Jeremy Wilson, MA, BCBA Jorge Castillo, MS Autism Across the Life Span 2012 1 Jorge Castillo, MS Jeremy Wilson, MA, BCBA Now tell us a little about you… Autism Across the Life Span 2012 2 The History of Behavior Analysis A’s Skinner and Operant Condition From animals to humans Birth of Applied Behavior Analysis The Behavior Analyst Scientist Practitioner Ethics and ABA Collaborative Partnerships Autism Across the Life Span 2012 3 The Operant Conditioning B’s Three term contingency Four term contingency Reinforcement Punishment Functional Analysis of Behavior S.E.A.T. Barriers Skill Acquisition Autism Across the Life Span 2012 4 The Behavior Reduction Programs C’s Maladaptive and Problematic Baseline and Intervention Skill Acquisition Programs Behavior deficits DTT, PRT, NLP, and NET Autism Across the Life Span 2012 5 The Parent/Teacher struggles and How ABA can help: MO Toileting Food Selectivity Quality of life Work Completion Inclusion, Mainstreaming, and Social Integration And much more… Questions????? Autism Across the Life Span 2012 6 Autism Across the Life Span 2012 7 Lived from 1904 – 1989 Composed various literary works about science and human behavior Seminal works include: Behavior of Organisms (1938) Walden Two (1948) Science and Human Behavior (1953) Verbal Behavior (1957) Schedules of Reinforcement (1957) Technology of Teaching (1961) Beyond Freedom & Dignity (1971) About Behaviorism (1974) Autism Across the Life Span 2012 8 Skinner discovered and provided further research and analysis of “operant conditioning” Studies were conducted with rats and pigeons Discovered schedules of reinforcement can be implemented to shape behavior overtime Introduced scholarly world to the “Experimental Analysis of Behavior” and “Radical Behaviorism” “Radical” is used here as meaning fundamental, essential, and thorough Autism Across the Life Span 2012 9 Behavior is determined by the environment Operant behavior affects the environment and generates stimuli which “feeds back” to organism Emphasis on the consequence of a behavior Consequences can either increase or decrease probabilities of behavior in the future Contingencies of reinforcement “The dynamic characteristics of our behavior depend upon the actual schedules of reinforcement” (Skinner, 1957) Autism Across the Life Span 2012 10 “If we are to use the methods of science in the field of human affairs, we must assume behavior is lawful and determined” (Skinner, 1953) One of the first studies where the principles of operant behavior was applied to a human behavior was in 1949. The participant was a boy with “profound developmental delays” (Fuller, 1949) The science became more concerned about socially significant behaviors and the uses of operant conditioning, hence the birth of applied behavior analysis in 1968 Autism Across the Life Span 2012 11 Some Current Dimensions of Applied Behavior Analysis (Baer, Wolf, & Risley, 1968) Identified 7 dimensions of Applied Behavior Analysis (ABA) Applied, Behavioral, Analytic, Technological, Conceptually Systematic, Effective, Generality If an intervention does not contain these 7 dimensions, it is not considered to applied behavior analytic It was quickly recognized that the overlap of the science of behavior analysis and the application of behavior analysis occurred within Applied Behavior Analysis and our practice and primary focus of helping a specific situation or helping people behave more successfully within those practices needs to be guided by the principles our science was founded on Autism Across the Life Span 2012 12 The behavior analyst as a “scientist practitioner” (Hayes, Barlow, & Nelson-Gray, 1999) Consumer of evidenced based/empirically based research Evaluators of their own programs and interventions using empirical methods Researchers who produce data from their own settings and disseminating that work to the applied and scientific community Autism Across the Life Span 2012 13 The Hippocratic Oath, “As to diseases, make a habit of two things, to help, or at least do no harm” The evolution of ethical considerations and guidelines for behavior analysts began in the 1960’s with “behavior modification” work shops which manipulated the ideals and principles of our science Behavior analysts soon developed a Code of Ethics and developed governing board (BACB) which certifies practicing behavior analysts “…The guidelines of responsible conduct were developed to assist the behavior analyst in making the right choices on a daily basis” (Bailey and Burch, 2005) Autism Across the Life Span 2012 14 “Behavior analysts have not been known to play nice in the sand box” (Youngbauer, 2011; Personal Communication) There has somewhat been a negative learning history associated with behavior analysts as practitioners Behavior analysts are willing to forge collaborative partnerships with other professionals, as long as these relationships do not lead us to breach our ethics and scientific principles that result in harming ourselves and those we support Expect the behavior analyst to be skeptical, to want empirical evidence, and to make well calculated and thought out decisions Autism Across the Life Span 2012 15 “…behavior of an organism is that portion of an organism’s interaction with it’s environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measureable change in at least one aspect of the environment.” (Johnston and Pennypacker, 1993) Simply, behavior should be observable and measureable Behavioral events are temporal Autism Across the Life Span 2012 16 Antecedent Behavior Consequence See the cookies eat the cookies cookies because they are so yummy! being full of * Behavior that is reinforced, increases the likeliness of that behavior occurring again Autism Across the Life Span 2012 17 MO Antecedent Behavior Consequence Hungry for cookies see the cookies eat the cookies being full of cookies because they are so yummy! ** Here, the organism’s behavior is operating on a state of deprivation (hunger) or an Motivating Operation Autism Across the Life Span 2012 19 POSITIVE (apply) NEGATIVE (remove) REINFORCEMENT (increase) PUNISHMENT (decrease) POSITIVE REINFORCEMENT The application of a stimulus that will serve to increase the likelihood of future occurrences of the preceding behavior. POSITIVE PUNISHMENT The application of a stimulus that will serve to decrease the likelihood of future occurrences of the preceding behavior. NEGATIVE REINFORCEMENT The removal of an aversive stimulus that will serve to increase the likelihood of future occurrences of the preceding behavior. NEGATIVE PUNISHMENT The removal of a stimulus that will serve to decrease the likelihood of future occurrences of the preceding behavior. Primary and Secondary Reinforcing Stimuli There are two varieties of reinforcing stimuli: primary reinforcing and secondary reinforcing stimuli. Primary reinforcing stimuli (SR) are unconditioned, that is they are events or rewards whose value we intrinsically realize: food, water, sex, warmth, etc. The use of primary reinforcement has a few advantages Primary reinforcement is intrinsic; it does not have to be taught. Primary reinforcement will not extinguish, it will always remain reinforcing. One will always desire food or water. Primary reinforcement has some disadvantages Primary reinforcers are subject to satiation after a relatively short period of time. Primary reinforcement is not especially representative of the natural environment. Secondary reinforcing stimuli (Sr) are conditioned. These are initially neutral stimuli that, through their association with primary, or other secondary reinforcing stimuli, have become reinforcing. Social praise, tokens Conditioned reinforcers are typically more convenient to use than primary. Secondary reinforcement lessens the need for proximity to a child. Secondary reinforcement can be used to broaden the interests of the child Using a token economy system can increase the length of time between presentation of reinforcers, allowing for longer periods of instruction, with fewer interruptions, and a lessened likelihood of satiation Ratio schedules Fixed ratio Reinforcers given after a certain number of responses Variable Reinforcers given after approximate number of responses Interval Fixed schedules interval Reinforcers given after a certain interval of time Variable ratio interval Reinforcers given after an approximate range of time intervals (ex: after about every 3 minutes) What is Punishment? The introduction or removal of a stimulus that is delivered after a behavior that reduces the future frequency of the behavior Function of the Behavior It is important to determine the function of the inappropriate behavior Once the function of the inappropriate behavior is determined, an appropriate replacement behavior can be taught Type I punishment that requires physical contact should only be used under the most extreme instances on inappropriate behavior Fair Pair Rule Any behavior that is reduced must be replaced with an appropriate replacement behavior Always use the least to most intrusive forms of punishment that are proven to be effective Consistently prompt and reinforce alternative behaviors Factors to keep in mind when implementing a punishment procedure Immediacy of punishment Schedule of Punishment Continuous vs intermittent Intensity of punishment Immediate vs delayed The more intense the punishing stimulus is, the greater its effect on reducing the behavior Reinforcing an suitable alternative behavior Reinforcing a replacement behavior will also decrease instances of the target behavior Punishment can be considered unethical Informed consent from the client or the parent/guardian is necessary before administering a punishment procedure Less intrusive or aversive interventions must be shown to be ineffective Making sure the punishment procedure has no detrimental effect on the safety or well being of the child Data collection to determine punishment’s effectiveness Proper training for implementation and written behavior plan “…behavior of an organism is that portion of an organism’s interaction with it’s environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measureable change in at least one aspect of the environment.” (Johnston and Pennypacker, 1993) Simply, behavior should be observable and measureable Behavioral events are temporal Autism Across the Life Span 2012 28 “Our “independent variables” - the causes of behavior – are the external conditions of which behavior is a function” (Skinner, 1953) Today, the functional analysis is a scientific methodology which controls and manipulates environmental variables to assess and identify behavior functions (Iwata et al, 1992) Four functions of behavior (S.E.A.T.) Here “independent variables” is in reference to antecedent conditions and reinforcement/punishment procedures S: Sensory or Behavior Maintained by Automatic Reinforcement E: Escape/Avoidance (Sr-) A: Attention (Sr+) T: Tangible (Sr+) Primarily used for problem/maladaptive behavior Autism Across the Life Span 2012 29 The behavior analyst is gathering empirical evidence for each behavior Conducts a descriptive analysis (Antecedents, Behaviors, and Consequences) Uses indirect measures Functional Analysis Screening Tool (FAST) Questions About Behavior Function (QABF) The behavior analyst analyzes all data, then determines the function *The functions of both desired and undesired behavior should be analyzed Autism Across the Life Span 2012 30 Often times behaviors are barriers to the acquisition or maintenance of desired behaviors We observe this fact in many of our behavior intervention programs in the home and school settings Once we assess the behavioral barriers, we can then develop an intervention to “reduce” those barriers Autism Across the Life Span 2012 31 CPC Interventionist We record data on the Bx to find out if these are working or not… Although each individual is different, the following characteristics are viewed as important in the diagnosis of autism: Communication (Verbal & Non-Verbal) Pronoun reversal-Children refer to themselves as "he," "she," or "you," or by their own proper names. Social Interaction Echolalia-repetitions of words or phrases previously heard. Lack of Joint attention is the process by which one alerts another to a stimulus via nonverbal means, such as gazing or pointing Poor eye contact Doesn’t respond to social cues Repetitive behaviors or interests Stereotypy is repetitive movement, such as hand flapping, making sounds, head rolling, or body rocking. Compulsive behavior is intended and appears to follow rules, such as arranging objects in stacks or lines. Sameness is resistance to change; for example, insisting that the furniture not be moved or refusing to be interrupted. Ritualistic behavior involves an unvarying pattern of daily activities, such as an unchanging menu or a dressing ritual. Restricted behavior is limited in focus, interest, or activity, such as preoccupation with a single television program, toy, or game. Self-injury includes movements that injure or can injure the person, such as eye poking, skin picking, hand biting, and head banging. Autism Across the Life Span 2012 35 The focus is to examine functions (causes) of behavior to offer function based interventions (Kazemi, 2008). If the undesired behavior is maintained by attention (Sr+), then we need to use attention to increase desired behavior and reduce undesired behaviors The intervention may be as simple as providing attention while the child is engaged in appropriate or desired behavior Catching them being good!!! Autism Across the Life Span 2012 36 Every behavior reduction program should include the following protocols: Reactive Strategies Proactive Strategies (Antecedent Interventions) Means to teaching alternative/replacement behaviors Every behavior reduction protocol should have signed consent to prior to implementation Every behavior reduction protocol should use and exhaust all differential reinforcement procedures before utilizing aversives or punishment procedures Autism Across the Life Span 2012 37 In reference to the behavioral characteristics of children with ASD, what are the behavioral deficits or non-existent behaviors and what can we do to improve those circumstances Assessment includes direct observation and interaction with individual Indirect methods – questionnaires Often times simple to complex behaviors are behaviors are targeted Programs should be purposeful, functional, and reflect a scaffolding of skills without leaving gaps Interventions should meet the 7 dimensions of ABA Autism Across the Life Span 2012 38 Whether it is DTT, PRT, NET, VBA, or XYZ, the intervention should meet the 7 dimensions of ABA and utilize the principles of applied behavior analysis Programs should utilize reinforcement procedures to increase skills Those who implement skill acquisition need to remember that 50% of our technology is reinforcement, the other 50% is punishment. Hence, if we are not reinforcing behaviors, we are punishing them… Autism Across the Life Span 2012 39 The behavior analysts role is to assess, develop, train, monitor, record, analyze, and report on your child’s programs The behavior analyst makes data based decisions The behavior analyst monitors the treatment fidelity The behavior analyst will use research to develop intervention programs The behavior analyst will tell, show, do, and coach interventionists/parents through implementing interventions Autism Across the Life Span 2012 40 Autism Across the Life Span 2012 41 Autism Across the Life Span 2012 42 Toileting Food Selectivity Sustainable Societies School Attendance Group Contingencies Community Integration Inclusive Practices Staff Training Autism Across the Life Span 2012 43 Autism Across the Life Span 2012 44 Autism Across the Life Span 2012 45