Embedding Behavioral Strategies
for Instruction and Support
Amy Matthews, Ph.D., BCBA & Jamie Owen-DeSchryver, Ph.D.
Grand Valley State University
1
Agenda
 Review
 Learning Opportunities and Engagement
 Engagement data
 Behavioral principles and strategies
 Embedding learning opportunities in the
classroom
 Think FBA
Team Time Throughout the Day
2
Review - 5 Concepts, 5 Minutes
 _________________________________________
 _________________________________________
 _________________________________________
 _________________________________________
 _________________________________________
 _________________________________________
 _________________________________________
3
Return Early Childhood Assessment Tool (EPAT)
4
Update
Student Data:
Independence
Training Videos Available on the START Website
www.gvsu.edu/autismcenter --> Resources
5
STUDENT INDEPENDENCE DATA
Student Name: _________________________
Observer 1: ________________________
Class/Teacher: __________________________ Observer 2: ________________ IOA: ______
Routine: _______________________________
KEY (definitions on back): 4=Independent
3=Visual / Gestural
2=Verbal
1=Partial or Full Physical S=Step not completed by student
Steps of Routine
Date
4
3
2
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6
Target Student Reporting Form
7
Strategies for
Independence
 What are your ideas?
•
•
•
•
•
Give opportunities
Use a visual schedule or support
Reduce the level of prompting
Peer modeling
Video modeling
8
Action Plan Review
9
Wow, that’s a good idea
If you hear any good ideas you want to
take back and try right away, put them
on the Wow form
10
Get out your team
action plan
(green form)
Share your Action Plan with us and
Get a Resource for Your Classroom
11
WHAT ARE YOU THINKING ABOUT RIGHT NOW THAT
IS KEEPING YOU FROM BEING HERE IN THE
PRESENT MOMENT?
CLEAR YOUR MIND. RELAX YOUR BODY.
ALLOW YOURSELF TO BE HERE.
14
What are your biggest
challenges teaching young
children with ASD?
15
The two biggest problems are…
1. Behaviors
2. Learning/
Skill Development
16
What can we do?
17
Learning Opportunities & Active Engagement
Create as many structured learning opportunities as
possible, individualized for students so they can become
actively engaged in typical learning and social activities
18
This will eliminate many of
the issues with problem
behaviors
19
What does a learning
opportunity look like?
1. Instruction/activity/ situation is presented to
the child
2. Child has an opportunity to respond
3. Child is given feedback
 Acknowledgement that response was correct
 Correction/prompt to help the child give a
correct response
20
Presenting Instruction
Request
(Stimulus)
Response
Reaction
(Consequence)
21
Counting Learning Opportunities
and Engaged Time
 Let’s count learning opportunities and
watch for engaged time
 Example 1
 Example 2
 Watch the student. When you see a
learning opportunity mark it down.
 Keep track of how much time the child is
engaged.
22
DEC Recommendations
INS1. Practitioners, with the family, identify each child's strengths, preferences, and interests to engage the
child in active learning.
INS2. Practitioners, with the family, identify skills to target for instruction that help a child become adaptive,
competent, socially connected, and engaged and that promote learning in natural and inclusive
environments.
INS3. Practitioners gather and use data to inform decisions about individualized instruction.
INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for
the child to access, participate, and learn within and across activities and routines.
INS5. Practitioners embed instruction within and across routines, activities, and environments to provide
contextually relevant learning opportunities.
INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child
engagement and learning.
INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
INS8. Practitioners use peer-mediated intervention to teach skills and to promote child engagement and
learning.
INS9. Practitioners use functional assessment and related prevention, promotion, and intervention strategies
across environments to prevent and address challenging behavior
INS10. Practitioners implement the frequency, intensity, and duration of instruction needed to address the
child’s phase and pace of learning or the level of support needed by the family to achieve the child’s
outcomes or goals.
INS11. Practitioners provide instructional support for young children with disabilities who are dual language
learners to assist them in learning English and in continuing to develop skills through the use of their home
language.
INS12. Practitioners use and adapt specific instructional strategies that are effective for dual language
learners when teaching English to children with disabilities.
INS13. Practitioners use coaching or consultation strategies with primary caregivers or other adults to
facilitate positive adult-child interactions and instruction intentionally designed to promote child learning
and development.
http://www.dec-sped.org/recommendedpractices
23
How to Increase Learning
Opportunities
 Use center cards to specify goals for all instructors
 Assign staff to particular kids so there's more "ownership" for
engaging the kids and providing learning opportunities
 Don't provide all necessary materials (spoon, glue, chair) to
elicit and reinforce communication
 Split circle time to reduce wait time for learning opportunities
 Use peers to prompt and reinforce instead of relying solely on
adults
24
Engaged Time
 It will not be possible to provide learning
opportunities all the time, but we can
increase time engaged in productive
activities
 Engaged time: Active involvement in
productive activities that lead to learning
 How we organize activities will determine
engagement
25
Ruble & McGrew, 2013
26
Reaching Our Ultimate Goals
Why do we work so hard to increase
learning opportunities?
 Independence
 Social opportunities
 Preparation for typical school experiences
 Quality of life
27
Student DATA:
Engagement
Training Videos Available on the START Website
www.gvsu.edu/autismcenter --> Resources
28
Get out this form
Student Engagement Data
Student Name: _________________________ Observer 1: ________________________ IOA: __________
Class/Teacher: _________________________ Observer 2: ________________________
Target behavior
Group or Indiv
(circle one)
Subject:
______________
Gen Ed or Spec
Ed
(circle one)
Minutes of
time
engaged out
of 15
minutes
Date
Definition of Engagement: The student is participating in the task assigned by the teacher in a manner
similar to the peers in the classroom
 Example for Group activity – Student is participating in group activity with peers as assigned by teacher
 Example for Individual activity – Student is completing work on his/her own as assigned by the
teacher
 Student specific definition:
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
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29
5
4
3
2
1
Instructions:
 Select a classroom instruction time of 15 minutes, for either group
and/or individual instruction, that is problematic for the student (i.e.
student is rarely engaged)
*Note: You will collect baseline data for this instructional time in the next
two weeks, develop an intervention to increase engagement, collect data
to monitor progress, and collect data at the end of the training.
30
Student Engagement Data
Gavin Davis
Mrs. Fredricks
Student Name: _________________________
Observer 1: ________________________
IOA: __________
Mrs. Fredricks
Jay Sanchez
Class/Teacher: _________________________
Observer 2: ________________________
Definition of Engagement: The student is participating in the task assigned by the teacher in a manner
similar to the peers in the classroom
 Example for Group activity – Student is participating in group activity with peers as assigned by
teacher
 Example for Individual activity – Student is completing work on his/her own as assigned by the
teacher
 Student specific definition:
31
Operational Definition Stated in Clear
Terms:
 terms that are specific, observable, and measurable
 what the individual IS doing
 Avoid using the following:
 Absence of behavior (non compliance, not completing
task, etc.)
 Categories (defiance, aggression, etc.)
 Labels (autistic, ADHD, hyperactivity, etc.)
 Intentions (attention, escape, etc. )
 Internal states (angry, depressed, etc.)
32
An Operational Definition is
Important Because it…
 allows us to speak the same language
 increases accuracy in data collection
 tells us what to teach
 provides consistency in teaching across data
collectors
33
Engagement Definition
Examples
 Engagement is defined as when Susie is actively
attending during English by responding to an
academic task such as writing, reading aloud, talking
to a teacher or peer about the academic material.
 Engagement is defined as when Dalton is attending to
assigned academic work during Math such as listening
to a lecture, looking at a worksheet, silently reading a
book.
 Engagement is defined as when George is following
the sequence of an activity during circle time such as
singing, looking at teacher and/or peers, raising a
hand to participate, appropriately imitating gestures
and sounds.
 Engagement is defined as when Leslie’s behavior
parallels that of her peers during physical education
such as running, shooting hoops, jumping, sit-ups, etc.
34
Get out this form
Student Engagement Data
Student Name: _________________________ Observer 1: ________________________ IOA: __________
Class/Teacher: _________________________ Observer 2: ________________________
Target behavior
Group or Indiv
(circle one)
Subject:
______________
Gen Ed or Spec
Ed
(circle one)
Minutes of
time
engaged out
of 15
minutes
Date
Definition of Engagement: The student is participating in the task assigned by the teacher in a manner
similar to the peers in the classroom
 Example for Group activity – Student is participating in group activity with peers as assigned by teacher
 Example for Individual activity – Student is completing work on his/her own as assigned by the
teacher
 Student specific definition:
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
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1
5
4
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1
5
4
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1
5
4
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2
1
5
4
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1
5
4
3
2
1
35
5
4
3
2
1
Instructions:
 Select a classroom instruction time of 15 minutes, for either group and/or
individual instruction, that is problematic for the student (i.e. student is
rarely engaged)
36
Student Engagement Data
Gavin Davis
Mrs. Fredricks
Student Name: _________________________
Observer 1: ________________________
IOA: __________
Mrs. Fredricks
Jay Sanchez
Class/Teacher: _________________________
Observer 2: ________________________
Definition of Engagement: The student is participating in the task assigned by the teacher in a manner
similar to the peers in the classroom
 Example for Group activity – Student is participating in group activity with peers as assigned by
teacher
 Example for Individual activity – Student is completing work on his/her own as assigned by the
teacher
 Student specific definition:
37
Engagement Definition
Examples
 Engagement is defined as when Susie’s behavior
parallels that of her peers during centers such as
playing with sand, playing with blocks using
actions that parallels the behavior of her peers.
 Engagement is defined as when Dalton is
following directions to complete an assigned
project during Art such as coloring, cutting,
gluing, and/or molding.
 Engagement is defined as when George is
following the sequence of an activity during
circle time such as singing, looking at teacher
and/or peers, raising a hand to participate,
appropriately imitating gestures and sounds.
 Engagement is defined as when Leslie’s
behavior parallels that of her peers during recess
such as running, climbing on a jungle gym, riding
38
bikes, bouncing balls, etc.
Student Engagement Data
Gavin Davis
Mrs. Fredricks
Student Name: _________________________
Observer 1: ________________________
IOA: __________
Mrs. Fredricks
Jay Sanchez
Class/Teacher: _________________________
Observer 2: ________________________
Definition of Engagement: The student is participating in the task assigned by the teacher in a manner
similar to the peers in the classroom
 Example for Group activity – Student is participating in group activity with peers as assigned by teacher
 Example for Individual activity – Student is completing work on his/her own as assigned by the
teacher
 Student specific definition:
Circle time: responding to teacher questions with a relevant answer, making a
comment, singing, and/or body movement relevant to activity, and/or asking r
relevant questions
Individual art project: following directions given by the teacher to complete the art
project such as coloring, cutting, gluing, pasting, painting, etc.
39
Group or Indiv
(circle one)
Subject:
Circle
______________
Gen Ed or Spec
Ed
(circle one)
Group or Indiv
(circle one)
Subject:
Art
______________
Gen Ed or Spec
Ed
(circle one)
Minutes of
time
engaged out
of 15
minutes
9/2/14
Target behavior
Date
1 = Attended 0-2 minutes (Attended little or none of the activity)
2 = Attended 3-6 minutes (Attended ¼ of the activity)
3 = Attended 7-9 minutes (Attended half of the activity)
4 = Attended 10-12 minutes (Attended ¾ of the activity)
5 = Attended 13-15 minutes (Attended all or the majority of the activity)
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
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5
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1
13- 15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
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1
40
Instructions:
 Select a classroom instruction time of 15 minutes, for either and/or
group and individual instruction, that is problematic for the student (i.e.
student is rarely engaged)
 Start the timer as soon as you observe the student engaged in the
activity
 When the student stops engaging, pause the timer
 When the student starts engaging, start the timer
 Continue pausing and starting the timer as needed until the activity has
ended
Based on the number of minutes showing on the timer, circle the number
that corresponds
41
Group or Indiv
(circle one)
Subject:
Circle
______________
Gen Ed or Spec
Ed
(circle one)
Group or Indiv
(circle one)
Subject:
Art
______________
Gen Ed or Spec
Ed
(circle one)
Minutes of
time
engaged out
of 15
minutes
9/2/14
Target behavior
Date
1 = Attended 0-2 minutes (Attended little or none of the activity)
2 = Attended 3-6 minutes (Attended ¼ of the activity)
3 = Attended 7-9 minutes (Attended half of the activity)
4 = Attended 10-12 minutes (Attended ¾ of the activity)
5 = Attended 13-15 minutes (Attended all or the majority of the activity)
13- 15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
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1
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1
13- 15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
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1
5
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5
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2
1
42
Group or Indiv
(circle one)
Subject:
Circle
______________
Gen Ed or Spec
Ed
(circle one)
Group or Indiv
(circle one)
Subject:
Art
______________
Gen Ed or Spec
Ed
(circle one)
Minutes of
time
engaged out
of 15
minutes
9/2/14
Target behavior
Date
1 = Attended 0-2 minutes (Attended little or none of the activity)
2 = Attended 3-6 minutes (Attended ¼ of the activity)
3 = Attended 7-9 minutes (Attended half of the activity)
4 = Attended 10-12 minutes (Attended ¾ of the activity)
5 = Attended 13-15 minutes (Attended all or the majority of the activity)
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
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1
5
4
3
2
1
5
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3
2
1
5
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5
4
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1
5
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1
5
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2
1
5
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3
2
1
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
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1
5
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2
1
5
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2
1
5
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2
1
5
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3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
43
Instructions:

Select a classroom instruction time of 15 minutes, for either and/or
group and individual instruction, that is problematic for the student (i.e.
student is rarely engaged)
 Start the timer as soon as you observe the student engaged in the
activity
 When the student stops engaging, pause the timer
 When the student starts engaging, start the timer
 Continue pausing and starting the timer as needed until the activity has
ended
 Based on the number of minutes showing on the timer, circle the
number that corresponds
 Collect engagement data during this same classroom activity for 2-3
days across two consecutive weeks
 After every third data point, analyze the data; determine if engagement
is improving or declining; and then, based on your analysis of the data,
develop a corresponding plan
 For easier analysis, draw a line connecting each day and insert a
phase line when intervention is implemented or is changed
44
1 = Attended 0-2 minutes (Attended little or none of the activity)
2 = Attended 3-6 minutes (Attended ¼ of the activity)
3 = Attended 7-9 minutes (Attended half of the activity)
4 = Attended 10-12 minutes (Attended ¾ of the activity)
5 = Attended 13-15 minutes (Attended all or the majority of the activity)
9/4/14
9/6/14
Group or Indiv
(circle one)
Subject:
Art
______________
Gen Ed or Spec
Ed
(circle one)
9/2/14
Group or Indiv
(circle one)
Subject:
Circle
______________
Gen Ed or Spec
Ed
(circle one)
Minutes of
time
engaged out
of 15
minutes
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
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1
5
4
3
2
1
5
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2
1
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1
5
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1
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1
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1
5
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2
1
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
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1
Date
Target behavior
45
Data analysis:
Based on the past 3 data points, engagement is:
Improving or
Declining or
occurring at
not occurring
desirable
at desirable
level
level
Excellent! Keep current
classroom teaching format
and when consistently at
desired level, begin to fade
intervention to be maintained
by the natural environment
Conduct an
assessment
Engagement is not
occurring at an
acceptable level
because
Art
 Doesn’t seem to understand the task
 Doesn’t wait his turn
Circle
 Doesn’t seem to like the task
 Doesn’t seem to like group work
Task doesn’t involve preferred content
 Seems distracted by others
 Doesn’t seem to know how to ask for help
 Becomes easily upset by others mistakes and errors
 Low frustration tolerance
 Doesn’t seem to know how to comment on activity
 Seems to want access to a particular item/activity that’s not available
 Difficulty with transition (e.g. preferred to non-preferred activities)
 Difficulty with change (e.g. change in curricula, subject, group formation, etc.)
 Becomes easily upset by his/her own mistakes and errors
 Other: _______________________________________
46
Plan of action:
Consider antecedent, teaching, and responding strategies

Circle- Doesn’t seem to like group work. Strategy: Teach peers how
to interact with student and embed preferred topics and items into
circle

Art- Doesn’t seem to understand the task. Strategy: Re-teach and
differentiate instruction
Doesn’t seem to like the task. Strategy: Embed preferred topics
within the task.

47
9/4/14
9/6/14
Group or Indiv
(circle one)
Subject:
Art
______________
Gen Ed or Spec
Ed
(circle one)
9/2/14
Group or Indiv
(circle one)
Subject:
Circle
______________
Gen Ed or Spec
Ed
(circle one)
Minutes of
time
engaged out
of 15
minutes
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Date
Target behavior
9-6-14: Circle- Doesn’t seem to like group work. Strategy: Teach peers how to interact with student and embed preferred topics and items
into circle.
9-6-14: Art- Doesn’t seem to understand the task. Strategy: Made curriculum modifications
48
9/4/14
9/6/14
9/11/14
9/13/14
9/15/14
Group or Indiv
(circle one)
Subject:
Art
______________
Gen Ed or Spec
Ed
(circle one)
9/2/14
Group or Indiv
(circle one)
Subject:
Circle
______________
Gen Ed or Spec
Ed
(circle one)
Minutes of
time
engaged out
of 15
minutes
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Date
Target behavior
9-6-14: Reading- Doesn’t seem to like group work. Strategy: Teach peers how to interact with student and embed preferred topics and items
into circle.
9-6-14: Art- Doesn’t seem to understand the task. Strategy: Made curriculum modifications
49
Data analysis:
Based on the past 3 data points, engagement is:
Improving or
Declining or
occurring at
not occurring
desirable
at desirable
level
level
Excellent! Keep current
classroom teaching format
and when consistently at
desired level, begin to fade
intervention to be maintained
by the natural environment
Conduct an
assessment
Engagement is not
occurring at an
acceptable level
because
 Doesn’t seem to understand the task
 Doesn’t wait his turn
 Doesn’t seem to like the task
 Doesn’t seem to like group work
Task doesn’t involve preferred content
 Seems distracted by others
 Doesn’t seem to know how to ask for help
 Becomes easily upset by others mistakes and errors
 Low frustration tolerance
 Doesn’t seem to know how to comment on activity
 Seems to want access to a particular item/activity that’s not available
 Difficulty with transition (e.g. preferred to non-preferred activities)
 Difficulty with change (e.g. change in curricula, subject, group formation, etc.)
 Becomes easily upset by his/her own mistakes and errors
 Other: _______________________________________
50
9/4/14
9/6/14
9/11/14
9/13/14
9/15/14
Group or Indiv
(circle one)
Subject:
Art
______________
Gen Ed or Spec
Ed
(circle one)
9/2/14
Group or Indiv
(circle one)
Subject:
Circle
______________
Gen Ed or Spec
Ed
(circle one)
Minutes of
time
engaged out
of 15
minutes
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
13-15 mins
10-12 mins
7-9 mins
3-6 mins
0-2 mins
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Date
Target behavior
9-6-14: Circle- Doesn’t seem to like group work. Strategy: Teach peers how to interact with student and embed preferred topics and items
into circle.
9-6-14: Art- Doesn’t seem to understand the task. Strategy: Made curriculum modifications
9-15-14: Circle and Art- Continued with current strategies given data show progress for both.
51
Practice measuring engagement
52
Data Collection
 Take baseline data for Engagement (3 data
points over two weeks) and record on START
Early Childhood Target Student Reporting
Form
 Once Engagement baseline data is complete,
develop a plan based on the analysis to
increase engagement in your target areas
 Continue to take Independence data
53
Target Student Reporting Form
54
Children with ASD Need
Good Teaching Even More
Than Most Kids
55
Neurotypical Child
Child with Autism
1,000 learn units a day
Learn from their environment
Specific instruction not needed
Strong speaking skills
Strong listening skills
Few learn units a day
Poor observational learners
Specific instruction necessary
Weak speaking skills
Weak listening skills
*A child with autism has to learn at a faster rate than
typical peers just to catch up.
56
Presenting Instruction
Request
(Stimulus)
Response
Reaction
(Consequence)
57
Presenting Instruction
REQUEST
RESPONSE
Instruction/Stimulus
“Do This”: Imitation
“Match”: Pre-academic
REACTION
REINFORCEMENT
PROMPT
Model: Play Skills
“Give me the . . .”: Receptive Language
“Line up” : Classroom Routines
58
The reaction is feedback.
Feedback closes the instructional loop.
59
The 3 Rs are what
we call a
“Learning
Opportunity” or
“Learning Trial”
60
Using the 3 Rs…
100% success is
expected so…
Failure is not an
option
A child will be
assisted until he is
successful
Don’t make a
request unless
you can follow
through
61
More About the 3 Rs
 Who presents
 Where to present
 What do you present
 How to prompt
 How to reinforce
 How many times to present
 How quickly to present
Request
Response
Reaction
62
What are the 3 Rs?
The Basics of
Applied Behavior Analysis (ABA)
63
What is ABA?
ABA is Good Teaching
64
What is ABA?
ABA systematically applies
procedures based on behavioral
principles to the instruction and
modification of socially significant
behaviors.
65
ABA and Evidence-based
Practice for ASD
 ABA is listed as an evidence-based
practice by:
 National Standards Project
 National Professional Development Center on
ASD
 American Academy of Pediatrics
 Association for Science in Autism Treatment
 Surgeon General
 Wrightslaw
 …and more
66
Reminder: Look at EBP Modules
67
ABA methods are used to support
individuals with autism in at least six
ways:
 Increase behavior
 Teach new skills
 Maintain behavior
 Generalize behavior
 Narrow conditions of behavior
 Reduce interfering behaviors
68
ABA methods are used to support individuals
with autism in at least six ways:
 to increase behaviors (e.g. reinforcement
procedures increase on-task behavior, or
social interactions)
 to teach new skills (e.g. systematic
instruction and reinforcement procedures
teach functional life skills, communication
skills, social skills)
69
ABA methods are used to support individuals
with autism in at least six ways:
 to maintain behaviors (e.g. self-monitoring
procedures to stay on task)
 to generalize or to transfer behavior from one
situation or response to another (e.g. from
completing assignments in the resource
room to working in the general ed
classroom)
70
ABA methods are used to support
individuals with autism in at least six
ways:
 to restrict or narrow conditions under
which interfering behaviors occur
(e.g. playing with trains has a time
and a place)
 to reduce interfering behaviors (e.g.
aggression, self-stimulatory behaviors)
71
Different Teaching Methods
Based on ABA
• Discrete Trial Teaching (DTT)
•
Verbal Behavior
•
PECS
•
Pivotal Response Training
• Incidental Teaching
72
Behavior Teaching Strategies
 Positive reinforcement
 Differential
Reinforcement
 Prompting/fading
 Shaping
 Time delay
 Task analysis/chaining
 Behavioral momentum
 Modeling/imitation
 Contingent imitation
 Following the child’s
lead
 Discrete trial teaching
 Embedded trials
 Video modeling
 Self-monitoring
 PECS
 Peer mediated
interventions
 Social narratives
73
Where is your team with using
ABA?
 Philosophically
Agree with it
Don’t agree with it
Not sure
 Training
Trained
Not trained
 Dedicated time
Already do it
Need to find a way to implement more ABA-based strategies
Not interested
74
Foundational Skills for School











Independence
Engagement and participation
Social initiation and responding
Communication of wants and
needs
Imitation
Sitting and Attending
Following routines
Accepting no and redirection
Waiting
Making choices
Transitions
75
Presenting Instruction
REQUEST
RESPONSE
Instruction/Stimulus
“Do This”: Imitation
“Match”: Pre-academic
REACTION
REINFORCEMENT
PROMPT
Model: Play Skills
“Give me the . . .”: Receptive Language
“Line up” : Classroom Routines
76
Instructional Components
Prompting and Errorless Teaching
Reinforcement
77
Prompting
3-3-3 Activity
Divide into three groups at your table. You have
three minutes to come up with three ideas:
Group 1
Group 2
How do you
decide what
kind of
prompting to
use to teach a
child to put on
her jacket?
How do you
decide what
kind of
prompting to
use to teach a
child to identify
her name on a
placemat?
Group 3
How do you
decide what
kind of
prompting to
use when
teaching a
child to use a
visual
schedule?
Teaching new skills involves practice
and prompting, no matter what skill
we’re addressing
Prompting
 Prompting involves helping
the child give the correct
response after a given
request.
 When learning new tasks,
a child needs help to
understand the
connection between the
request and the desired
response.
 Prompts increase success
Terminology
Prompting
Scaffolding
 A prompt can
be defined as a cue or
hint meant to induce a
person to perform a
desired behavior that
increases learning.
 Scaffolding is a
manner of teaching
whereby the instructor
assists learners in their
acquisition of some skill
or knowledge
82
Developmentally Appropriate Practice Position
Statement (2009) NAEYC
http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
Scaffolding
• In a task just beyond a child’s
independent reach, adults and
more-competent peers contribute
significantly to the child’s
development by providing the
support or assistance that allows
the child to succeed at that task.
Once children make this stretch to
a new level in a supportive context,
they can go on to use the skill
independently and in a variety of
contexts, laying the foundation for
the next challenge. Provision of
such support, often called
scaffolding, is a key feature of
effective teaching.
Scaffolding is prompting,
and includes good
prompt fading strategies
If we don’t prompt, what
happens?
The Prompt
Hierarchy
What is the order of the prompt
hierarchy and why?
Types of Prompts
 Verbal prompts
 Visual prompts
 Model prompts
 Picture prompts
 Gestural prompts
 Positional prompts
 Physical prompts
 Blocking
 Initiation prompts
 Full Physical prompts
Verbal Prompts
 Verbal prompts involve providing verbal
information that supports the initial instruction
 Direct and indirect prompts
 Direct – “get your boots”
 Indirect – “what do you need to put on your
feet?”
Remember the Two Time Rule
 Verbal instruction once for
independence
 Second time prompted to success
Prompting from Expressive to
Receptive
Visual Prompts
 Picture prompts provide a visual cue to
the child.
Visual Prompts
 Gestural prompts includes pointing to, looking at,
moving, or touching an item or area to indicate a
correct response.
 Model prompts show the child what to do
(performed by adult or peer)
Visual Prompts
 Positional prompts involve arranging the
materials of the trial so that the correct item
is in a position advantageous to the child
Child
Child
Physical Prompts
Blocking involves stopping an incorrect response or
behavior before it occurs
Physical Prompts
Initiation prompts involves helping the child to begin
an action to complete a task
Physical Prompts
Physical prompts involves physically assisting the
child to complete an action.
Prompt Hierarchy
Motor Response







Full physical
Partial physical
Block
Model
Gesture
Positional
Visual
Vocal Response
Most
Least
 Model
 Verbal
 Gesture
Most
Least
Two Ways to Sequence
Prompting
Least-to-Most Prompting
Most-to-Least Prompting (Errorless)
Least-to-Most Prompting
Least-to-Most Prompting
Goal is to use the least
amount of prompting
necessary to allow the child
to respond correctly
Least-to-Most Prompting
Least to Most Prompting for a Motor Response
Teacher makes request to
entire class
“Line up”
Gestural prompt
Teacher points to students standing in line near the
classroom door
Additional verbal request to
student
“John, you need to line up”
Physical
Least toprompt
Most
Guides
studentResponse
to line while saying, “this is lining up”
Prompting for
a Verbal
Teacher makes request to
group
“Whose turn is it?”
Verbal initiation prompt
“John, whose turn is it? Mmm______”
Verbal prompt
“John, say ‘My turn’”
Physical prompt
Guides student to touch his chest or picture card that
says ‘my turn’ “
When to use Least-to-Most
Prompting
 Student already has the skill
 When you’re working on mastery or fluency
 When you’re worried about prompt
dependence
 When you’re assessing the student to see if
he can do this skill independently
Least-to-Most Prompting to
Assess Independence
Use least to most
prompting when collecting
probe data to assess level
of independence
Errorless Teaching
Errorless Teaching
 Have you ever…
 Learned a name and later discovered it was
the wrong name
 Made a wrong turn the first time going
somewhere and then made the same mistake
next time
 Added the wrong ingredient to a recipe and
then did it again
Errorless Teaching
 Children only learn the correct skill. The
teacher teaches in such a manner that
students do not make mistakes. As a result,
they do not learn an incorrect skill that will
have to be corrected or re-taught.
It might look like cheating, but it isn’t
 Examples:
 You’re wearing blue shoes. If you have blue
shoes, line up.
 My name is Miss Lisa. Who am I?
 “Raise your hand” while modeling raise hand
and providing an initiation prompt.
 This is a truck. What is this?
 You have an apple and milk for lunch. What are
you having for lunch? While showing a picture of
apple and milk.
Errorless Teaching
 Prompting leads to success 90-100% of the
time
 Errorless process:
 Give an instruction once
 Wait for a response; prompt before an error
occurs within 3-5 seconds of request
 When a child is first learning a skill, the prompt
may be immediate
Prompting
Prompting may occur at the same time
as the request, right after the request, or
even before the request.
109
Errorless Teaching Benefits
 Minimizes the number of errors and
reduces the likelihood that errors will be
repeated in the future
 Increases time available for instruction
 Reduces frustration and increases
opportunities for reinforcement
When to Use Errorless Teaching
 When student has few skills/acquisition phase
 When you’re teaching a new, or more
challenging skill
 If the student is unlikely to learn without many
trials that are supported by prompts
 When you’re concerned about a student making
errors that might have to be “un-taught” later
 When you’re working with a child who is easily
frustrated by getting something wrong
Prompting Cautions: Prompt
Dependency
Prompt Dependency
 Prompt dependency occurs when too much
prompting is in place or is not being faded
quickly enough
 When the skill is occurring reliably with
prompting, it is time to gradually fade the
support.
 Monitor the students performance to see if the
prompts are being withdrawn too quickly or
not quickly enough (use data!)
 If the student starts making errors, reintroduce
the lowest level prompt and start fading
again
113
Steps in Fading
Force: How much help is being provided. For example, you may begin by using a full
physical prompting (hand over hand) and as the student becomes successful reduce the
prompt to guiding the forearm, then the elbow, etc. Use graduated guidance.
Low
High
Time: Between instruction and prompt. For example, you may immediately prompt the
student to respond correctly and as he learns the task you wait for gradually longer
periods of time before prompting. Use time delay.
Delayed
Immediate
Space: Between the student and educator. For example, you may begin teaching sitting in
front of the student then move behind, gradually increasing distance over time.
Behind/away
Beside
Fading Example: Teacher fading
verbal prompts when teaching child
to label objects from a picture
Prompting: Discussion Activity
 How does your team make decisions
about prompting for learning tasks?
 Are you systematically fading prompts to
increase independence?
Presenting Instruction
REQUEST
RESPONSE
Instruction/Stimulus
“Do This”: Imitation
“Match”: Pre-academic
REACTION
REINFORCEMENT
PROMPT
Model: Play Skills
“Give me the . . .”: Receptive Language
“Line up” : Classroom Routines
117
Instructional Components
Prompting and Errorless Teaching
Reinforcement
118
When there is a connection between a stimulus, a behavior and a
consequence that results in an increase in the behavior in the
future…you have reinforcement.
What increases the chance
the behavior will happen
again
What evokes the
behavior
ANTECEDENT
STIMULUS SD
RESPONSE
REINFORCER
SR
A Reward is not the same
as Reinforcement
120
Reinforcement
A good teaching and behavior support
strategy…
Saturate the environment with positive
consequences that increase behavior in the
future. That is reinforcement.
121
Motivation
 Capitalizing on interests
 Focus on immediate motivation
 “Motivating Operation”
122
Reinforcement
 All people use reinforcement in every day life
.
 Something is a reinforcer if it increases the
behavior that occurred immediately before
the reinforcer was delivered.
 Categories of reinforcers - social, tangible,
activity
123
Reinforcement
 A reinforcer can be positive or negative.
 Positive – giving/presenting something to increase
a behavior, like a smile, activity, a cookie, or a toy
124
Positive Reinforcement
Erin speaks in a whisper at school. It is hard
to hear her, especially when she is reading.
When Mrs. Vandenberg hears Erin’s voice a
fraction louder, she gives Erin a potato chip,
her favorite food. Over time, Erin’s voice
gets louder and louder.
The potato chip is a reinforcer IF it increases
behavior in the future.
125
Reinforcement
 A reinforcer can be positive or negative.
 Negative- taking something away to increase a
behavior, like turning off the alarm clock, or a
teacher removing a demand so the child will stop
screaming.
126
Negative Reinforcement
A child falls over in his chair and starts yelling when he has
been sitting for more than 10 minutes. Teacher removes task.
He continues to fall over and yell after 10 minutes.
The child is taught to request a break. When he starts getting
fidgety the teacher prompts him to take a break. Eventually he
learns to give the break card when he needs to get up and
move.
BEFORE: Removal of aversive (requirement to sit for a long time)
increases his behavior (falling over and yelling).
AFTER: Removal of aversive (requirement to sit for a long time)
increases his behavior (giving the break card).
127
Types of Reinforcers
Natural
Child says “Car” and
you give him the car.
Social
High five, tickles
Activity
Swing, iPad, game
Tangible
Food, toy
Token
Sticker, check
*Not all reinforcement involves tangibles.
128
Guidelines for Reinforcement
 If it doesn’t increase behavior, it isn’t a reinforcer.
So…each child will have different reinforcers.
 A reinforcer for a child may not be a reinforcer
every day or every week. Conduct daily
preference assessments.
 Vary reinforcers or the child will satiate.
129
Motivating Operation / Establishing
Operation
 Establishing Operation – makes some
stimulus or event more reinforcing
 Example (food, drink, break)
 Every time you present a reinforcer, it
decreases the motivation for the next one
(abolishing operation)
130
Guidelines for Reinforcement
 What’s wrong with “Good job”?
 Praise is often not a reinforcer for many children with
ASD. It must be paired with reinforcers in order to
become a reinforcer. Pair tangible reinforcers with
social praise, eye contact, high fives, hugs, brief
games.
 Use behavior specific praise for correct responses
(Lane et al., 2015)
 “You are sitting so quietly, we are ready to get started!”
 “Thanks for closing the door, you are a great helper.”
 “You asked for a cracker. That’s great. Here is a cracker.”
131
Engaging Tasks
 A task has to be so engaging that children
do not want to escape.
 Boring is not always in the task, but in the
environment because you don’t have
enough reinforcement (lever example).
132
Reinforcement vs. Bribery
133
Visual Charts
 Visual charts are used in a positive way to
increase a behavior that is not in a child’s
repertoire or is not used consistently.
 It provides visual feedback
 It can be paired with a reward
 Pieces/tokens are not taken away
134
Visual/Token Chart
135
136
10 charts
 Learn when a
task is all
done
 Learn to
exchange
137
138
Using Behavioral Strategies
to Increase Learning
Opportunities in the
Classroom
139
Learning Opportunities in the
Classroom
 Large and Small group instruction
 Games
Future Modules
 Centers – module 4
 Play – module 5
 Intensive teaching – module 6
140
Large and Small Group
Instruction
141
Playing Games
142
Color Game
143
Embedded Teaching
144
Activity-Based Instruction with Embedded Teaching Trials
McBride and Schwartz (2003)
Adding intentional teaching to a play situation increased:
• Teacher obligatory and non-obligatory statements
• Student engagement and correct responses to target objectives
Review
 Learning Opportunities
 Engagement
 Prompting
 Reinforcement
 Think FBA
146
Go over your
action plan with us
and get something
for your classroom
Share your Action Plan with us and
Get a Resource for Your Classroom
147
Before you
Leave Today
What we need to do to
finish the day:
1. See Team Binder –
Module 3 Tab for checklist
and folder. Leave all listed
forms in the folder.
148
What’s next?
Next training: Group Instruction in Early
Childhood Classrooms
 Work on action items for the module
 Collect Engagement baseline data
 Continue to work on Independence routine
149