Mixed Trialing   and Pacing <ul><li>Amanda Dixon </li></ul>
Mixed Trials <ul><li>What is it? </li></ul><ul><ul><li>Running more than one procedure at a time </li></ul></ul><ul><ul><u...
How To Mix It Up <ul><li>Run more difficult tasks between easier tasks </li></ul><ul><li>Run more aversive procedures with...
What To Mix <ul><li>Consider the materials used for each procedure </li></ul><ul><ul><li>Combine a procedure with a lot ma...
What To Mix <ul><ul><li>Run a new procedure (or fun ELOs) with older procedures that have a low rate of responding </li></...
Mixed Trial Ideas <ul><ul><li>Use the same materials to run different learning opportunities </li></ul></ul><ul><ul><ul><l...
Mixed Trial Ideas <ul><ul><li>Run a difficult procedure with an out of the booth procedure </li></ul></ul><ul><ul><ul><li>...
Pacing <ul><li>How quickly you are moving with your child in the booth </li></ul><ul><ul><li>Learning opportunities </li><...
Pacing Problems <ul><li>Your child should never be sitting with nothing to do </li></ul><ul><ul><li>Losing opportunities f...
Pacing Problems <ul><li>When delivering the reinforcer </li></ul><ul><ul><li>Too often </li></ul></ul><ul><ul><ul><li>Brea...
Pacing Problems <ul><li>Deliver the reinforcer immediately! </li></ul><ul><ul><li>You don’t want to inadvertently reinforc...
Keeping Up The Pace <ul><li>Use a token economy </li></ul><ul><ul><li>Increase the number learning opportunities before de...
Keeping Up The Pace <ul><li>Keep procedures as fun as possible to maintain responding </li></ul><ul><li>Instead of BS ELOS...
Keeping up the pace <ul><li>Keep materials fun and appropriate </li></ul><ul><ul><li>Example:  Actual books and toys inste...
<ul><li>Questions </li></ul><ul><li>Or </li></ul><ul><li>Comments?? </li></ul>
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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
  • Pacing and Mixed Trialing

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

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