise, accurate statement that specifies the exact details of an observable bx.
Functional Behavior Assessment (FBA)
It is considered a problem solving process for addressing problem bx
relies on questionnaires and observations to determine the function of the bx. BCBAS and BCaB's conduct FBAs
Escape Function
Client engages in bx due to the want to escape from a task. This is an example of a social negative response, the problem bx is strengthened when someone removes or delays an aversive stimulus following the occurrence of a problem bx
Attention Function
Client engages in bx due to wanting attention
this is social positive response, the problem bx is strengthened when someone delivers a positive reinforce following the occurrence of the problem bx.
Access to Tangible Function
Client engages in bx due to wanting access to a tangible.
This is also a social positive response
Autimatic Function
Client engages in bx due to automatic function.
the bs is reinforcing on its own because it produces a sight, sound, taste, feel, smell or motion that the person enjoys.
automatic positive bx example.
reinforcing sensory stimuli
automatic negative bx
is when the problem bx removes the sensory stimuli
automatic negative bx example
relief from painful stimuli
escape from disliked sensory sensation.
antecedent interventions
activities that are designed to alter the environment before the bx occurs.
Functional Communication training
Differential reinforcement (DR) procedure in which an individual is taught an alternative response that results in the same class of reinforcement identified as maintaining problem behavior.
During this time, the problem bx is typically put on extinction.
Token Economy
reinforcement system that the learners receive tokens for engaging in target behaviors.
High-P request sequence
(Behavioral Momentum)
An antecedent intervention in which several easy tasks with known history of learner compliance are presented in quick succession immediately before requesting the target task or low prequest.
High P request sequence example
touch your hair, touch your head, touch your hand, touch your eyes, etc.
low p requests:come here, sit down on your chair.
so you ask the high p requests before the low p requests.
noncontingent reinforcement
delivery of functional reinforcers on a time based schedule, independent of the problem bx.
noncontingent reinforcement example
if the function is to gain attention from teacher, the teacher should provide the student with access to attention.
Replacement Behavior
Replacement bs are skills taught that are an appropriate substitute for a problem behavior.
Escape Extinction
Planned ignoring of the problem bx maintained by social negative reinforcement (ability to escape a situation/demand)
so it is the discontinuation of negative reinforcement for a behavior.
ESCAPE EXTINCTION example
if a mother asks her child with ASD to clean his room and the child screams, to implement escape extinction, the mother would need to continue to require him to clean his room until he does it, regardless of screaming.
if a child had a tantrum to avoid brushing his teeth, escape extinction would involve still having him brush his teeth while having the tantrum.
Attention Exctinction
planned ignoring of the problem bx maintained by social positive reinforcement.
(receiving attention from another person)
attention extinction example
the teachers decided to no longer go over to brian to give him attention when he screamed.
Access to tangible extinction
Planned ignoring of the problem bx maintained by social positive reinforcement (the ability to gain a desired outcome)
Extinction Burst
A sharp increase in the frequency of a bx that has recently been placed on extinction, planned ignoring.
Continuous reinforcement
reinforcing every occurrence of a specific bx.
intermittent reinforcement
Reinforcing some occurrences but not all instances of a specific bx.
Differential reinforcement of incompatible behavior (DRI)
the delivery of reinforcers that is contingent on a specific desirable bx that is physically incompatible with the problem bx so that both responses could not occur at the same time.
in other words, replacement bx is given so that child cannot engage problem bx.
Differential Reinforcement of Alternative Behavior (DRA)
the delivery of reinforcers contingent on an alternative response, where a specific replacement bx is identified and only that specific bx is reinforced.
in other words, if the child uses an alternative bx that is appropriate instead o the problem bx, they will receive a reinforcer.
DRA example
child B has a problem behavior of elopement from the work table to escape a demand. When Child B attempts to stand up at the work table, you physically prompt her to sit down and immediately hand her an "i want a break" card. When child B gives the card back to you, you provide, praise and allow child B a short break.
DRI example
young child who, while watching television, continually "twiddles" with her hair to the extent that bald patches are appearing. Hair "twiddling" could be reduced by reinforcing the child for cuddling a teddy bear.
Differential Reinforcement of Other Behavior (DRO)
The delivery of reinforcers on an internal schedule, contingent upon the absence of the problem bx.
With a DRO specific replacement bx is not identified, but rather any appropriate bx other than the problem bx.
DRO example
student receives a star for each interval he refrains from talking with his neighbor
or client receives praise for staying at the dinner table without eloping.
response blocking
the source of reinforcement is blocked or stopped by the tx in order to eliminate the reinforcing sensory stimuli.
response blocking example
blocking client from throwing lunch in trash, or from pulling their hair.
Redirection
Prompting a client to engage in a different bx than they are trying to engage in.
redirection example
child wishes to elope, you redirect him by prompting client to sit down and finish their assignment before leaving.
Overcorrection
The procedure of reducing the frequency of a target bx by making restitution for damaged and practice of appropriate bx contingent upon the target bx (Do a task plus more)
in other words, client has to correct the bx that they did and do extra work for more practice.
Overcorrection example
if client uses marking pens to write his name on desk top then the student must clean his/her name off the desk top AND all the other words/designs written in ink on that surface.
you might even have him/her clean all the other desks in the classroom.
Response Cost
A response reduction procedure in which bx is weakened by the removal of a specified amount of a reinforcer, contingent upon the occurrence of the problem bx.
response cost example
client engaged in problem bx so you take away tokens for not engaging in target bx.
Time Out for Reinforcement
a response reduction procedure in which bx is weakened by the brief removal of all sources of social positive reinforcement contingent upon the occurrence of the problem bx. This is only effective when the child is in preferred environment and moved to a less preferred environment.
time out from reinforcement
client engages in problem bx so you take them inside their home/classroom instead of being outside to play.
spontaneous recovery
After a bx has been extinguished or reduced for a period of time an increase in the magnitude of the bx occurs.
rate
ratio of count per observation time
rate example
the client engages in average rate of 16 instances of screaming per hour.
frequency
count
frequency example
client screamed 7 times
duration
measure of the total time that the behavior occurred
duration example
one instance of screaming lasted 25 seconds
percentage
percentage presents a proportional quantity per 100
4/5*100=80%
latency
a type of recording in which an observer measuring how long it takes for a behavior to begin after a specific veral demand or event has occurred
interresponse time (IRT)
Time between two consecutive responses
IRT example
13 seconds passed in between the two instances of screaming [Show Less]