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Pacing and Mixed Trialing
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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
  • Transcript

    • 1. Mixed Trialing and Pacing
      • Amanda Dixon
    • 2. 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
    • 3. 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
    • 4. 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
    • 5. 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.
    • 6. 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?”
    • 7. 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.”
    • 8. Pacing
      • How quickly you are moving with your child in the booth
        • Learning opportunities
        • Extra Learning opportunities
        • Delivering reinforcement
        • Duration of reinforcement
    • 9. 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
    • 10. 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
    • 11. 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
    • 12. 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
    • 13. 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
    • 14. 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?”
    • 15.
      • Questions
      • Or
      • Comments??