1. Foundations of Applied Behavior
Analysis (ABA)
and
How It Can Help in Your Classroom
by Julia Smith, M.Ed., BCBA, LBA
2. What is Applied Behavior Analysis (ABA)?
● ABA is the “science of human behavior”
● What do we want to see a student do more often? Less often?
● Practice makes perfect
● Rewarding success rather than punishing failure
● Board Certified Behavior Analyst (BCBA) + Board Certified Assistant Behavior
Analyst (BCaBA) + Registered Behavior Technician (RBT)
● Myth: It can only be used for students or people with autism.
3. Today’s Objectives
• 7 Dimensions of ABA
• Identify and Define Pairing
• Identify and Define Behavior
• Targeting Behavior for Reduction
• Targeting Behavior for Increase
• Introduction to the 4 functions of behavior
4. Dimensions of ABA
• Applied
• Behavioral
• Analytic
• Technological
• Conceptually Systematic
• Effective
• Generality
5. Applied
• Enhances and improves the everyday life of the learner and those who are
closest to the learner (parents, siblings, family, etc) by changing a socially
significant behavior.
• What are some examples of applied as related to your classroom?
• What would be some behaviors that you might want to teach or change that
would enhance and improve the life of your students?
6. Behavioral
• Behavior chosen must be observable and measurable
• Something you can see or hear, count and/or time
• By defining a behavior that makes it easily observable and measurable, we are
able to study it for proof of improvement, as well as lack of improvement.
• By defining a behavior, practitioners are able to collect data and show change
over time.
• What are some examples of something that would meet the behavioral definition
in your classroom?
• How might this apply to IEPs and personal goals?
7. Analytic
• Using data to make informed decisions
• The practitioner is able to show that whenever he/she applies a certain variable,
the behavior is produced, and whenever he/she removes this variable, the
behavior is lost
8. Technological
• Procedures are described clearly and concisely so that others may implement the
procedures accurately.
• Think of this dimension like a recipe – all steps are written in detail to get the
desired result. You would not be able to follow a recipe if it did not list the
specific ingredients and measurements.
9. Conceptually Systematic
• Interventions are consistent with the principles demonstrated in the literature
and the research.
• It is important that practitioners continue to use research-based techniques, and
avoid using any shortcuts in our teaching methods.
10. Effective
• Interventions are effective when they improve a behavior in a practical way
• If the application of behavioral techniques does not produce large enough effects
for practical value, then the application has failed
• In laymen’s terms, an intervention is effective when it changes the behavior it
seeks to change
11. Generality
• aka Generalization
• It proves durable over time, if it appears in a wide variety of possible
environments, and/or if it spreads to a wide variety of related behaviors
• A behavior demonstrates generality when the taught behavior carries over into
other contexts rather than just the training environment. We want these taught
behaviors to be used in multiple settings, across multiple people, and to continue
to be used in the future
12. What does ABA Therapy Look Like?
•Focus on teaching kids meaningful developmental and life skills
•Individualized treatment – consider age, gender, ethnicity, interests, culture, and
family goals
•Building fun and positive relationships
•We teach new skills using two main types of teaching:
Discrete Trial Training (DTT) - more structured; lots of repetition
Natural Environment Training (NET) – more natural; play based
•Teaching & Rewarding:
We help a child to be successful so we can reward their efforts!
Over time, reduce our help so they are successful and independent
•Shhhh, don’t tell anybody. You can use this in your classroom as well!!
13. Pairing
● Essential!!!!
● Building a relationship (building rapport)
● Pair by “pairing” yourself with good things (reinforcers)
● Establish yourself as the ultimate reinforcer
● The students WANT to see you
● They don’t just tolerate you, they ENJOY you
● Students are more likely to listen and follow directions when you have “paired”
yourself with good things
● If a student finds you reinforcing, they will be more inclined to comply with
your demands
● You know it is working if the students are coming to you, not running away
from you or whining when they see you
● Pairing never stops
14.
15. How do you already use pairing in your class?
How can you add more pairing in your class?
Discussion
16. Behavior
Behavior :
An observable and measurable act of a person
(You can see it or hear it, count it or time it)
Behavior is not:
Feelings or emotions
17. Is it Behavior?
Crying Mad Spitting
Anxious Hitting Rocking
Happy Agitated Laughing
Frustrated
18. Is it Behavior?
Behavior
• Crying
• Spitting
• Hitting
• Rocking
• Laughing
Not Behavior
• Mad
• Anxious
• Happy
• Agitated
• Frustrated
19. Behavior
It is important to define behavior in a way that
describes what it looks like,
not what we suspect it means or how we
suspect the person feels.
22. How do we know which behaviors to identify
for reduction?
***Don’t forget those 7 dimensions.
Discussion
23. Identifying Behavior to Target for Reduction
• Behavior that is dangerous to child or others
• Behavior that interferes with participation in meaningful activities
• Behavior that disrupts others and prevents them from participating in
meaningful activities
• Behavior that is stigmatizing (likely to prevent a child from being
included)
24. • Not all unusual or annoying behavior needs to be
targeted for reduction
• Junk behavior
25. How do we know which behaviors to identify
for increase?
Discussion
***Don’t forget those 7 dimensions.
26. Identifying Behavior to Target for Increase
• Behavior that is needed to gain access to things they need and want
• Behavior that is needed to gain access to reinforcement
• Behavior that is needed to open their world to other environments,
people, etc
• Behavior that is needed to be independent
• Behavior that is needed to engage socially
29. Now, let’s get personal…
Why do you and I behave the way we do?
30. • It works for us!!
• We have learned through our experiences
and through conditioning what is effective
in getting our needs and desires met.
• We also do what we are motivated to do,
what we find enjoyable, and what is
reinforcing to us.
The answer:
31. The Functions of Behavior
All behavior serves a purpose
for the person who does it
32. The Functions of Behavior
• Behavior is repeated because the consequences
are desirable
• We engage in behavior in ways that get us what
we want, or help us avoid or escape things we
don’t want
33. The 4 Functions of Behavior
1. To get attention
1. To get access to an item or activity
1. To escape or avoid something
1. Sensory Stimulation
36. Attention
Behavior that results in immediate attention from others
• This can be “positive” or “negative” attention
Examples:
• Saying “Excuse me?” and Mom looks at you
• Taking your sister’s toy and she chases you
• Throwing papers and your teacher yells at you
• Crying and mom cuddles you
• Running away, and turning to see if teacher is following you
37. Access to Items
Behavior that results in getting preferred objects,
items, or activities
Examples:
• Grabbing a toy from a peer
• Asking for a snack or candy
• Leaving circle time and going to play with trains
• Climbing a cabinet to get a game
• Saying “push me higher” and dad pushes you on swing
38. Avoidance/Escape
Behavior that results in ending or delaying
disliked events
Examples:
• Complete chores; mom stops nagging
• Complete assignment; avoid homework later
• Hang up phone when telemarketer calls; conversation stops
• Flop to the floor; delay coming in from recess
• Hit peers; escape group work/circle time
• Throw a tantrum; avoid going to the bathroom
39. Automatic
Behaviors that are fun by themselves; they feel good, look
fun, smell cool, etc.
• Typically things that happen when child is alone or all the time
no matter where they are
Examples:
• Hand flapping, body rocking, flicking fingers by eyes
• Making noises, reciting lines from movies, humming
• Spinning wheels on a car, opening and closing door repeatedly,
playing with string, banging hangers together
• Going for a run, rubbing your temples, twirling your hair,
scratching an itch, tapping your foot, fidget spinners
40. Do you engage in any behavior that doesn’t
fit in to one of these categories?
Discussion
41. To Punish or Not to Punish
• Punishment should typically only be used after reinforcement
strategies have been exhausted and data indicates that the
reinforcement strategies have not been effective.
• Punishment procedures may include interventions such as
time-out, reprimands, and response cost.
• Data may indicate that it is effective to use the above
procedures in combination with reinforcement strategies.
42. Reinforcement
• What is reinforcement? Most simply, it is a stimulus that occurs after a
specific behavior that increases the likelihood that it will occur again.
• Bribery is not reinforcement. Bribery is offering something to the child to
stop a behavior once the behavior has already begun. Such as, "If you stop
screaming you can have a Snickers bar". Bribery does not work.
• Reinforce the behaviors you want to see more often. You can give verbal
praise or small treats as you see things you like (hands down, walking,
sitting, etc).
43. Use Reinforcement
• Know what that child's reinforcers are, don't assume.
• Look for behavior that is desirable, reinforce immediately
(within 10 seconds) upon seeing something good.
• As you deliver the reinforcer, pair words with it like "Good
Job!"
• Create as many opportunities as possible to reinforce.
• Repeat. Repeat. Repeat.
44. What Should I Reinforce?
• Anytime the child cooperates with what you have asked him to do,
reinforce.
• Try to “catch him/her being good”. Tell him/her why you think he
has done good and then reinforce immediately.
• You can reinforce by thanking the person and telling him he has
done well. This may need to be paired with something tangible at
first.
45. Simple Correction
• A strategy we can use in a teachable moment.
• Stay cool.
• Use matter-of-fact expression and tone.
• Respond immediately (within 5 seconds) , don't wait.
• Avoid coercion (No implied consequences).
• Identify the specific appropriate behaviors and ask the individual to
"Redo". (i.e. Let’s try that again.)
• Ignore inconsequential/junk behavior.
• Prompt only as needed.
• Reinforce appropriate behavior.
46. What to Reinforce
• After you have asked the child to “do over” and they
have responded correctly, reinforce by giving
him/her specific praise and possibly a tangible
reinforcer.
47. Practice
• Johnny walks out of the classroom and slams the door with
enough force that it can be heard from the living area.
• Ivan walks into the class and drops his backpack on the floor
near the door.
• Jonathan is excited about going to recess and runs across the
classroom to line up.
48. How to Say No and Wait
• Suggest an alternative when the answer is no or to complete while
waiting (ex. "you can have……." or "You can do ….. instead").
• Give an estimate of how long the person will have to wait if possible.
You can provide a timer, sing a song, countdown, etc
• Avoid lengthy explanations.
• When individual accepts no appropriately, immediately reinforce with
praise and tangible or edible within 10 seconds.
• Be honest! Don't say things like "maybe later" when it isn't possible then
either".
• Don't argue. Say it once and then move on to your next activity.
• If walking away is not possible, do not give eye contact or speak to the
child. You are there physically to keep the person safe.
• Once the child is quiet and calm, re-engage.
49. What do I Reinforce?
• Always give options
• When a person accepts the option, reinforce by saying thank
you and possibly something tangible when you first teach this
skill.
• If the person accepts a denial, reinforce by saying thank you
and possibly something tangible when you first teach this skill.
50. Let’s Practice “no” and “wait”
• Sam wants to play the iPad but it is time for a lesson.
• Erin asks for a snack but there are no snacks available.
• James wants to go to recess outside but it is raining.
51. Pivot Strategy
• Sometimes simply saying no doesn’t work.
• If you have already said no and that hasn’t worked, then the
person is not likely to respond by you saying no repeatedly.
• However continuing to say no or long explanations of why the
answer is no may just be the reward they are looking for.
• This would be a good time to use a pivot strategy.
52. How to Use the Pivot Strategy
• Don't mention ignorable/junk behavior.
• Don't react to the ignorable/junk behavior.
• Actively attend to another person or another activity.
• Watch for opportunities to initiate back to the person.
• Stay cool, no coercives (no intimidation or threatening)
• Behavior change comes from reinforcing what we want to see and
not attending to the things we don’t want to see.
• If you absolutely have to say something, do so in a non-emotional
neutral tone with open posture.
• Model what a non-emotional, neutral tone sounds like.
• Model open body posture.
53. What do I reinforce?
• As soon as you see the person doing something desirable,
turn back to him and tell him what he is doing well and then
thank him.
• Reinforce with praise, edible, pats on the back, and whatever
you have found is reinforcing for that individual.
54. Let’s Practice
• Jordan is being very loud and obnoxious but is not harming or
threatening to harm anyone.
• Fred likes to burp, pass gas and pick his nose because he likes
how people react when they see/hear/smell him doing these
socially awkward things.
