Using Applied Behavior Analysis to Educate students with autism final

Using Applied Behavior Analysis to Educate students with Autism: 

Using Applied Behavior Analysis to Educate students with Autism

Navigating the Tutorial: 

Navigating the Tutorial It is easy to navigate through this tutorial! The basic rules: When you see You can click on the icon, and it will exit the tutorial. Clicking on will take you to the previous page or section. Clicking on will take you to the next page or section.

Navigating the Tutorial: 

Navigating the Tutorial You can complete pop quizzes, by clicking You will also have the option to skip quizzes. Just look for the icon Skip Quiz

PowerPoint Presentation: 

If at any time during the tutorial you want to take a break, click on the break icon and you will be navigated to the menu page.

PowerPoint Presentation: 

Using Applied Behavior Analysis to Educate Students with Autism is a tutorial that will teach you the basic principles of applied behavior analysis and how these principles can be used to increase skills and decrease problem behaviors of students with autism.

Tutorial Objectives: 

Tutorial Objectives Upon completion of the tutorial, you will: Respond correctly to questions related to the history of applied behavior analysis and how the science has been used to teach children with autism. Identify and define basic analytic principles. Identify the basic principles that are applied to a variety of scenarios.

Menu: 

Menu Module One Module Two Module Three Module Four Glossary Assessment Appendix References

Module One : 

Module One History of Applied Behavior Analysis Definition of Applied Behavior Analysis Research Studies Teaching Methodologies

In 1938, B.F. Skinner founded the experimental analysis of behavior with the publication of his book, The Behavior of Organisms. : 

In 1938, B.F. Skinner founded the experimental analysis of behavior with the publication of his book, The Behavior of Organisms. To learn more about The Behavior of Organisms, click on the book cover!

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The experimental analysis of behavior uses the methods of natural science to discover general principles of behavior, and the relationship between behavior and events in the Environment (Cooper, 1987). The experimental analysis of behavior is concerned with two types of behavior: respondent and operant.

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The experimental analysis of behavior involves studying the behavior of rats And pigeons in a controlled setting. Skinner conducted laboratory studies from the 1930’s through the 1950’s in which he discovered and verified the basic principles of operant behavior (Cooper,1987). Click on the box below:

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The work that Skinner and his colleagues conducted in the lab with rats and pigeons was taken out of the laboratory and applied to human behavior. This marked the beginning of the field of Applied Behavior Analysis (Cooper, 1987).

Applied Behavior Analysis is the application of operant conditioning to improve socially significant behavior. ABA refers to a systematic approach to changing behavior by manipulating the antecedents (things that happen before) and consequences (things that happen after) the behavior. Skinner developed and refined the principles of Applied Behavior Analysis. These principles can be used to teach new skills (increase behavior) and used to eliminate unwanted behaviors (decrease behavior). In addition to being popular for teaching those affected by autism, the procedures that make up applied behavior analysis are also used across the fields of education, psychology and organizational management (Miller, 1997).: 

Applied Behavior Analysis is the application of operant conditioning to improve socially significant behavior. ABA refers to a systematic approach to changing behavior by manipulating the antecedents (things that happen before) and consequences (things that happen after) the behavior. Skinner developed and refined the principles of Applied Behavior Analysis. These principles can be used to teach new skills (increase behavior) and used to eliminate unwanted behaviors (decrease behavior). In addition to being popular for teaching those affected by autism, the procedures that make up applied behavior analysis are also used across the fields of education, psychology and organizational management (Miller, 1997).

Pop Quiz: 

Pop Quiz Complete the quiz by clicking on your answer: 1. In 1938 Skinner published a book entitled _____________________ The Behavior of the Human Animal The Behavior of Organisms Rats and Pigeons 1957-1961 2. The experimental analysis of behavior involves studying ___________________ in a controlled setting. Monkeys and Pigs Hyenas Rats and Pigeons 3. The experimental analysis of behavior is concerned with two types of behavior:_____________________ Respondent and Operant Stimulus and reflexes Cause and effect 4. Applied Behavior Analysis seeks to improve:_____________________________ Behavior that is not really important Behavior that has social significance Psychiatric disorders

Research: 

Research

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The first published report of using operant conditioning with humans was a study conducted by Fuller, in 1949, in which a significantly intellectually disabled boy was taught to raise his arm. Subsequent studies, specifically addressed using applied behavior analysis to teach children with autism.

Research: 

Research Ferster was one of the first researchers to utilize behavior analytic principles to address the learning needs of children with autism. In 1961 Ferster presented the first behavioral analysis of the behavior of children with autism. At that time the characteristics of autism were not well understood. In his paper, he attempted to demonstrate how the emerging knowledge of the principles of behavior could be used to both treat and account for development of autism. His assumption was that children with autism were born with a normal capacity to learn but the environmental arrangements led to the autistic behavior patterns. Ferster concluded that extinction and differential reinforcement accounted for the absence of adaptive responses in the overall repertoire of the child with autism. Language and social development were assumed to be thwarted by the child’s prolonged exposure to extinction and intermittent reinforcement (Ferster, 1961).

Research: 

Research In another study, Hingtgen and Coulter (1967) demonstrated that children with autism could respond to auditory stimuli by pressing a lever under certain stimulus conditions. This is one of the first studies to show that operant discrimination training could be developed in children with autism.

Research: 

Research In 1964, Wolf, Risley and Mees published a research study where they detailed how they eliminated the self destructive behavior of a three (3) year old boy with autism named Dicky who had high rates of head banging and face scratching and also had not developed social and language skills.

Research: 

Research Dickey was admitted to the hospital for treatment of these issues and to teach him to wear glasses that were required following eye surgery. The authors used procedures such as hand shaping, extinction and discrimination training that had been developed in experimental laboratories. The problem behavior was treated with extinction, punishment, and differential reinforcement.

Research : 

Research At the conclusion of the study, Dickey’s behavior of wearing his glasses was shaped through the use of conditioned reinforcement in the form of clicker clicks that were correlated with food reinforcers. Proper eating behavior was developed by using timeout from food as a form of punishment.

Research: 

Research Dickey’s verbal behavior was shaped by using food reinforcers for labeling pictures of common objects or animals. His echolalic behavior was shaped into labeling items. To obtain these results, Dickey was denied food at breakfast until he produced the responses. The authors used strong reinforcer contingencies, in order to strengthen this behavior. After seven months in the hospital program and six months after completion of the work, Dickey was living at home- wearing his glasses, without tantrums, and it was reported that he became verbal and was a source of joy to his Parents (Wolf, Risley and Mees, 1964).

Research: 

Research This work is a classic in the field of the education of children with autism. This study provided evidence that behavior analysis could provide an effective and lasting education to children with autism. According to the researchers, Applied Behavior Analysis was effective when other methods were not (Wolf, Risley and Mees, 1964)! Skip Quiz

Pop Quiz: 

Pop Quiz Complete the quiz by clicking on your answer: The first published report of using operant conditioning wit humans was a study conducted by :___________________ Higginbotham, 1967 Fuller, 1949 Ryan, 1961 The Wolf, Risley and Mees (1964) study chronicled the treatment of a boy named:___________________ Mickey Dickey Roger The child with autism that was the subject of the Wolf, Risley and Mees research improved behavior in which areas:_____________________ Speech, wearing glasses ,tantrums and proper eating Toilet training, sleeping throughout the night, and eating food Watching television, playing video games and playing with toys 4. In order to shape his verbal behavior, the child with autism in the Wolf, Risley and Mees study was denied_______________ Access to the computer Food at breakfast Music

PowerPoint Presentation: 

Over the last 40 years, effective treatments have been developed to treat the core deficits of children and older persons with autism.

Applied Behavior Analysis Teaching Methodologies Click on video to play:: 

Applied Behavior Analysis Teaching Methodologies Click on video to play: Applied Behavior Analysis is a broad science. Many teaching approaches are based on this science. Click on the picture of B.F. Skinner, to learn about four popular approaches to teaching children, including those with autism! *Video by ASDtoNormality via YouTube

Discrete Trial Training: 

Discrete Trial Training Discrete Trial Instruction (DTI) or Discrete Trial Teaching (DTT) – one of the primary instructional methods in ABA programs. DTI/DTT involves analyzing skills and breaking down larger tasks into component or ‘discrete’ skill steps, which are taught one at a time until mastery before adding the next skill in the hierarchy. There are three ‘parts’ to a discrete trial: 1) the instruction or SD – discriminative stimulus, 2) the behavior or response by the child, and 3) the consequence (feedback to the child or reinforcement). DTI/DTT has often been thought to be highly repetitive, slow paced, and robotic. However, discrete trials can be delivered in a number of formats ‐ fast paced, interspersed with old and new targets, in a natural environment or situation, within a group setting, and varied to promote better learning, generalization, and maintenance of skills (Texas Autism Resource Guide, 2011).

Natural Environment Training: 

Natural Environment Training Natural Environment Training (NET) – utilizes a number of critical components that serve to strengthen learning, promote mastery of the skill, and ensure generalization to new environments. These components include: 1)rapid pacing of instructions and programs 2) errorless learning involving increased prompting for all new tasks with rapid fading of prompts to increase independent responses 3) interspersed programs (i.e., mixing of old and new program targets with rapid switching between programs 4) more child directed in that the child determines motivators or demonstrates a high EO and the programs are delivered within this context, and 5) data collection is varied to allow for more rapid documentation of responses and thus, a more rapid pace to the teaching session. (Texas autism Resource Guide, 2011)

Task Analysis and Chaining: 

Task Analysis and Chaining Task Analysis and Chaining – procedures that involve detailed analysis of a skill and then creation of a ‘task list’ where the skill is broken down into sequential steps and taught step‐by‐step. Many task analysis programs involve self‐help skills such as dressing/undressing, household chores (i.e., setting the table), toilet training programs, etc. (Lee & Axelrod, 2005)

Direct Instruction: 

Direct Instruction Features of DI include: Explicit, systematic instruction based on scripted lesson plans. Ability grouping. Students are grouped and re-grouped based on their rate of progress through the program. Emphasis on pace and efficiency of instruction. DI programs are meant to accelerate student progress; therefore, lessons are designed to bring students to mastery as quickly as possible. Frequent assessment. Curriculum-based assessments help place students in ability groups and identify students who require additional intervention. Embedded professional development/coaching. DI programs may be implemented as stand-alone interventions or as part of a schoolwide reform effort. In both instances, the program developers recommend careful monitoring and coaching of the program in order to ensure a high fidelity of implementation. Direct instruction has been effectively delivered through peers to students with learning disabilities. Peer delivery offers teachers new ways to effectively use the curriculum. The approach has also been examined as an effective model to assist students in a resource room with homework completion, bolster executive functioning skills and improve teacher efficiency. In the past decade, Direct Instruction curricula, especially Language for Learning, have become popular tools for teaching language arts skills to children with developmental disabilities such as autism and other Pervasive Developmental Disorders. (Lindsay, 2010) Skip Quiz

Pop Quiz: 

Pop Quiz Complete the quiz by clicking on your answer: How many parts make up a discrete trial? 1 3 9 The method of instruction that is the most child directed is:______________________________ Direct Instruction Task Analysis Natural Environment Training The method of instruction that involve using scripted lesson plans is:__________________________________ Direct Instruction Pivotal Response Treatment Discrete Trial Training The discriminative stimulus (SD) is the __________________________ Instruction, what is said to evoke a response Consequence, what comes after the response Task list that is used to teach skills

Module Two: 

Module Two Overview of the Basic Principles Increasing Behavior Decreasing Behavior

Basic Principles: 

Basic Principles The basic principles of applied behavior analysis are the systematic procedures that are used to teach new behaviors or to eliminate unwanted behaviors. Although each principle is important to the science of ABA, we will focus on the principles that are used most commonly with students with autism. These principles are: Instructional Trial Reinforcement Prompting Shaping Fading Modeling/imitation Extinction Punishment Time-out Generalization

Instructional Trial : 

Instructional Trial The instructional trial is the building block for teaching all students, including those with autism. It is often referred to as a three term contingency, because it is a sequence of three events: Stimulus-any physical object or occurrence in the environment that sets the stage for the behavior to occur. Examples include, verbal instruction, a desk, or a demonstration. (What’s your name?) Response-the behavior the student performs in the presence of a particular stimulus (Stephanie). Consequence-The even that happens to the student after the response has occurs (Yes, you’re correct! Your name is Stephanie!).

Instructional Trial : 

Instructional Trial The instructional trial is the building block for teaching all students, including those with autism. It is often referred to as a three term contingency, because it is a sequence of three events: Stimulus-any physical object or occurrence in the environment that sets the stage for the behavior to occur. Examples include, verbal instruction, a desk, or a demonstration. (What’s your name?) Response-the behavior the student performs in the presence of a particular stimulus (Stephanie). Consequence-The even that happens to the student after the response has occurs (Yes, you’re correct! Your name is Stephanie!).

Reinforcement: 

Reinforcement Let’s at the principle of Reinforcement- It is the contingency that exists between a specific behavior and its consequence. It leads to an increase in the probability that the behavior will occur again, in the future, under similar conditions. The actual consequence that follows a behavior and increases the likelihood that the behavior will occur again, is referred to as a reinforcer. There are two types of reinforcers: Positive and Negative. The theory of learning is based on the principles of reinforcement. View video describing Reinforcement

Click on picture to play video!: 

Click on picture to play video!

Reinforcement: 

Reinforcement Let’s at the principle of Reinforcement- It is the contingency that exists between a specific behavior and its consequence. It leads to an increase in the probability that the behavior will occur again, in the future, under similar conditions. The actual consequence that follows a behavior and increases the likelihood that the behavior will occur again, is referred to as a reinforcer. There are two types of reinforcers: Positive and Negative.

Positive Reinforcement: 

Positive Reinforcement Positive Reinforcement: A consequence that when presented immediately following a behavior increases the likelihood the behavior will occur again. Although it is sometimes difficult to determine what a child with autism likes, many students prefer edible reinforcers (food, candy), social reinforcers (hugs, praise, smiles, attention) and sensory reinforcers (sensations that the student likes such as sights, sounds, or touch).

Positive Reinforcement: 

Positive Reinforcement Positive Reinforcement: A consequence that when presented immediately following a behavior increases the likelihood the behavior will occur again. Although it is sometimes difficult to determine what a child with autism likes, many students prefer edible reinforcers (food, candy), social reinforcers (hugs, praise, smiles, attention) and sensory reinforcers (sensations that the student likes such as sights, sounds, or touch).

Negative reinforcement: 

Negative reinforcement Negative Reinforcement: occurs when the removal of a stimulus is contingent upon engaging in a certain behavior. Removing the stimulus increases the probability that the behavior will occur again . This concept is confusing to many people-remember reinforcement INCREASES behavior. Positive simply means adding something to the environment (SR+) and Negative means taking something away (NR-). But the goal is the same, to increase the probability that the behavior will occur again.

Negative reinforcement: 

Negative reinforcement Negative Reinforcement: occurs when the removal of a stimulus is contingent upon engaging in a certain behavior. Removing the stimulus increases the probability that the behavior will occur again . This concept is confusing to many people-remember reinforcement INCREASES behavior. Positive simply means adding something to the environment (SR+) and Negative means taking something away (NR-). But the goal is the same, to increase the probability that the behavior will occur again.

PowerPoint Presentation: 

An item is only a reinforcer if its presentation or removal results in an increase in the behavior That immediately came before it….

Prompting: 

Prompting A prompt is an added cue that brings about a specific behavior. It is like a hint! For example, Your student is working on an objective of greeting peers. When he enters the classroom where his peers are, you Say “Say hi to Johnny” and your student says “Hi Johnny!” You have provided a verbal prompt! There are several types of prompts: verbal, visual, gestural and physical.

Prompting: 

Prompting A prompt is an added cue that brings about a specific behavior. It is like a hint! For example, Your student is working on an objective of greeting peers. When he enters the classroom where his peers are, you Say “Say hi to Johnny” and your student says “Hi Johnny!” You have provided a verbal prompt! There are several types of prompts: verbal, visual, gestural and physical.

: 

A verbal prompt is simply a verbal instruction: “Riley, wave goodbye!”

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A visual prompt is a cue that your student can see, which helps to bring about the desired behavior.

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A gestural prompt includes pointing, looking in the direction, or making motions with your hand.

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A Physical prompt involves touching the student to guide him or her.

Fading: 

Fading Fading is the gradual removal of the prompts (hints) that have been provided. For a peak at a fading procedure, click to Play:

Fading: 

Fading Fading is the gradual removal of the prompts (hints) that have been provided.

Shaping: 

Shaping Shaping is reinforcing closer and closer approximations of target behavior. Shaping usually involves several steps. In order to shape a behavior, you must: Select the target behavior Select the initial behavior the student is able to do that is similar to the target behavior Select powerful reinforcers Reinforce the initial behavior until it occurs frequently Reinforce approximations of the target behavior each time it occurs Reinforce the target behavior each time it occurs.

Shaping: 

Shaping Shaping is reinforcing closer and closer approximations of target behavior. Shaping usually involves several steps. In order to shape a behavior, you must: Select the target behavior Select the initial behavior the student is able to do that is similar to the target behavior Select powerful reinforcers Reinforce the initial behavior until it occurs frequently Reinforce approximations of the target behavior each time it occurs Reinforce the target behavior each time it occurs.

A Case Study of Shaping: 

A Case Study of Shaping Jason is a 10 year old student with autism. He sometimes has difficulty remaining in his seat during instruction. Ms. Burgan, Jason’s general education teacher, and Ms. Hebenstreit, Jason’s resource room teacher, targeted sitting in his seat during instruction as a desired behavior for Jason during social studies and reading in the general and special education classrooms. Ms. Hebenstreit suggested a shaping technique to teach seated behavior after she had determined that Jason was remaining in his seat for an average of 2 minutes during social studies. They analyzed approximations of the target behavior and planned to reinforce those behaviors as follows: Reinforcing when Jason sits in his seat for a 3 minutes Reinforcing when Jason sits in his seat for 5 minutes Reinforcing when Jason sits in his seat for 10 minutes Reinforcing when Jason sits in his seat for 15 minutes Reinforcing when Jason sits in his seat for 20 minutes (the targeted time) Both Ms. Burgan and Ms. Hebenstreit differentially reinforced Jason’s sitting behavior in their classrooms based on their criterion of approximations for each phase. After six weeks, Jason acquired sitting behavior in class. Skip Quiz

Pop Quiz: 

Pop Quiz Complete the quiz by clicking on your answer: The instructional trial is made up of a three term contingency, which is:_____________________. The Premack principle Stimulus, response and consequence What comes before and after behaviors occur The principle that involves presenting a consequence, following a response, that increases the likelihood of the response occurring again is called________________________________________. Negative reinforcement Positive Reinforcement Timeout from reinforcement Removing a stimulus in the presence of a behavior, increases the likelihood that the behavior will occur again, is called____________________. Positive Punishment Positive Reinforcement Negative reinforcement

Modeling/Imitation: 

Modeling/Imitation Modeling and Imitation refer to demonstrating a behavior for the student to imitate. When the student performs an action that matches the model, she is imitating. Let’s look at a student learning language through the use a vocal imitation teaching procedure! Click to Play:

Modeling/Imitation: 

Modeling/Imitation Modeling and Imitation refer to demonstrating a behavior for the student to imitate. When the student performs an action that matches the model, she is imitating.

Extinction: 

Extinction Using Extinction means you would stop reinforcing a behavior that had been previously reinforced. The principle of Extinction is used for behaviors we want to get rid of.

Extinction: 

Extinction Using Extinction means you would stop reinforcing a behavior that had been previously reinforced. The principle of Extinction is used for behaviors we want to get rid of. For a more detailed explanation, click to play the video:

Punishment: 

Punishment Punishment is a procedure that decreases the future probability of a behavior that it immediately follows. There are two types of punishment procedures: Type 1 and Type 2. Type 1 punishment is applying an aversive event, immediately following the occurrence of a problem behavior. Type 2 punishment is the withdrawal of a positive reinforcer following the occurrence of a problem behavior.

Punishment: 

Punishment Punishment is a procedure that decreases the future probability of a behavior that it immediately follows. There are two types of punishment procedures: Type 1 and Type 2. Type 1 punishment is applying an aversive event, immediately following the occurrence of a problem behavior. Type 2 punishment is the withdrawal of a positive reinforcer following the occurrence of a problem behavior.

Type 1 Punishment Case Study: 

Type 1 Punishment Case Study Betheny is a middle school student with autism. At home, Betheny says curse words when she is watching music videos. Her mother, frustrated with attempts to eliminate this behavior, decides to intervene. Whenever Betheny curses, her mother turns up the volume on the music videos to the point that Betheny cannot tolerate the noise level. She keeps the volume turned up for two (2) minutes. After having the volume turned up over the course of one week, Betheny stopped saying curse words when watching music videos.

Type 2 punishment Case Study: 

Type 2 punishment Case Study Benjie is a fourth grade student with high functioning autism. He Attends Dougherty Elementary School and is in general education classes with consultative support from a special education teacher. During math class, Benjie will yell at his peers when they answer a Problem incorrectly. Ms. Smith, the science teacher would like to d ecrease Benjie’s yelling at his peers. She consults with the special e ducation teacher and they develop a plan. Every time Benjie yells at one of his peers, he loses two minutes of computer time. Over the course of a two week period, Benjie’s yelling behavior decreased from twelve (12) incidents of yelling to zero (0).

Type 2 punishment Case Study: 

Type 2 punishment Case Study Benjie is a fourth grade student with high functioning autism. He Attends Dougherty Elementary School and is in general education classes with consultative support from a special education teacher. During math class, Benjie will yell at his peers when they answer a Problem incorrectly. Ms. Smith, the science teacher would like to d ecrease Benjie’s yelling at his peers. She consults with the special e ducation teacher and they develop a plan. Every time Benjie yells at one of his peers, he loses two minutes of computer time. Over the course of a two week period, Benjie’s yelling behavior decreased from twelve (12) incidents of yelling to zero (0).

Time-Out: 

Time-Out Time-out is a type 2 punishment procedure in which positive reinforcement is withdrawn for a specified period of time following the occurrence of a problem behavior. For example, in this video, Mark is given a time-out for engaging in self-injurious behavior.

Time-Out: 

Time-Out Time-out is a type 2 punishment procedure in which positive reinforcement is withdrawn for a specified period of time following the occurrence of a problem behavior.

Generalization: 

Generalization Generalization occurs when the student is able to demonstrate variations of a learned (reinforced) behavior across multiple settings and under multiple Conditions. To learn more, click to play: Skip Quiz

Generalization: 

Generalization Generalization occurs when the student is able to demonstrate variations of a learned (reinforced) behavior across multiple settings and under multiple conditions.

Pop Quiz: 

Pop Quiz Complete the quiz by clicking on your answer: When using the principle of Extinction, you _______________ reinforcing a behavior that had been reinforced in the past. Stop Continue Start The two types of punishment procedures are:______________________________ Aversive type and non-aversive type Type 1 and Type 2 Planned Ignoring and Plain ignoring Timeout is a _________________________ punishment procedure. Aversive type Type 2 Type 1 Generalization is the ability to demonstrate behavior that has been reinforced in one setting in__________________ The school cafeteria Multiple settings without having been taught in those settings The community when on outings

Increasing Behavior: 

Increasing Behavior The principles used to increase behavior include: Instructional Trial Reinforcement Prompting Fading Shaping Modeling/Imitation Generalization

Decreasing Behavior: 

Decreasing Behavior The principles used to decrease problem behaviors include: Extinction Punishment Time-out Skip Quiz

Pop Quiz: 

Pop Quiz Complete the quiz by clicking on the correct answer: The instructional trial is used to teach:_______________________________ Children with autism only All children; it is the building block for all instruction Children who are enrolled n military schools 2. Positive reinforcement increases behavior whereas, negative reinforcement ___________________ Decreases behavior Increases and decreases behavior Increases behavior A prompt is an added cue that helps ______________________________ Decrease the likelihood of a behavior occurring Bring about a specific behavior Reduce aggression In order to shape a behavior, you must:_______________________________ Identify the target behavior to be shaped Reduce inappropriate behaviors Ignore inappropriate behaviors

Module Three: 

Module Three Now you’ve come to the fun part! In this section, you will see video or read a description of a student engaging in a behavior and receiving an intervention based on a behavior analytic principle. Your job is to tell which principle is being applied. You can choose to complete the application items in any order, by clicking on the links provided. Have Fun!!

Applications: 

Applications Basic Principle One Basic Principle Two Basic Principle Three Basic Principle Four Basic Principle Five Basic Principle Six Basic Principle Seven Basic Principle Eight Basic Principle Nine Basic Principle Ten

Basic Principle One Click on the picture to play the video: 

Basic Principle One Click on the picture to play the video Return to Applications When the teacher says, “the,” which principle is she applying? A. Extinction B. Prompting C. Positive Reinforcement

Basic Principle Two : 

Basic Principle Two Karen’s five year old son Jonah frequently pinched her for no apparent reason. When Jonah pinched her, she explained that pinching was not nice, and asked Jonah why he pinched her. He usually said, “I don’t know,” and later pinched her again. Karen started to ignore the pinches no matter how irritating they were. She ignored the pinching for several weeks and noticed that the pinching stopped. Return to Applications This is an example of the application of which principle? A. Generalization B. Shaping C. Extinction

Basic Principle Three Click on the picture to play the video: 

Basic Principle Three Click on the picture to play the video Return to Applications In the video, the teacher is using which principle in order to teach the skill of using a tissue when you sneeze? A. Modeling/Imitation B. Fading C. Generalization

Basic Principle Four : 

Basic Principle Four Demarcus is a ten year old student with autism. He seldom initiates spontaneous communicative interactions with his parents. His mother asked his special education teacher, Ms. Bowers, for ideas on how she could increase his spontaneous communication at home. Ms. Bowers suggested that she reinforce him whenever he engaged in a spontaneous communication attempt. His mother began providing a great deal of attention to him, only when he initiated a communication attempt. Demarcus began to engage in spontaneous communication attempts with his mother more frequently. Over the course of several weeks, he also began spontaneously initiating interactions with his father, although he had not yet been reinforced for spontaneously initiating communication with his father. Return to Applications This is an example of which principle? A. Fading B. Punishment C. Generalization

Basic Principle Five Click on the picture to play the video: 

Basic Principle Five Click on the picture to play the video Return to Applications When the teacher says, “Excellent,” and offers the students pretzels, contingent upon him completing the task, she is applying which principle? A. Reinforcement B. Shaping C. Time-out

Basic Principle Six : 

Basic Principle Six Carolyn complained that whenever she went to the grocery store, her son William would climb out of the back seat of the car and exit the car while she was gathering her purse. She told him not to climb out of the back seat and exit the car until after she opened the door for him. The next time he climbed out of his seat and exited the car she spanked him. He rarely climbed out of his seat and exited the car after that and always got a spanking when he did. Return to Applications This is an example of the application of which principle? A. Extinction B. Punishment C. Generalization

Basic Principle Seven Click on the picture to play the video: 

Basic Principle Seven Click on the picture to play the video Return to Applications This is an example of the application of which principle? A. Punishment B. Generalization C. Instructional Trial

Basic Principle Eight Click on the picture to play the video : 

Basic Principle Eight Click on the picture to play the video Return to Applications This is an example of the application of which principle? A. Time-out B. Prompting C. Fading

Basic Principle Nine : 

Basic Principle Nine Ezekiel is a five year old student in Ms. Steinkamp’s Interrelated classroom. He receives special education services under the eligibility category of autism. Ms. Steinkamp was concerned that Ezekiel did not play with the other students; he preferred to play alone on the other side of the classroom. She decided to get Ezekiel to play with other children. At first, she attended to him only when he looked toward other children. Next, she only gave him attention if he moved toward other children. Finally, She gave him attention only when he was actually playing with another child. After a few weeks of this special attention, Ezekiel was playing with other children. Return to Applications This is an example of the application of which principle? A. Reinforcement B. Shaping C. Extinction

Basic Principle Ten Click on the picture to play the video : 

Basic Principle Ten Click on the picture to play the video Return to Applications This is an example of the application of which principle? A. Shaping B. Fading C. Generalization

Applied Behavior Analysis Case Study To see many of the principles in action, click on the video below:: 

Applied Behavior Analysis Case Study To see many of the principles in action, click on the video below: Go to Assessment

Module Four: 

Module Four Assessment

Assessment: 

Assessment 1. Applied Behavior Analysis seeks to improve:_____________________________ A. Behavior that is not really important B. Behavior that has social significance C. Psychiatric disorders 2. The experimental analysis of behavior is concerned with two types of behavior:_____________________ A. Respondent and Operant B. Stimulus and reflexes C. Cause and effect 3. The experimental analysis of behavior involves studying ___________________ in a controlled setting. A. Monkeys and Pigs B. Hyenas C. Rats and Pigeons 4. In 1938 Skinner published a book entitled _____________________ A. The Behavior of the Human Animal B. The Behavior of Organisms C. Rats and Pigeons 1957-1961 5. The first published report of using operant conditioning wit humans was a study by:_____________________. A. Higginbotham, 1967 B. Fuller, 1949 C. Ryan, 1961 6. The child with autism that was the subject of the Wolf, Risley and Mees research improved behavior in which areas:_____________________ A. Speech, wearing glasses ,tantrums and proper eating B. Toilet training, sleeping throughout the night, and eating food C. Watching television, playing video games and playing with toys 7. In order to shape his verbal behavior, the child with autism in the Wolf, Risley and Mees study was denied_______________ A. Access to the computer B. Food at breakfast C. Music 8. How many parts make up a discrete trial? A. 1 B. 3 C. 9 9. The method of instruction that is the most child directed is:______________________________ A. Direct Instruction B. Task Analysis C. Natural Environment Training 10. The method of instruction that involve using scripted lesson plans is:_________________________________. A. Direct Instruction B. Pivotal Response Treatment C. Discrete Trial Training

Assessment: 

Assessment 11. The discriminative stimulus (SD) is the __________________________ A. Instruction, what is said to evoke a response B. Consequence, what comes after the response C. Task list that is used to teach skills 12. The instructional trial is made up of a three term contingency, which is:_____________________. A. The Premack principle B. Stimulus, response and consequence C. What comes before and after behaviors occur 13. The principle that involves presenting a consequence, following a response, that increases the likelihood of the response occurring again is called________________________________________. A. Negative reinforcement B. Positive Reinforcement C. Timeout from reinforcement 14. Removing a stimulus in the presence of a behavior, increases the likelihood that the behavior will occur again, is called____________________. A. Positive Punishment B. Positive Reinforcement C. Negative reinforcement 15. When using the principle of Extinction, you _______________ reinforcing a behavior that had been reinforced in the past. A. Stop B. Continue C. Start 16. The two types of punishment procedures are:_______________________. A. Aversive type and non-aversive type B. Type 1 and Type 2 C. Planned Ignoring and Plain ignoring 17. Timeout is a _________________________ punishment procedure. A. Aversive type B. Type 2 C. Type 1 18. Generalization is the ability to demonstrate behavior that has been reinforced in one setting in__________________. A. The school cafeteria B. Multiple settings without having been taught in those settings C. The community when on outings 19. The instructional trial is used to teach:_______________________________. A. Children with autism only B. All children; it is the building block for all instruction C. Children who are enrolled n military schools

Assessment: 

Assessment 20. Positive reinforcement increases behavior whereas, negative reinforcement___________________. A. Decreases behavior B. Increases and decreases behavior C. Increases behavior 21. A prompt is an added cue that helps ______________________________. A. Decrease the likelihood of a behavior occurring B. Bring about a specific behavior C. Reduce aggression 22. In order to shape a behavior, you must:_______________________________. A. Identify the target behavior to be shaped B. Reduce inappropriate behaviors C. Ignore inappropriate behaviors

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Congratulations! You have completed Using Applied Behavior Analysis to Educate Students with Autism!

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Appendix: 

Appendix The Behavior of Organisms, was written by B.F. Skinner and published in1938. The book summarizes Skinner’s laboratory research conducted from 1930 to In the book, Skinner detailed two types of behavior respondent and operant. Respondent behavior: involuntary behaviors that occur in the presence of an eliciting stimulus (stimuli that occur before the behavior). Operant behavior: Behaviors that are influenced by stimuli that follow the Behavior Return to Menu Go Back

Appendix: 

Appendix The Behavior of Organisms, was written by B.F. Skinner and published in1938. The book summarizes Skinner’s laboratory research conducted from 1930 to In the book, Skinner detailed two types of behavior respondent and operant. Respondent behavior: involuntary behaviors that occur in the presence of an eliciting stimulus (stimuli that occur before the behavior). Operant behavior: Behaviors that are influenced by stimuli that follow the Behavior Return to Menu Go Back

Glossary: 

Glossary Differential reinforcement: A procedure where reinforcement is provided by some behaviors and not for others. Differential reinforcement procedures are most commonly used to reduce challenging or interfering behaviors as well as to increase pro-social or desired behaviors. Within the articles that comprise the evidence base, differential reinforcement has been shown to be effective in reducing interfering behaviors and to increase communication/language skills (Foxx, 1982). Discrimination training: The process of behaving one way in one situation and another way in another situation. Extinction: A procedure where the reinforcer that had been sustaining or increasing an unwanted behavior is withheld (Foxx, 1982) Intermittent Reinforcement: The reinforcement of some, but not all, occurrences of a behavior (Foxx, 1982).

Glossary: 

Glossary Differential reinforcement: A procedure where reinforcement is provided by some behaviors and not for others. Differential reinforcement procedures are most commonly used to reduce challenging or interfering behaviors as well as to increase pro-social or desired behaviors. Within the articles that comprise the evidence base, differential reinforcement has been shown to be effective in reducing interfering behaviors and to increase communication/language skills (Foxx, 1982). Discrimination training: The process of behaving one way in one situation and another way in another situation. Extinction: A procedure where the reinforcer that had been sustaining or increasing an unwanted behavior is withheld (Foxx, 1982) Intermittent Reinforcement: The reinforcement of some, but not all, occurrences of a behavior (Foxx, 1982).

Glossary: 

Glossary Differential reinforcement: A procedure where reinforcement is provided by some behaviors and not for others. Differential reinforcement procedures are most commonly used to reduce challenging or interfering behaviors as well as to increase pro-social or desired behaviors. Within the articles that comprise the evidence base, differential reinforcement has been shown to be effective in reducing interfering behaviors and to increase communication/language skills (Foxx, 1982). Discrimination training: The process of behaving one way in one situation and another way in another situation. Extinction: A procedure where the reinforcer that had been sustaining or increasing an unwanted behavior is withheld (Foxx, 1982) Intermittent Reinforcement: The reinforcement of some, but not all, occurrences of a behavior (Foxx, 1982).

Glossary: 

Glossary Discrimination training: The process of behaving one way in one situation and another way in another situation.

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FERSTER , C. B., & DEMYER, M. K. The development of performances in autistic children in an automatically controlled environment. J. chronic Dis., 1961, 13, 312-345. Fuller , P.R. (1949), Operant conditioning of a vegetative human organism. Am J Psychol. 1949 Oct;62(4):587–590 . Hingtgen, J.N. & Coulter, S.K., (1967). Auditory control of operant behavior in mute autistic children. Perceptual and Motor Skills, 25:561-585. Wolf , Risley, and Mees (1964) Application of Operant Conditioning Procedures to the Behavior Problems of an Autistic Child : Behavior Research and Therapy, v . 1, pp. 305-312.

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FERSTER , C. B., & DEMYER, M. K. The development of performances in autistic children in an automatically controlled environment. J. chronic Dis., 1961, 13, 312-345. Fuller , P.R. (1949), Operant conditioning of a vegetative human organism. Am J Psychol. 1949 Oct;62(4):587–590 . Hingtgen, J.N. & Coulter, S.K., (1967). Auditory control of operant behavior in mute autistic children. Perceptual and Motor Skills, 25:561-585. Wolf , Risley, and Mees (1964) Application of Operant Conditioning Procedures to the Behavior Problems of an Autistic Child : Behavior Research and Therapy, v . 1, pp. 305-312. Go Back

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FERSTER , C. B., & DEMYER, M. K. The development of performances in autistic children in an automatically controlled environment. J. chronic Dis., 1961, 13, 312-345. Fuller , P.R. (1949), Operant conditioning of a vegetative human organism. Am J Psychol. 1949 Oct;62(4):587–590 . Hingtgen, J.N. & Coulter, S.K., (1967). Auditory control of operant behavior in mute autistic children. Perceptual and Motor Skills, 25:561-585. Wolf , Risley, and Mees (1964) Application of Operant Conditioning Procedures to the Behavior Problems of an Autistic Child : Behavior Research and Therapy, v . 1, pp. 305-312. Go Back

References: 

References Cooper, J., Heron, T., & Heward, W. (1987). Applied behavior analysis. Upper Sadle River, New Jersey: Merril. FERSTER , C. B., & DEMYER, M. K. The development of performances in autistic children in an automatically controlled environment. J. chronic Dis., 1961, 13, 312-345. Foxx, R. (1982). Decreasing behaviors of persons with severe retardation and autism. Champaign, Illinois: Research Press. Foxx, R. (1982). Increasing behaviors of persons with severe retardation and autism. Champaign, Illinois: Research Press. Fuller , P.R. (1949), Operant conditioning of a vegetative human organism. Am J Psychol. 1949 Oct;62(4):587–590 . Hingtgen, J.N. & Coulter, S.K., (1967). Auditory control of operant behavior in mute autistic children. Perceptual and Motor Skills, 25:561-585. Lee, D., & Axelrod, S. (2005). Behavior modification basic principles. (3 ed.). Austin, Texas: pro-ed. Lindsay, J. (2010, August ). What the date really show: Direct instruction really works! . Retrieved from http://www.jefflindsay.com/EducData.shtml Miller, K. (1997). Principles of everyday behavior analysis. (3 ed.). New York: Brooks/Cole Publishing Company. Neef, Nancy A. (2001, September 22). The past and future of behavior analysis in developmental disabilities: when good news is bad and bad news is good The Free Library. (2001). Retrieved November 17, 2011 from http://www.thefreelibrary.com/The past and future of behavior analysis in developmental...-a0170112835 Sundberg, M. L., & Partington, J. W. (1999). The need for both discrete trial and natural environment language training for children with autism. In P. M. Ghezzi, W.L. Williams & J.E. Carr (Eds.) Autism: Behavior analytic perspectives (pp. 139-156). Reno, NV: Context Press. Target:texas autism resource guide for effective teaching (2011). Retrieved from Texas Statewide Leadership for Autism website: http://www.txautism.net/manual.html Wolf , Risley, and Mees (1964) Application of Operant Conditioning Procedures to the Behavior Problems of an Autistic Child : Behavior Research and Therapy, v . 1, pp. 305-312.

References: 

References Cooper, J., Heron, T., & Heward, W. (1987). Applied behavior analysis. Upper Sadle River, New Jersey: Merril. FERSTER , C. B., & DEMYER, M. K. The development of performances in autistic children in an automatically controlled environment. J. chronic Dis., 1961, 13, 312-345. Foxx, R. (1982). Decreasing behaviors of persons with severe retardation and autism. Champaign, Illinois: Research Press. Foxx, R. (1982). Increasing behaviors of persons with severe retardation and autism. Champaign, Illinois: Research Press. Fuller , P.R. (1949), Operant conditioning of a vegetative human organism. Am J Psychol. 1949 Oct;62(4):587–590 . Hingtgen, J.N. & Coulter, S.K., (1967). Auditory control of operant behavior in mute autistic children. Perceptual and Motor Skills, 25:561-585. Lee, D., & Axelrod, S. (2005). Behavior modification basic principles. (3 ed.). Austin, Texas: pro-ed. Lindsay, J. (2010, August ). What the date really show: Direct instruction really works! . Retrieved from http://www.jefflindsay.com/EducData.shtml Miller, K. (1997). Principles of everyday behavior analysis. (3 ed.). New York: Brooks/Cole Publishing Company. Neef, Nancy A. (2001, September 22). The past and future of behavior analysis in developmental disabilities: when good news is bad and bad news is good The Free Library. (2001). Retrieved November 17, 2011 from http://www.thefreelibrary.com/The past and future of behavior analysis in developmental...-a0170112835 Sundberg, M. L., & Partington, J. W. (1999). The need for both discrete trial and natural environment language training for children with autism. In P. M. Ghezzi, W.L. Williams & J.E. Carr (Eds.) Autism: Behavior analytic perspectives (pp. 139-156). Reno, NV: Context Press. Target: texas autism resource guide for effective teaching (2011). Retrieved from Texas Statewide Leadership for Autism website: http://www.txautism.net/manual.html Wolf , Risley, and Mees (1964) Application of Operant Conditioning Procedures to the Behavior Problems of an Autistic Child : Behavior Research and Therapy, v . 1, pp. 305-312.

Videos: 

Videos ABA autism classroom case study-http://www.youtube.com/watch?v=w9N0_7D_Re8 ABA Example-http://www.youtube.com/watch?v=TcEAwIX3tYg Duncan working ABA-http://www.youtube.com/watch?v=g2BUbE_XSI8 Early interview of Dr. Ivar Lovaas-http://www.youtube.com/watch?v=593_9tGB3hs Example of time out-http://www.youtube.com/watch?v=_iVE2lhb10g Fading Prompts-http://www.youtube.com/watch?v=IwaqAkwbd_w Generalization-Autism Video-http://www.youtube.com/watch?v=TemQ1jKLrX4 Giving ABA Away-Extinction-http://www.youtube.com/watch?v=MfKjg20KM0s Jack Does ABA- http://www.youtube.com/watch?v=9e7R6Mn79VU Introduction to Applied Behavior Analysis- http://www.youtube.com/watch?v=sK8WEmgTqx8 Operant Conditioning- http://www.youtube.com/watch?v=I_ctJqjlrHA Prompting & Fading Transfer Trial- http://www.youtube.com/watch?v=hWUk3O5fur8 Skinner- Modelagem - http://www.youtube.com/watch?v=mm5FGrQEyBY Teaching Verbal Behavior- Echoics - http://www.youtube.com/watch?v=nn_hUyxjQxg Time-Out VM Lessons in a Folder-Use a Tissue- http://www.youtube.com/watch?v=krgzJmrE2ZQ

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Correct: 

Correct Go Back

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Incorrect: 

Incorrect The principle of extinction involves withholding a reinforcer that had been sustaining a problem behavior. Try again! Go Back

Correct: 

Correct Yes, the teacher is applying the principle of prompting! Go Back

Incorrect: 

Incorrect A Positive Reinforcer is a stimulus that when presented as a consequence of a behavior, increases the likelihood that the behavior will occur again. Give it another try!! Go Back

Incorrect: 

Incorrect Generalization refers to the students ability to vary behavior across settings or people. Your answer is incorrect. Go back and try it again! Go Back

Incorrect: 

Incorrect No, this is not an example of shaping! Try again! Go Back

Correct: 

Correct You’re right!! Mom had been reinforcing the behavior by giving him attention. When she decided to ignore the behavior, it began to decrease. This is an example of the principle of extinction. Great! Go Back

Correct: 

Correct Yes, the teacher is using the principle of modeling/imitation to teach his student to use a tissue. Excellent! Go Back

Incorrect: 

Incorrect Remember, fading refers to the gradual removal of any prompts used for teaching. Try again! Go Back

Incorrect: 

Incorrect The principle of generalization refers to the student demonstrating a reinforced (taught behavior) across people and settings. Give it another try! Go Back

Incorrect: 

Incorrect This is not an example of fading! Think about it, and give it another try! Go Back

Incorrect: 

Incorrect Remember, when applying the principle of punishment, the behavior should decrease! Take another shot! Go Back

Correct: 

Correct Yes, this is an example of generalization. The student’s behavior generalized across people! Go Back

Correct: 

Correct Yes, the teacher is applying the principle of reinforcement. She is using a positive reinforcer (praise, edibles) following task completion. This increases the likelihood that her student will be able to complete the task in the future! Go Back

Incorrect: 

Incorrect No, remember, shaping is reinforcing closer and closer approximations to a target behavior. This is not an example of shaping! Go Back

Incorrect: 

Incorrect Time-out is a punishment procedure designed to decrease behavior. Go back and try again! Go Back

Incorrect: 

Incorrect The principle of extinction involves withholding a reinforcer that had been sustaining a problem behavior. Try again! Go Back

Correct: 

Correct Yes, this is an example of the application of punishment. Mom presented a consequence and the effect of the consequence was that it decreased the behavior! Great Job! Go Back

Incorrect: 

Incorrect The principle of generalization refers to the student demonstrating a reinforced (taught behavior) across people and settings. Give it another try! Go Back

Incorrect: 

Incorrect Remember, when applying the principle of punishment, the behavior should decrease! Try it one more time! Go Back

Incorrect: 

Incorrect The principle of generalization refers to the student demonstrating a reinforced (taught behavior) across people and settings. Give it another try! Go Back

Correct: 

Correct Yes, this is an example of an instructional trial. The instructional trial is the building block for all teaching! Perfect response!! Go Back

Correct: 

Correct Yes, this is an example of time-out. Sometimes it is best to avoid utilizing the time-out principle because it can be misused! Go Back

Incorrect: 

Incorrect Remember, a prompt is like a “hint” that is used to help bring about a specific behavior. Try again! Go Back

Incorrect: 

Incorrect No, this is not an example of fading! Give it another try! Go Back

Incorrect: 

Incorrect Close, but not quite…try again!! Go Back

Correct: 

Correct Yes, you are correct! This is shaping. The teacher is reinforcing the student for closer and closer contact with other students, until he is playing with another student! Go Back

Incorrect: 

Incorrect No, this is not extinction. Remember, with extinction, a reinforcer is withheld and the behavior begins to decrease. Try again!! Go Back

Incorrect: 

Incorrect No, this is not an example of shaping! Go Back

Correct: 

Correct Yes, this is an example of fading. The teacher provided a verbal prompt and then faded the prompt, allowing the student to respond independently! Go Back

Incorrect: 

Incorrect No, remember, generalization is when the student demonstrates previously reinforced (taught) behavior in novel environments or across new people! Go Back

Incorrect: 

Incorrect Ooops , Try again! Go Back

Correct: 

Correct Excellent! Go Back

Correct: 

Correct Very Good! Go Back

Incorrect: 

Incorrect Nope! Go Back

Correct: 

Correct Great Job, Kiddo!! Go Back

Incorrect: 

Incorrect No, try again! Go Back

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Created by: Stephanie J. Williams ©2011