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Pacing and Mixed Trialing
 

Pacing and Mixed Trialing

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  • novelty def the strategy you want to use with your child to increase your child’s “motivation” to engage because you are building more opportunities for success

Pacing and Mixed Trialing Pacing and Mixed Trialing Presentation Transcript

  • Mixed Trialing and Pacing
    • Amanda Dixon
  • Mixed Trials
    • What is it?
      • Running more than one procedure at a time
        • Example: 5 trials of Class Member ID, then 5 trials of Fine Motor
    • Why?
      • Helps keep your child attending
      • Helps increase responding
  • How To Mix It Up
    • Run more difficult tasks between easier tasks
    • Run more aversive procedures with preferred procedures
      • Child will receive more reinforcement for correct responses with easier tasks
      • Helps build behavioral momentum
        • Tendency for behavior to persist following a change in environmental conditions
        • Strategy you want to use to increase “motivation” to work because there are more opportunities for success
  • What To Mix
    • Consider the materials used for each procedure
      • Combine a procedure with a lot materials with a procedure without materials
      • Example: ID objects with a vocal procedure
  • What To Mix
      • Run a new procedure (or fun ELOs) with older procedures that have a low rate of responding
        • Novelty can keep your child attending
          • Examples: New pictures, new objects, new toys
        • Unpredictability can be reinforcing
      • Example:
        • Put 5 objects in a bag.
        • Have child unzip bag.
        • Then run a couple trials of 2&3 Comp. ID Obj.
  • Mixed Trial Ideas
      • Use the same materials to run different learning opportunities
        • This can help your child discriminate between S d
        • One object can have multiple characteristics and qualities
        • Example: Using a toy car you can ask
          • “ What is this?”
          • “ What color is this?”
          • “ Is this a book?”
  • Mixed Trial Ideas
      • Run a difficult procedure with an out of the booth procedure
        • Child will receive reinforcement (getting out of booth) after completing an aversive trial
      • Example:
        • Combine ID Size/Color/Shape with 2&3 Comp. Directions
        • Sd: “Big, red circle” then “Get a book and put it in your bag.”
  • Pacing
    • How quickly you are moving with your child in the booth
      • Learning opportunities
      • Extra Learning opportunities
      • Delivering reinforcement
      • Duration of reinforcement
  • Pacing Problems
    • Your child should never be sitting with nothing to do
      • Losing opportunities for learning
      • More time for problem behaviors
      • More difficult to get back on track
      • Breaks behavioral momentum
  • Pacing Problems
    • When delivering the reinforcer
      • Too often
        • Breaks momentum
        • Missing out on learning opportunities
        • Reinforcer may become less desirable
      • Not enough
        • Procedure may become aversive
        • Responding may descrease
    • satiation
  • Pacing Problems
    • Deliver the reinforcer immediately!
      • You don’t want to inadvertently reinforce other behaviors
      • Example: Child correctly identifies correct object then throws materials while you look for a reinforcer
        • Reinforcing problem behavior
  • Keeping Up The Pace
    • Use a token economy
      • Increase the number learning opportunities before delivering a reinforcer
      • Helps move toward reinforcement similar to the natural environment
  • Keeping Up The Pace
    • Keep procedures as fun as possible to maintain responding
    • Instead of BS ELOS, keep child attending by:
      • Starting out with easier trials
      • Frequent preference assessments
      • Be careful not to reinforce noncompliance by avoiding more difficult demands
  • Keeping up the pace
    • Keep materials fun and appropriate
      • Example: Actual books and toys instead of just pictures
    • Hide extra learning opportunities in procedures
      • Example: Have the child pick a marker before tracing. Then ask, “What color?”
    • Questions
    • Or
    • Comments??