Forward Chaining
Begin with the first SD- response component in the chain and then continue forward through the remaining SD-response
... [Show More] components.
Example: Teaching a child to brush their teeth from the beginning of the task with the SD "Brush your teeth" the child gets the tooth brush, turns on the cold water, puts the toothbrush under the water... eventually then gets towel, wipes mouth and hands and hangs towel up. The reinforcer will be AFTER THE TARGET STEP and the Therapist will continue to guide the child through the rest of the chain.
Discrimination Training
The process of reinforcing a target response only when the target antecedent or SD is present. Teaching the client to "tell the difference between two or more SDs."
Examples: Teaching the child to be able to tell the difference between their mom and dad in pictures with saying "Touch mom" or "Touch dad" and the child responds correctly. When holding up an apple teaching the child to answer the different questions of "What is it?" "What do you do with it?" and "What color is it?" using only the apple as the stimulus.
Simultaneous Discrimination Training
When multiple objects are placed in front of the child and they are asked to touch, point or pick up the item.
- This type has a visual field and most likely involves using a table and chair or sitting on the floor
- Uses 7 step and the 4 step sequence of teaching (refer to initial training notes)
- Examples of SDs that use this method: "Touch (color)", "Give me the (object)" "Point to the (item)"
Successive Discrimination Training
When the target and the distractors cannot be presented simultaneously. The target and the distractor occur across successive trials
- This type has NO visual field of stimuli.
- Uses 3 step and the 2 step sequence of teaching (refer to initial training notes)
- Examples of SDs that use this method: Telling the client to do an action like "Jump." (They cant do anything else at the same time) Asking the client a question like "What is your name?" (They cannot answer anything else at the same time)
Expanded trials
Systematically increasing the time in between presentation of the target Sd by gradually increasing the number of trials of previously mastered targets. The formula is as follows: TXdTXdTXdTXd, TXddTXddTXddTX, TXdddTXdddTXdddTX
Example: Target item: shoe Mastered items: cup and dog
For the TX above insert "shoe" for the d above insert "cup" or "dog"
Graduate Random Rotation
Systematically introducing mastered items (one at a time) into random rotation with the target item. The formula is as follows: RR1: RR TX with 1 previously mastered, RR 2: RR TX with 2 previously mastered items, RR 3: RR with 3 previously mastered items
- Example: Target item: shoe Previously mastered items: cup, diaper and dog
For the TX above insert "shoe" for previously mastered items above insert "cup" "diaper" or "dog"
Discrete Trial Training (DTT)
A specific method of teaching in which a task is isolated and taught across multiple trials. A specific opportunity is presented and a specific response from the learner is expected. A consequence follow the learner's response.
DTT is used because it allows:
- for repetition
- the learner to know what is expected
- the learner access to reinforcement
- for easy data collection
Natural Environment Training (NET)
Explanation: NET describes teaching procedures that can be used to teach clients diagnosed with autism in their natural environment. It involves situations and items that the client would be already be interacting with to teach relevant skills. Motivation is capitalized on during NET. Child directed learning.
Examples: 1) While the child and therapist are coloring, the child indicates the need for a new crayon. The therapist presents a selection of several crayons and waits. The child mands, "I want yellow crayon". (Manding, Colors) 2) While playing "grocery store:, the child and therapist are making a list of items to buy. The therapist asks, "What do you think are some foods we might need?" The child responds, "Apples, cookies and peanut butter." (Categories)
Fluency-based Instruction
Taking an existing skill and increasing accuracy and speed of skill performance in order to develop competence.
Examples: Taking times math fact quizzes, so that the child can answer ultimately 50 addition problems in one minute. Teaching a child who knows how to brush their teeth, comb their hair and get dressed in separate instructions, to do them all as one task of "getting ready" in a specific amount of time.
Generalization
The occurrence of a learned behavior demonstrated in other environments, with other objects, people or instructions.
Examples: 1) Teaching the child to label a picture of a German Shepard as "dog" then the child labels a Labradoodle as a "dog" without instruction that he sees walking down the street. 2) Teaching a child in the Objects lesson to say "It's an (object)" and then, without instruction, client begins to say "It's a (community helper name)" in the Community Helper's lesson.
Maintenance
The extent to which the learner continues to perform the target behavior after a portion or all of the intervention responsible for the skill acquisition has been eliminated.
Examples: Reviewing a mastered target once a week, rather than every session or once a month rather than every week.
Caregiver Training
Time caregivers spend with the BCBA in charge of the program learning about ASD, how it affects their child and strategies they can use to remediate deficits areas and reduce excess areas.
Examples: 1) When the BCBA meets with the parents and models for them how to implement the behavior plan and then has the parents practice until they are proficient. 2) When the BCBA has demonstrated how to conduct an ABA lesson with the parents and then the parents practice it until they are proficient.
Premack Principle
When a highly preferred activity can be used to reinforce a low preferred activity.
Examples: 1) If you clean your bedroom, you can go to the mall. 2) We can play ball if you finish washing the dishes.
Preference Assessments
Offering clients free access to potentially reinforcing objects to observe to see if they can be used as reinforcer in the future. Can be structured and formal or informal. They should be conducted frequently
Examples: 1) Placing several toys/"fun" objects in front of the client and seeing what they choose first to play with. 2) Asking a client what can speak "What do you want to work for?"
Prompt
Any additional stimulus added to an SD in order to assist the client in responding correctly.
Examples: 1)When delivering the instruction "touch car" the therapist takes the client's hand and puts it on the car(physical prompt). 2) When asking a client "what did you do today?" and showing him pictures of the activities he engaged in throughout the day to help him remember (visual prompt).
Errorless Learning
Involves early and immediate prompting of the target response so that the learner's response is sure to be correct. Used when the client is learning a new task and is scoring 0-79% independently.
Example: When mass trialing "touch red" and the client has not been exposed to the color swatch before, the therapist uses a physical prompt paired with the instruction to ensure the client has success. Not allowing the client to error at all.
Types of Common Prompts
Physical
Gestural
Modeling
Textual
Proximity
Echoic
Directive
Stimulus manipulation
Voice inflection
Leading questions/statements
Acting confused
Rephrasing the question
Choices
Experiential
Role play
Model and observe
Prime/Rule governed
Most-to-Least Prompting
Fading from one type of prompt to another less intrusive prompt. Most assistance to least assistance. Used when teaching a new skill.
Examples: Sally needs a full physical prompt to stand up when told to "stand up" over several trials the therapist begins to feel Sally move on her own when telling her to "stand up" while using a full physical prompt. The therapist then changes her prompt to partial physical prompt and then to a gestural prompt and Sally remains successful.
Least-to-Most Prompting
Starting with a least intrusive prompt possible and the client is not successful, therefore having to move to more intrusive prompts until the client responds. Used after a client has learned the skill.
Example: Johnny has been taught to tie his shoe independently. He is having difficulty and is erroring when the therapist tells him to "tie his shoe." The therapist tells him what to do "take the left lace and wrap it round the right lace", Johnny is still unsuccessful, the therapist then models what to do, Johnny still is not understanding. The therapist then uses a partial physical prompt to get Johnny to be able to tie his shoe.
Time Delay Prompt
The transfer of stimulus control from the prompt to the target SD by increasing the elapsed time between the presentation of the target SD and the prompts across trials.
Example: Marc is learning to receptively identify shapes. The therapist states 'Touch circle" with an immediate gesture prompt of touching the circle. After several trials where Marc has been successful the therapist says "Touch circle and waits 2 seconds Marc does not respond, the therapist then points to the circle. The therapist then waits 4 seconds after the presentation of the SD prior to pointing to the circle.
Prompt Fading
A systematic reduction of any additional stimulus used to assist in the client responding correctly.
Example: Dawn is learning to expressively identify a picture of her Mom. The therapist holds up a picture and says "who is it? Mom." Dawn says "Mom." The therapist presents the SD again but changes her prompt "Who is it? Mo." Dawn says "Mom." The therapist holds up the picture and presents the SD "Who is it? M." Dawn says "Mom." The therapist holds up the picture and says "Who is it?" Dawn says " Mom." The echoic prompt of the therapist Saying "mom" was reduced or faded each trial, until Dawn could be independent.
Chaining
A chain of sequences of SDs and responses where each response in the sequence (except for the last one) produces the SD for the next response in the sequence. A task Analysis data sheet is usually used to take data for teaching the chain.
Backward Chaining
Begin with the final step, or the last SD-Response component, then move backwards towards the remaining components.
Example: Teaching a child to put their pants on. Start by pulling their pants ½ way down their bottom and deliver the SD "Pull your pants up". Reinforce the child when the pants get pulled up. Next, pull the pants down below their bottom and tell them to pull their pants up, deliver the reinforcer. Systematically work to the pants being on the bed and when the SD is delivered the child will complete the task independently.
Total Task Presentation
All of the SD-response components of the chain are taught during every learning trial. A reinforcer is delivered after each SD-response component.
Example: Teaching a client to pour a glass of juice. Deliver the SD "Let's pour some juice" The therapist would prompt the client to open the refrigerator then reinforce the client. The client would be prompted to get the juice, and then receive reinforcement, the client would be prompted to take the juice out, and then receive reinforcement. This would continue until the juice is put back into the refridgerator. At the end of the chain a larger more potent reinforcer would be delivered.
Shaping
Systematically reinforcing successive approximations of a target behavior while extinguishing previous approximations. The successive approximations become increasingly more similar to the target behavior.
Example: Teaching a child to say "bubbles." The therapist says "Say bubbles. Buh" The child says "buh" and receives reinforcement. Once the client says "buh" consistently, it will no longer be accepted and the Sd will then be"Say bubbles, bub" the child says " bub" and receives a reinforcer. The systematic increase of the requirement will until the client reaches saying the entire word while previous attempts will be extinguished.
Pacing
The speed at which the trials are being presented.
Example: It is important to be sure that the inter-trial interval is at the appropriate pace for the learner. The inter-trial interval is the time between a reinforcer and the next instruction. If it is too fast the learner may be confused, if it is too long the learner may become distracted and lose focus.
Alternative and Augmentative Communication
All forms of communication besides the persons natural voice.
Examples:
Sign language, iconic communication, applications on tablets, textual etc.
Mand Training
When teaching a client to request items, action, people and or information. A mand is a verbal operant that is controlled by a motivate antecedent and followed by a consequence that is specific to that motivation.
Examples: Sally says "I want a hug" to her mom, Sally's mom hugs her. Rob says "Cookie, please" the therapist gives him a cookie. Adam gives the therapist an icon for a video. The therapist hits play on the DVD player.
Tact Training
Teaching a child to comment on the environment around them. A tact is verbal operant that is controlled by a nonverbal antecedent and followed by a nonspecific consequence.
Examples: Julie says "look" and points to the sky. Julie's mom looks up and says "I see a plane." Antonio says "It is cold out." His friend says "Yes, it is." A therapist says "What is it?" the client says "a shoe." The therapist says 'Awesome!"
Training Echoic Behavior
Teaching a person to repeat what the speaker is saying. An echoic is a verbal operant that is controlled by and matches a verbal antecedent.
Examples: Doug tells Kate his phone number "(585)555-1212." Kate repeats back "(585)555-1212" to Doug. A therapist says "Say cup." The client says "cup." "Way to go," says the therapist.
Training Intraverbal Behavior
Teaching a person to have a conversation with another person without using just mands, tacts and echoics. An Intraverbal is a verbal behavior operant that is controlled by a verbal antecedent and does not match the verbal antecedent. The consequence for Intraverbal behavior is nonspecific.
Examples: Ryan says "How are you?" Emily answers "I'm great, thanks!" Keaton asks Kora "Is it raining outside?" Kora says 'No, we live in California!"
Training Joint Attention
Is teaching a client to share an item and or attend to an item that is being sheared with them at the sometime as another person. Joint attention is the shared focus of two individuals on an object. One of the individuals alerts the other to the object by gaining their attention.
Examples: A child shakes a rattle and then looks at her mom. The mom says "You shook the rattle!" while looking a the rattle and the child. Logan brings Danica a picture he made and says "Look what I did!" Danica says "It is beautiful!" while attending to the picture.
Teaching Play Skills
Reasoning: 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.
Examples of areas of play deficits: symbolic play, functional pretend play, constructive play, electronic play, cause and effect, early social games, role play, sensorimotor and manipulative play, peer play, task completion play, arts and crafts
Teaching Motor Skills
Reasoning: Motor skills area an area that people with ASD maybe delayed in. It is important to work on overall development as well.
Examples: Oral Motor- mouth and tounge movements, Fine Motor- any task having to do with the hands and fingers, Gross Motor- any large muscle movements and finally Ocular Motor- any movements with the eyes
Teaching Adaptive and Safety Skills
Reasoning: People with ASD may have difficulty with adaptive skills for many reasons, e.g. people doing things for them, fine motor issues, not understanding the social implications of not taking care of yourself etc. Safety Skills is also a major concern for people with ASD as they may not be able to read the situation and then react incorrectly and put themselves in harm.
Examples: Adaptive lessons; getting dressed, undressing, brushing teeth, bathing, answering the phone, cleaning, pet care. Safety awareness lessons: Identifying if something is safe or dangerous, identifying relationship-appropriate safety behavior, using safety equipment.
Teaching Social Skills
Reasoning: Social deficits are part of the diagnostic criterion for ASD
Examples of Areas of Social Deficits: eye contact, joint attention, imitation, social referencing, greetings and salutations, sharing and turn taking, reading social cues, gestures and facial expressions, to name a few.
Teaching Cognition Skills
Reasoning: Deficits in cognition are part of the diagnostic criterion for ASD
Examples of Areas of Cognition Deficits: desires, emotions, senses, physical states, thinking, sensory perspective taking, preferences, deception, sarcasm and intentions
Teaching Executive Function (EF) Skills
Reasoning: Executive functioning deficits are part of the diagnostic criterion for ASD
Examples of areas of EF deficits: Planning, inhibition, attention, flexibility, memory, problem solving, emotional self control and shades of gray
Teaching Academic Skills
Reasoning: People with ASD may appear to be delayed within their academic skills . Clinicians may also teach academic skills earlier, so that in preschool or early elementary school the clients can focus on social skills generalization in the school setting.
Examples: letter recognition, colors, shapes, number, reading, counting, patterning, money, time, community helpers and handwriting
Using Visual Supports
Reasoning: Many people with ASD use visual supports to learn, understand and or communicate.
Examples: using icons or textuals with SDs or response, icons, words or pictures to communicate, underlining or highlighting parts of instructions or responses to assist in discrimination
Using Curriculum Modifications
Reasoning: Not all learners gain concepts in the same way as others.
Examples: BCBA's may change the instructions or responses that are suggested within the curriculum they are following. Examples of modifications that could be used are visual supports (on the previous slides), responding with an aug com device, adding kinesthetic movements to a response, breaking a task down further than the curriculum suggests to allow the learner easier access to reinforcement
Behavior Intervention Plans
A plan that is created for a specific client in regards to their specific behavior they are or are not engaging in. It is created to attempt to change the frequency or duration of the specific behavior. It uses antecedent modification, replacement behaviors and consequence manipulations to change the behavior. [Show Less]