Welcome to the Intensive
Behavioral Intervention Professional
Certification Course
Instructor: Lindsay Olsen, MA, BCBA
Email: lindsayolsen16@gmail.com
1
3 Part Certification Process

Level 1: IBI Course
◦ Present for each session, pass each standard
quiz with minimum score of 80% and
participate in activities, assignments and group
work

Level 2: State Exam
◦ Pass exam with minimum score of 80%

Level 3: Student Project
◦ Complete project with minimum score of
85%
2
IBI STUDENT PROJECT
3
STANDARDS 1-3

Standard 1: Introduction to
Developmental Disabilities

Standard 2: Professionalism and Ethics

Standard 3: Coordination of Family,
School and Community
4
Group Activity

Create group name

Research and present on disability
◦ Include: symptoms, incidence, treatment,
etiology, learning barriers
◦ Designate 1 person as group presenter
5
QUIZ
Quizzes 1-3
 20 minutes to complete

6
Standard 5:
Foundations of Applied Behavior
Analysis
1)
Define basic behavioral terms and
concepts
 PWOP Chapter 2 and 9
2) Differential reinforcement
 PWOP chapters 6,7,8
3) Writing behavioral objectives
7
Standard 5
Explanations of Human Behavior
Disorder
Genetic
Hereditary
+/- of
substances
in the body
ENV
influence
Other
factors
Epilepsy
some cases traced
to single gene
Imbalance of
neuro
transmitters
Exposure to lead
and carbon
monoxide
Infectious disease
that affect blood
supply
Down Syndrome
Excess of genetic
material (47
chromosomes)
MR
Genetic and
chromosomal
abnormalities
Metabolic
disorders
Toxic exposure
and malnutrition
Autism
Suspect 10-30 genes
Compromised
immune system
Body unable to
process
Exposure to
neuro toxins
**3 tier insult
8
Areas of Brain Affected by Autism
9
Standard 5: Biological Explanations
10
Behavioral Explanation 1
Antecedent
• Stimuli/events
that occur
just before
behavior
Behavior
• Observable
response
Consequence
• Stimuli/events
that happen
after behavior
11
Behavioral Explanation 2
Antecedent
• Phone rings
friend
Antecedent
• Phone rings
unknown 800#
Behavior
• Push answer
button and
talk
Behavior
• Push ignore
button continue
playing angry
birds
Consequence
• Pleasant
conversation
Consequence
• Avoid
unpleasant
conversation
12
Behavioral Explanation 3
Antecedent
• Teacher sitting
across from you
Antecedent
• Teacher sitting
across from you
Behavior
• Answer question
Behavior
• Hitting
• Running
• arguing
Consequence
• Pleasant interaction,
easy tasks
• Access to
reinforcement
Consequence
• Unpleasant
interaction, difficult
tasks
• Removal of
reinforcement
13
Behavioral Explanation 4
Antecedent
Behavior
• Entering
library for
class
Antecedent
• Entering library
for class
Consequence
• Access to
reinforcement
Behavior
Consequence
• Constant
difficult demand
• Removal of
reinforcement
14
Behavior Change Process
Antecedent
• 2) What are
precursor events
Antecedent
• Teacher request to
sit at desk
Antecedent
• Teacher request to
sit at desk
Behavior
• 1) What is the
target behavior
Behavior
• High pitched
screaming
Behavior
• Sit at desk
Consequence
• 3) What is the
pay-off
Consequence
• Placed in time out
area
Consequence
• Listen to music
15
Terms and Concepts
What is and is not behavior?
Raise hand
Non-compliant
Scream
Put away pencil
Follow directions
Head down on
desk
Read
Off task
Calm body
Thinking
Irritated
Frustrated
Fall on floor
Processing
Deep breath
16
Terms and Concepts
CONSEQUENCE=
Bad
unpleasant
bummer
Hurt
not good
loss
Dreadful
unlikable
terrible
17
Terms and Concepts
Behavior
Behavior
Positive Reinforcement
18
The Science of “WANTING”
Primary AKA:
Unconditioned R+
Becomes more valuable
when……
Evokes Behaviors that
have resulted in……….
Food
Deprived of food
Getting food in the past
(grocery store, asking,
ordering, foraging)
Sleep
Deprived of sleep
Sleeping in the past (laying
down, getting into bed,
crying)
Increase of Painful Stimulus
You are in pain- have a
headache
Removal of pain in the past
(taking aspirin)
Science of “WANTING”
Primary AKA:
Unconditioned R+
Becomes less valuable
when……
Decreases or stops
behaviors that have
resulted in……….
Food
Have just consumed food
Getting food in the past
(grocery store, asking,
ordering, foraging)
Sleep
12 hours of sleep
Sleeping in the past (laying
down, getting into bed)
Decrease of Painful
Stimulus
You are no longer in pain or Removal of pain in the past
have no pain
(taking asprin)
Types of Reinforcers
Primary
(Unconditioned)
Secondary
(Conditioned)
Basic Human needs
Food, water, air, sleep,
reduce pain,
temperature, etc…
Generalized r+:
Tokens, money, tickets,
poker chips
Sensory reinforcers:
includes self
stimulatory behaviors
Social reinforcers:
Verbal praise,
participation in
activities, attention, NV
expressions
Positive (+) Reinforcement
Antecedent
situation
Behavior
Consequences
Future
Occurrence
Jonny sitting
alone playing
with
worksheet
(20+ min)
Throws book
on floor and
yells “*$!!@”
Teacher turn to Jonny Jonny begins
“don’t say that
cursing more
word!” “pick up your
book and let’s get
working.”
Antecedent
situation
Behavior
Consequences
Future
Occurrence
Has not had
attention for
20 minutes
Engages in
behavior that
has resulted in
attention in
past
Attention from
teacher (eye contact,
physical proximity,
verbal engagement)
Behavior increases
Schedules of Reinforcement
2 categories of schedules
1) Continuous
2) Intermittent
Ratio
(Number)
Interval
(time)
1) Fixed
2) Variable
1) Fixed
2) Variable
Fixed- Ratio
A worker receives a pay credit after
assembling 15 pieces of equipment
 A student receives a sticker on their
chart after completing 5 math problems
 A student receives a personal size pizza
after reading 3 books

Variable -Ratio



Hitting the jackpot playing the slots. After a
varying number of lever pulls (behavior)
money delivered (reinforcer)
Scammers sending out emails requesting for
bank information so they can wire you
money. After so many responses (sending
email) someone gives account information
(reinforcer).
Door to door salesman. After so many
responses (knocking on doors)
reinforcement occurs (someone buys item)
Fixed- Interval
Mail is delivered approximately 4:00 each day.You
could check the mailbox (response) all day but
your response will only be reinforced after 4:00
(passage of time)
 Picking up your paycheck. Going to accounting
and asking for check (response) will only be
reinforced after a fixed passage of time (every 2
weeks)
 Teachers setting a 2 minute interval timer and
each correct answer on a math worksheet after
the passage of time results in reinforcement

Variable- Interval

Jenny’s therapist assessed Jenny’s on task
behavior (writing, reading a page or
calculating problem) an average of every 6
minutes (4,5,6,7,8). If Jenny was on task
she would receive 1 point. Points can be
redeemed for extra recess time.
Terms and Concepts
Behavior
Behavior
Positive Reinforcement
Negative Reinforcement
28
Antecedent
situation
Behavior
ESCAPE:
Aversive stimulus
present
Behavior that
Removal of aversive
has removed
stimulus
stimulus in past
Increase in behavior
that terminated
stimulus
AVOID:
Condition where
aversive stimulus
could occur
Behaviors that
have delayed in
the past
Avoid or delay
aversive stimulus
Increase in behavior
that terminated
stimulus
ESCAPE:
Give rice
Baby crying in back cookie
seat while driving
Baby stop crying
Keep rice cookies in
car and give when
fussy
AVOID:
Carseat + Baby +
caride =
Avoid crying
When need to ride
in car give cookie
Give cookie
Consequences
Future
Occurrence
Antecedent
situation
Behavior
Consequences
Future
Occurrence
ESCAPE:
Seat belt alarm in
car
AVOID:
Stimulus situation
where alarm will
sound (getting in
car)
put on seat belt Removal of alarm
Putting on seatbelt
when alarm sounds
Put seat belt on Avoid alarm
sounding
Putting on seat belt
when first get in car
Group activity:
1. review examples of Negative reinforcement in PWOP
(page 27)
2. Come up with 1 everyday example of negative
reinforcement
Terms and Concepts
Behavior
Positive Reinforcement
Behavior
Punishment type I
(Positive punishment)
Negative Reinforcement
31
Antecedent
situation
Behavior
Consequences
Future
Occurrence
Hungry and in
candy store
Eat lots of
candy
Stomach ache (+)
Decrease eating
candy when hungry
Skiing in -20
degree weather
Take off
mittens
frost bite (+)
Decrease taking
mittens off when
cold
Sally has the ball
Grab the ball
from Sally
Bite on arm (+)
Decrease in taking
ball from Sally
Closing the door
Hand stays on
door
Hurt finger (+)
Decrease leaving
hand on door
Access to lighter
Set a fire
1 hour hard labor
(+)
Decrease fire setting
Adult direction
Follow
direction
Hug, smile high five
(+)
Decrease following
directions
Terms and Concepts
Behavior
Behavior
Positive Reinforcement
Punishment type I
(Punishment by contingent
stimulation)
Negative Reinforcement
Punishment type II
(Punishment by contingent
withdrawal)
33
Antecedent
situation
Recess playing on
slide
Behavior
Consequences
Future
Occurrence
Smoking
Donate 1$ to
disliked organization
(-)
Decrease in smoking
from 85/day to 5/day
Call to 411
$.20 charge to bill
(-)
Decrease in calls to
411
Interrupting
class
lose 3 minutes of
computer time
(-)
Decrease in
interruptions
Kick peer
Sit on bench for 3
minutes- Time out
(-)
Decrease in kicking
peer on slide
Response Cost
Behavior
Response Cost
Talking out in class without raising
hand first
Lose 1 minute of free time
(15 minutes available each day)
Behavior
Bonus Response Cost
Talking out in class without raising
hand first
Lose 1 minute of bonus free time
(15 minutes of extra free time each day)
35
Terms and Concepts
Behavior
Behavior
Positive Reinforcement
Punishment type I
(Punishment by contingent
stimulation)
Negative Reinforcement
Punishment type II
(Punishment by contingent
withdrawal)
Recovery from Punishment
36
Recovery from Punishment
Behavior
Consequence
Cursing
Mom put hot sauce in
mouth
Cursing
No hot sauce in mouthmom gone
Going through red light
Red light camera
installed- ticket
Going through red light
Camera removed- no
ticket
Effect on Behavior
37
Terms and Concepts
Behavior
Behavior
Positive Reinforcement
Punishment type I
(Punishment by contingent
stimulation)
Negative Reinforcement
Punishment type II
(Punishment by contingent
withdrawal)
Recovery from Punishment
Extinction
38
Antecedent
Behavior
Consequence
Mom on phone
Scream and pull
cord
“STOP! I am on the
phone!” (R+)
Mom on phone
Scream and pull
cord
Continue to talk
ignore behavior
Antecedent
Behavior
Consequence
Math worksheet
Ask for help
Receives help (R+)
Math worksheet
Ask for help
“you can do it” no help
Antecedent
Behavior
Consequence
Snack time
Sign cracker
Get cracker (R+)
Snack time
Sign cracker
no cracker
Effect on
Behavior
Effect on
Behavior
Effect on
Behavior
39
Verbal
interaction
Exaggerated
facial
expression
Maintaining
R+:
Attention
Physical
interaction
People
looking
40
Antecedent
Situation
Behavior
Consequence
Nap time mother lays
child down in bed
Crying
Mother goes in and lays
with child and verbally
soothes (R+)
Nap time mother lays
child down in bed
Crying
Terminate consequenceparent does not go in
room
Crying = no
mom
Scream + throw+
cry= mom
41
Antecedent
“potty”
Pull-up
Teacher leading
you to bathroom
Scream
Runaway
Head bang
Claw
Alligator roll
Removal of
aversive stimulusallow to stay in pull
up
Antecedent
“potty”
Pull-up
Teacher leading
you to bathroom
Scream
Runaway
Head bang
Alligator roll
Physical assistance
to bathroom and
team up to change
TB +
Claw, spit, bite,
vomit
42
Differential Reinforcement
Behavior1
Reinforcement
Behavior 2
Extinction
Scream
Attention
from mom
Color in
coloring book
No attention
from mom
Antecedent
Mom on
phone
43
Differential Reinforcement
Independent work
time
No attention
Independent work
time
No attention
Throw book on
floor
Attention from
teacher
Complete problem
in book
No attention from
teacher
Complete problem
in book
Attention from
teacher
Throw book on
floor
Ignore/no
attention
44
DR group activity
Instruction
with 1:1 aide
Instruction
With 1:1 aide
Throw
scratching
Removal
work
Sign
“break”
R+: removal work
Access to
preferred activity
Throw scratching
Ext: continue with
task
45
DR Practice (1)

Lacee is a non-vocal 6 year old with autism.
She has approximately 5 signs which include
milk, cereal, candy and ball. During her 1:1
instruction with her tutor she will engage in
a few tasks and then will start throwing
materials and scratching her aide. Her aid
cleans up the work items and throws her
hands up saying she is not paid enough for
this. Work time is then over.
46
Differential
R+ Strategy
What is it?
Variation of Schedule
DRO
Reinforcement provided when
learner does not engage in a target
behavior. Pay learner off for doing
any OTHER behaviors except the
target behavior
1) DRO Reset
2) DRO fixed Interval
3) DRO Increasing
Interval
4) DRO Progressive
DRL
Used to decrease high rate
behaviors to a more manageable
rate by providing reinforcement for
lower rates of responding
1) DRL-IRT
2) DRL- Below criterion
DRA
Choosing a behavior that is
topographically different from
target behavior and providing
reinforcement for the alternate
behavior
1) DR Incompatible
behaviors
2) DR Competing
behaviors
47
DRO
?
Sensory needs
Stripping
clothes
R+: automatic
sensory need
Any other
behaviors
R+: listen music,
swing, blankets
Stripping
Extinction=
keeps clothes on
A
48
3 Factors for DR Success!
Select and define the target behavior
• List and prioritize!
Determine the right time interval
•
•
•
•
observation time
# of responses
IRT
2
(60) = IRT (12)
(5)
(12) = DRO interval (6)
(2)
Identifying and selecting reinforcers
• What maintains problem behavior can we use it?
• What reinforcers will compete with reinforcers
maintaining problem behavior
49
DRO Reset
Timer is RESET each time target behavior
occurs
 R+ delivered at end of each interval (as
determined by IRT) target behavior is
absent
 When target behavior occurs no R+
delivered and interval RESET
 PWOP example page 72 (figure 6.1)

50
DRO Reset Schedule (2)

Kalee engages in TV talk that involves loud
vocalization of movie lines and some
inappropriate phrases from TV shows. During
initial observation (baseline) Kalee engaged in TV
talk 20 times during a 60 minute observation
during writing class. When Kalee would engage in
TV talk her aid would ask her to be quiet and
direct her back to her assignment. Kalee would
then continue TV talk and draw on her paper.
Kalee loves drawing, art, listening to music,
watching movies and playing solitaire.
51
DRO Fixed-Interval
Interval schedule is fixed and R+ delivered
at end of interval during which the
response does not occur
 Must go for the entire interval with no
occurrence of behavior to receive R+
 If target behavior occurs, no R+ delivered
at end of the interval and student gets
another chance at next interval
 PWOP page 73-74 figure 6.3

52
DRO FI Schedule (3)

Amy frequently engages in stripping behaviors.
She takes off her shoes, pants and shirt while at
school. She has identified sensory needs and is
receiving treatment from an Occupational
Therapist throughout the school day but she still
strips. Amy has to keep her clothes on in order to
be in school.You observe Amy for 3 hours during
which she stripped 3 times. When you observed
Amy during her “free time” she also wrapped
herself up in blankets, listened to music, read
books and cocooned herself in the nylon bungee
swing.
53
DRO Increasing Interval
Way of thinning or fading R+
 As student can refrain from engaging in TB
over several intervals, slowly increase the
interval size
 Must increase reinforcer quality or quantity
as intervals increase
 PWOP 74 figure 6.4

54
DRO Increasing Interval Schedule
(4)

Jack was doing really well on his DRO FI30min schedule. He currently has ten 30
minute intervals in a row where he has
refrained from spitting. Each 30 minutes Jack
refrains from spitting he gets to play 2
rounds of angry birds. The amount of time
spent accessing his reinforcer is starting to
interfere with the school day and making it
hard for his teachers to keep up with, plus
he has almost mastered all the levels.
55
DRO Progressive
Another schedule to thin and fade R+
 Interval size remains the same but as
student refrains from TB for more
consecutive intervals the R+ gets bigger and
better
 PWOP 74 figure 6.5
 Free access rule!!!

56
DRO Progressive Schedule (5)

Mike was really getting good at controlling
wetting his pants. Mike was on a FI-1hr
schedule. For each hour he was dry he was
allowed to play on the computer for 5
minutes. Mike had been doing this for half
the school year and was on the computer
most of the day. His teachers knew he could
stay dry for the day but they didn’t want to
just pull all his reinforcement for fear of his
urinating returning.
57
Differential
R+ Strategy
What is it?
Variation of Schedule
DRO
Reinforcement provided when
learner does not engage in a target
behavior. Pay learner off for doing
any OTHER behaviors except the
target behavior
1) DRO Reset
2) DRO fixed Interval
3) DRO Increasing
Interval
4) DRO Progressive
DRL
Used to decrease high rate
behaviors to a more manageable
rate by providing reinforcement for
lower rates of responding
1) DRL-IRT
2) DRL- Below criterion
DRA
Choosing a behavior that is
topographically different from
target behavior and providing
reinforcement for the alternate
behavior
1) DR Incompatible
behaviors
2) DR Competing
behaviors
58
DRL-IRT Example
Target behavior: Asking for help
 IRT= 10 minutes

Working on
assignment
Ask for help
@<10 min
(R+)
Receives help
Ask for help
>10 min
Extinction
No help delivered
59
DRL-IRT(6)
Charlie is a non-verbal 8 year old boy who used to scream
and bite his aide whenever she asked him to sit and do work.
His previous IBI provider did some analysis and discovered
when he engaged in this behavior the task was removed and
he was placed in time out. His behavior of screaming and
biting increased over time. She was able to teach Charlie a
replacement behavior of asking for a break which resulted in
removal of the task for a period of time. She also made his
work time less difficult and made sure Charlie had lots of
reinforcers available. If Charlie does engage in the target
behavior, he is redirected back to his assignment and the task
remains in place. The problem now is Charlie asks for a
break all the time.
 During a 1-hour observation, Charlie asks for a break 20
times

60
DRL- Below Criterion
Target behavior: knocking materials off
table
 Criteria for R+= 3 times or less/ hour

Table swipe
occurs 3,2,1 or 0
times in an hour
(R+)
Table swipe
occurs 4 or more
times in an hour
Extinction
No R+ delivered
61
DRL- Below Criterion (7)

Ava’s teacher complains about Ava being
out of her seat too often. She is
integrated in her math class for 15
minutes per day. During observation Ava
was out of her seat 10 times during the
math class. Ava will jump out of her seat
and orbit around her desk a few times
then sit back down..
62
Differential
R+ Strategy
What is it?
Variation of Schedule
DRO
Reinforcement provided when
learner does not engage in a target
behavior. Pay learner off for doing
any OTHER behaviors except the
target behavior
1) DRO Reset
2) DRO fixed Interval
3) DRO Increasing
Interval
4) DRO Progressive
DRL
Used to decrease high rate
behaviors to a more manageable
rate by providing reinforcement for
lower rates of responding
1) DRL-IRT
2) DRL- Below criterion
ALT-R
(DRA, DRI)
Choosing a behavior that is
topographically different from
target behavior and providing
reinforcement for the alternate
behavior
63
DR of Alternate and Incompatible Behaviors
(ALT-R)
 Alternate
Ask for break
Difficult task

(R+)
Break delivered
tantrum
Extinction
No break
delivered
typing
(R+)
music
Hand flapping
Extinction
No R+ delivered
Incompatible
64
DRA/DRI (8)

Joe almost exclusively engages in verbal self
stimulation by producing a constant string of
the “eeeee” sound.You have determined that
Joe most likely does this for automatic
sensory reinforcement.You think he likes the
sound and maybe the feeling in his throat.
Create an example of an alternate behavior
and an incompatible behavior for the listed
target behavior.
65
Behavioral Objectives:The Big Picture
PROBLEM
Liz is unable to
communicate her wants
and needs in an
appropriate manner. Liz
uses tantrum behavior to
let others know when she
needs something.
GOAL
Liz will learn functional
communication skills to
appropriately
communicate her wants
and needs so she can be
understood by others
OBJECTIVE
When given a choice
between two food items,
Liz will point to the item
she wants without
screaming or grabbing the
item at 100% success for 4
out of 5 trials
66
Operational Definition: Is it a public
or private event
Behavior
Operational Definition
Understands
Points
Extends pointer finger to touch item or if item is out of
reach extends pointer finger in direction of item
Whispers
Uses a volume of voice that is lower than common
conversational volume and is audible for a distance no
greater than 2 feet away.
Feels
67
Complete the following activities:
1) Components of a Behavioral Objective
2) Writing Behavioral Objectives
Worksheet
3) Write Objectives from Sample
68
QUIZ
Standard 5 quiz
 15 minutes to complete

69
STANDARD 6
Material needed for this standard:
What do I need?
SELECT TARGET STUDENT FOR
PROJECT!
Where do I find it?
•Diagnosis?
•Problem behaviors, functional skill
deficits?
•Available for duration of project
•Consent to video?
1) A copy of IBI Student Project
Manual, printed and in binder
2) IBI Project Grading rubric
Appendix A in project manual
3) Copy of Functional Assessment
Observation Form
Appendix C in project manual
4) Copy of Behavior Path: FBA
visual Diagram
Appendix D in project manual
5) Copy of Prevent, Teach and
respond Visual path forms
Appendix G in project manual
6) Copy of Behavior Support Plan
Observation Form
Page 37-39 in project manual
70
Standard 6: Positive Behavioral
Support
Decrease
Problem
Behaviors
Functional
Assessment
Increase
Adaptive Skills
Therapeutic
Plan
Use of
PROVEN
effective
approaches
Individualized
Comprehensive
71
Information Gathered from FA
Problem
Behaviors
Consequences
Antecedents
Setting Events
• Operational Definition
• What is maintaining the
behavior? What is the pay off?
• Conditions under which behavior
will AND will not occur
•Establishing operations OR
motivating operations
72
Maintaining Consequences
Antecedent
Behavior
Consequence
Antecedent
Hand flapping
(SS)
Internal
stimulation
feels good
Scream
External:
People leave me
alone
Antecedent
73
Triggers for Behavior
Antecedent
Behavior
Consequence
Request to sit
down for
reading group
Run away
scream
fall to floor
Sit in break are
to calm (task
removal/delay)
“write name on
paper.”
(Difficult task)
Scream &
throw pencil
Head down
(difficult task
removed)
74
Identifying Antecedent Events
Playing word mash
on computer
Eating snack
with 2 peers
Recess time
hanging on bars
upside down
Smiling, answering
questions,
humming
Eating food
rocking in chair
laughing
Laughing,
hanging on bar
Continuation of
activity (visual and
auditory stimuli)
Satisfying
hunger, oral
stimulation
Proprioceptive
input, visual
input,
75
Setting Events: the 4th contingency
Antecedent
EO- setting
event
Behavior
Antecedent
Consequence
Behavior
Consequence
76
Antecedent Events (Sd’d)
Setting Events (EO’s/MO’s)
Precede behavior
Precede behavior
Evoke Behavior
•That have been associated with
reinforcement in the past
Evoke Behavior
•Because a particular consequence
is wanted or NOT wanted
Have to do with availability of a
particular reinforcer
Have to do with effectiveness of a
reinforcer
Waitress
Asking for
food
Food
delivered/eat
No waitress
Asking for
food
No food
delivered
Have not
eaten for 5
hours
Waitress
Asking for
food
Food/ eating
77
Setting Events: Altering Reinforcer
Value
Setting event
Hunger- food
deprivation
Increase/Decrease
effectiveness of ………..
Effect on behavior
Food as reinforcer
behavior that
results in getting
food
No hungersatiation
Food as reinforcer
behavior that
results in getting
food
Headachepainful
stimulation
Aspirin as a reinforcer
Behavior that
results in getting
aspirin
No headache- no
painful
stimulation
Aspirin as a reinforcer
Behavior that
results in getting
aspirin
78
Classroom Examples of SE
EO- setting
event
Antecedent
Behavior
Consequence
Child did not
sleep well
Typically easy
teacher
demand
Any
behavior to
remove
demand
Removal of
demand is
WANTED
reinforcer
Sensory
system understimulated
Nylon body
sock
Put sock on
body
Sensory
stimulation
Sensory system
over- stimulated
Nylon sock
Scream and
throw self on
floor
Remove/avoid
Sensory
stimulation
79
1) When asked about her medical history, Ava’s mother
reports that Ava often experiences urinary tract
infections. Because Ava is non-verbal she can not tell
verbalize when she is in pain or feeling discomfort. Ava
is currently working on potty training as a goal. Ava will
hold her urine for so long OR will not empty her
bladder completely when she urinates which can cause
bladder infections. Fill in the 4 part behavioral sequence
from the scenario given:
It was snack time and Ava was shown her visual schedule.
He teacher pointed to the toilet picture indicating it
was time to go potty and wash her hands before snack.
Ava ran around the room screaming, arching her body
and flopping to the floor.
What is the EOsetting event?
What
Antecedent
event evoked
behavior?
What is the
behavior?
What is
valuable as a
reinforcer?
80
2) During the functional assessment interview, Raj’s
mom indicated that her son is sometimes very
sensitive to sound. He will cover his ears and mom
is not sure why until shortly after when she hears a
siren or other loud noise approaching. Fill in the 4
part behavioral sequence from the scenario given:
Raj’s family uses a pressure cooker to cook rice in
their kitchen. When it is time to go outside to play
you must go through the kitchen to get to the back
door. You say to Raj “let’s go outside” as you point
to the back door. He screams and runs away from
you into the basement.
What is the EOsetting event?
What
Antecedent
event evoked
behavior?
What is the
behavior?
What is
valuable as a
reinforcer?
81
Steps to Conducting a Functional
Assessment
STEP
How to Collect Information
1. Define the target behaviors and
pattern of occurrence
•Review of daily schedule and routine
2. Develop a hypothesis about the
target behavior
•Conduct interview
•Direct observation
3.Validate your hypothesis
•Functional Analysis: can you turn TB
on and off?
82
Results of
assessment
and analysis
Contextual
fit
PBS
plan
Make
problem
behaviors
irrelevant
and
ineffective
Alter
patterns of
behavior by
manipulating
A+C
Based on
principles of
ABA
83
Contents of Quality Behavior
Support Plan
Address ALL problem behaviors
Implemented across multiple
settings
Use multiple methods of
Intervention
Use Functional Assessment as
foundation
84
Positive Behavior Support
Prevent
• Changing
antecedent
conditions
that lead to
behavior
Teach
• Teaching
replacement
skills
Respond
• Manipulating
consequences
to Increase or
decrease
behaviors
85
Antecedent Interventions
Redesign
Environment
Positive
rapport
Offer
Choices
PREVENT
Behavioral
Momentum
NonContingent
Attention
86
Teaching New Skills
Functional
Skills
Skills that are
easy to
perform
TEACH
Skills that
Produce
same
consequence
Skills that
are Effective
and Efficient
87
Manipulating Consequences
Designed from
FBA
Individualized
RESPOND
Manipulation
of
Consequences
Produces
quality
reinforcers
88
Standard 7: Skill Acquisition
Discrimination
learning
Barriers to learning
Behavioral Approach to teaching
Instructional Procedures
Selection of target skills
89
Discrimination Learning
Stimulus
(Become antecedent/Sd
and S-deltas)
Stimulus
(Become consequences
that affect behavior)
Mom
Needs met
Stranger
Needs not
meet
90
Relevant
Irrelevant
Features which must
be attended to in
order to make
discrimination
Features which
should be ignored
and do not
contribute to making
discrimination
SHOE: Shoelaces,
shape, tongue, foot
opening, heel shape,
toe shape
SHOE: color, size,
location
MOM: Body size
facial features, eye
color, voice, smell
MOM: 2 arms, 2
legs, clothing
91
Stimulus event (Sd)
Prompt
Response
Correct
Reinforcement
Incorrect
Natural Correction
Punishment
Extinction
Inadvertent R+
92
Add pops up: “you
won $100”
Warning/ secure
site
Click on add
Correct
Receive 100$
Incorrect
Natural
CorrectionComputer blocks
virus
93
Sitter calls and
cancels for the
week
Husband
suggestion
ask your mother in
law
Correct
verbal praise, cooks
dinner, does dishes
Incorrect
Natural
CorrectionShe declines
Criticizes how you
do things, makes a
mess, asks for food
94
Something happens
(stimulus event)
???Prompt???
Not sure what to
do- random
response
Something happens
Who cares
Something happens
Something happens
Not sure what that
was
95
Fire alarm
Prompt????
1) Go out door
2) Play with trains
1) Correct
Safe from fire praise
Social approval
2) incorrect
False alarm -shuts
off
Cough eyes burn
but not sure why
96
Behavioral Approach to Cognition
Antecedent
Stimulus event
Response
Red light
Apply brake
“what is 8x8?”
“64”
Bladder full- internal
signal
Void in toilet
97
Discrimination Training
Antecedent Stimulus:
Event that occurs in environment. Gives us clues about what response to
emit
Friendly Professor
Smile and wave
Pompous Professor
Look down walk other direction
Library with friend
Whisper/ nonverbal
communication
Car with friend
Talk loudly, laugh
Church
Tell clean joke
Bar
Tell offensive joke
98
Discrimination Training
Antecedent
situation/Stimulus
event 1
Reinforcement
Behavior A
Antecedent
situation/Stimulus
event 2
Extinction
99
Discrimination Training Example
Light on
Food Delivered
Neck Stretching
Light off
No Food
delivered
100
Discrimination Training Example
Sd
Door with Exit
sign
Outside on way
home
Open the door
S
Door with Room
#443 sign
In another
classroom- not
outside
101
Discrimination Training Example
Attention:
“honey stop
don’t do that!”
Sd
Mom
Bang on table
S
Dad
No response
No attention
102
Discrimination Training Example
Sd
Purple square
Clothes offnaked
undress
S
No purple square
Clothes remain
on
103
Discrimination Training Activity
Sd
Reinforcement
Behavior
S
extinction
104
Group Presentations activity#15
Sd
Reinforcement
Behavior
S
extinction
105
Simple Discrimination
Response 1
Reinforcement
Response 2
No Reinforcement
Sd
Simple Discrimination
Stopping behavior
R+
“Stop”
Movement
No R+
Simple Discrimination
Sitting
R+
“sit down”
standing
No R+
106
Simple Discrimination
Response 1
Reinforcement
Response 2
No Reinforcement
Sd
Conditional Discrimination
Sd
Response 1
Reinforcement
S
Response 2
No R+
Stimulus A
107
Examples of Conditional
Discriminations
Sd
R1: touches
R+
Verbal: “find baby”
S-delta
R2: touches
No R+
3 stimuli to attend to:
1. Verbal direction “find baby”
2. Picture of baby
3. Picture of shoe
108
Sd
R1: touches
R+
Verbal: “find shoe”
S-delta
R2: touches
No R+
3 stimuli to attend to:
1. Verbal direction “find shoe”
2. Picture of baby
3. Picture of shoe
109
Barriers to Learning
1)Attention
2)Motivation
Stimulus over
selectivity
Unmotivated
by natural
reinforcers
Focus on
irrelevant
features
Deficits in
internal
motivation
110
Basic Instructional Unit
Antecedent
• Stimulus
material
• Teacher
request
• Environmental
stimulus
Behavior
• Learner
response
Consequence
• Outcome
• Natural or
artificial R+
• Correction
procedure
111
112
You are ready to teach when….
Learner
Cooperation
Is learner approaching you? Are you paired with good
outcomes? Are they willing to learn from you?
Competing
Reinforcers
Identified what purpose behaviors serve? What
consequences does individual want? Do you have
reinforcers that will keep value of escape low?
Preventions
Identified what antecedents trigger desired and
undesired behavior? Are you incorporating these into
teaching model?
Functional Skills
What are you teaching? Are the skills functional?
What next?
Do you know where skills are going? Where is plan
going for this person? What’s the big picture
113
Building on the instructional unit
Discrete Trial
Sd
Response
Consequence
Prompt (faded)
114
Student Project: Activity #7

2 part Video demonstration of skills.

Segment 1: Behavior reductiondemonstration of PBS for problem behavior.
Prevent Teach Respond

Segment 2: Skill building- demonstration
of discrete trial teaching
115
Problems with PROMPTs
Too
early
Too
late
Don’t
know
how
to
fade
out
Forget
use of
DR
116
Order of Prompts
Full physical assistance
Partial physical assistance
Gesture/model
Prepositional
Verbal
117
2 ways to Fade a Prompt
TIME: reduce time
delay from Sd to
prompt
TRIAL 1 (0 sec)
Sd..Prompt response
TYPE: reduce
intensity or prompt
or move to next level
of assistance
Trial 1: FP
Sd….prompt response
TRIAL 2 (2 sec)
Sd….Prompt response
Trial 2: PP
Sd….prompt response
TRIAL 3 (4 sec)
Sd…..Prompt response
Trial 3: M
Sd….prompt response
118
2 ways to transfer prompt to Sd
1) Extra
Prompt
2) Within
Stimulus
Prompt
Anything you do or
add to help person
respond
Using already
present stimulus
and exaggerating or
defining in some way
Examples: Help
person perform,
model, point, move,
verbal, raise eyebrows
Examples: Pivotal
response training
(PTR), make features
bigger or more
pronounced,
distinctive feature
119
Extra Vs Within Stimulus Prompts
Example skill
HtTCwA book page 20
select horizontal dots.
Study:
Teaching child to branch out
from repetitive play to
experience and play with
various centers in school.
Wanted child to play in
dramatic play area- kitchen
Study:
Teaching child to engage in
same activity that peers are
engaging in instead of
withdraw and repetitive selfstimulatory behaviors. Using
a sensory table
Extra Prompt
Within Stimulus Prompt
Sd: find horizontal
Prompts: prepositional
prompt
Gesture prompt
Errorless teaching (removal
of distracter)
Sd: find horizontal
Prompts: Fade in and highlight
relevant features (size and position
of dots in systematic way)
Sd: “go play”
Prompts: point to kitchen
center, physically guide to
kitchen center, “go play at
kitchen center.”
Sd: “go play”
Prompt: Distributed several articles
child liked such as flashing toys,
mirrors, etc, to “lure” child to go to
the center.
Sd: “play with friends”
Prompts: pointing to friends,
physical guidance to friends,
indirect/direct verbal ‘what
are your friends doing/go
with friends.”
Sd: “Play with friends.”
Prompts: Place squares around
table for peers to stand on, one left
empty for child. Empty square
signals to child the correct
response. Fade out square by
making smaller and smaller until
gone
120
Instructional Procedure #2:
SHAPING
Procedure to teach NEW behavior or
strengthen a WEAK one
 What is the SKILL and how can you break
it down into smaller attainable parts?
 Focus is on reinforcing successive
approximations of behavior
 Uses differential R+

121
Origins of Shaping

Behavior is behavior- animals, people all
organisms
Antecedent
Criticize
findings
Behavior
Consequence
1)
2)
3)
4)
5)
Left hand moves
Raise off table
Raised in air
Raised at tilt
Raised and lowered Skinner turn
in consecutive
toward and nod
motions
6) Chopping air with
left hand
122
Shaping examples
Antecedent
Behavior
Tv flickers
1)
2)
3)
4)
5)
Flick it
Flick harder
Hit with palm
Hit with fist
Beat tv
Exercise time
1)
2)
3)
4)
5)
6)
7)
Walk 10 minutes
Walk 20 minutes
Walk/jog 20 minutes
Jog 10 minutes
Jog 20 minutes
Jog/run 30 minutes
Run 30 minutes
1.
2.
3.
4.
5.
6.
7.
Dimmer on 10
Dimmer on 8
Dimmer on 6
Dimmer on 4
Dimmer on 2
Dimmer on 1
Dimmer on 0
Time for bed
Consequence
tv back on
Endorphin
increase, lose weight,
clothes fit
Verbal praise, extra
story, added R+ next
morning
123
Misuse of Shaping
Antecedent
Child hungry
Dinner cooking
Behavior
1)
2)
3)
4)
Whine
Whine and cry
Whine cry and scream
Whine cry scream and
hit
5) Fall to floor and
tantrum
Consequence
Cookie
124
Group Presentations: Shaping
Antecedent
Behavior
Consequence
125
Instructional Procedure #3: Chaining
Teaching a series of behaviors in a specific
order
 Linking together a series of already
mastered responses
 Completion of a step serves as cue for next
step
 Requires a task analysis

126
Forward
Backward
Global
1. Finished eating/dirty
dish
2. Take all dishes to sink
3. Plug drain
4. Turn on warm water
and fill to line
5. 2 squirts of soap
6. Place dishes in sink
7. Wipe food from dish
with sponge
8. Place dish in
dishwasher (repeat 78 till dishes gone)
9. Open soap drawer
10. Take out detergent
11. Open detergent
12. Fill dispenser with
soap
13. Close drawer
14. Close dishwasher
15. Push start button
15. Finished eating/dirty
dish
14.Take all dishes to sink
13. Plug drain
12. Turn on warm water
and fill to line
11. 2 squirts of soap
10. Place dishes in sink
9. Wipe food from dish
with sponge
8. Place dish in dishwasher
(repeat 8-9 till dishes
gone)
7. Open soap drawer
6. Take out detergent
5. Open detergent
4. Fill dispenser with soap
3. Close drawer
2. Close dishwasher
1. Push start button
4. Finished eating/dirty
dish
5. Take all dishes to sink
9. Plug drain
10. Turn on warm water
and fill to line
2. 2 squirts of soap
6. Place dishes in sink
8. Wipe food from dish
with sponge
7. Place dish in dishwasher
(repeat 7-8 till dishes
gone)
11. Open soap drawer
12. Take out detergent
13. Open detergent
1. Fill dispenser with
soap
14. Close drawer
15. Close dishwasher
3. Push start button
127
Group Activity
1.
2.
3.
4.
Perform a task analysis
Indentify Sd, behavior Consequence
Prompts you will use and fading
procedure
Forward, Backward or global
128
Instructional Procedure #4: Errorless
Learning
Keep value of reinforcer high and value of
escape/avoidance low
 Keep learner successful and
teaching/learning an improving set of
conditions
 Systematically sequence discriminations in
an easy to difficult method

129
Example
1) Match picture of item to item- identical
1. Chip
2. ball
3. string
4. milk
6. Fan
7. bread
11. Meat
12. rice
16. Swing
17. cookie
8. juice
9. Play-dough
13. cracker 14. noodle
5. blanket
10. water
15. candy
2) Match picture of item to picture- identical
3) Match picture of item to representational (categorize)
4) Match representational picture to item
5) Shrink picture to 2x2 and receptively select when shown
item/verbal
5) 2x2 picture identification given verbal
130
Group Activity
Choose one discrimination task that a
member of the group is currently working
on with a student
 Order steps to teach the discrimination in
an easy to hard sequence
 Present to class (designate 1 person to
speak and 1 person to write out steps on
public white board)

131
Instructional Procedure #5:
Intermixing trials
132