1. JAMES K. FBA TRAINING
By: Ryan T. Burke MAT. TLBA-Kentucky
2. DISCLAIMER (CONT.)
It shall be agreed upon that no further costs will be
incurred by Logan County Schools for behavioral
intervention for Mr. James K. regarding implementation of
this current function assessment and that all staff will
assume responsibility for getting behavior analyst
accurate and timely data to review and train again as
needed at a cost to the behavior analyst for time and
travel.
Termination Criteria will be met when it is determined in
this meeting that James meets a measurable criteria
agreed upon by all interested parties of which then they
will be written, along with all copies of data made
available to all legal parties as requested in writing within
5 business days of receipt.
3. BEHAVIORS WE SEEK TO CHANGE
Elopement
Defined as running out of classroom, gym and
school based on the closest door available.
Physical Aggression
Defined as Running up behind peers or staff and
hitting or pushing them down.
Property Destruction
Defined as throwing objects, knocking objects to
floor (e.g., “clearing” that able; throws activity items)
4. DISCLAIMER
This program is designed exclusively for James to be a
more productive and successful student in school. It can
be used at home at parental discretion, however this is a
separate case.
In accordance with BACB Guideline 4.04 As behavior
analyst we must obtain the client or client surrogates
approval in writing of the behavior intervention procedures
before implementing them.
If any modifications to the program are made from this
point forward, the behavior analyst will explain the
reasons for the modifications to the client or client
surrogate and obtain written consent to implement the
modifications.
5. DIRECT ACCESS ABC’S
What is the antecedent?
For James, the functions of his behavior are
access and escape.
What is the Behavior?
James will hit peers, throw classrooms items,
destroy assignments.
What is the Consequence of James’
Behavior?
James GETS POSITIVELY REINFORCED!!!!!!!
6. FUNCTIONS OF JAMES’ BEHAVIORS
DIRECT ACCESS DIRECT ESCAPE
Direct access behavior is
defined as:
Access to positive
reinforcement produced
directly through the problem
behavior or a chain of
behaviors.
E.G. When James pushes
peers he will get one on one
attention and physical
affection in the form of a hug.
Defined as any behavior that
afford escape (or avoidance)
that will directly terminate ( or
completely avoid) an aversive
event.
E.G. James will push peers to
get staff attention thereby
escaping the current task.
Staff reinforces James’
behavior often with hugs, or
stern vocal influx.
7. DIRECT ACCESS ABC’S (CONT.)
ANTECEDENTS
James will act in an incompatible manner
behaviorally when he is in environments that
have little control to them.
He is given freedom to move as he pleases.
He is given non-preferred activities
Difficult task demands
Is corrected at all during his work
Hunger/ Thirst
8. SUGGESTIONS FOR CHANGE
James needs a program built around:
visual schedules
Response cards
Prompting procedures to mand for items James
wants.
Overcorrection procedures
Differential reinforcement of alternative behavior
(DRA)
9. DIRECT ACCESS ABC’S (CONT.)
CONSEQUENCES
If James runs out of a classroom, then his
function was to escape the environment.
James will often get the attention of staff by
chasing him, giving him water, or one on one
time where he will be given physical
affection.
These are all things that are POSITIVELY
REINFORCING TO JAMES…
10. JAMES’ BEHAVIORAL CHANGE
It begs to be asked then……… WHAT ARE
THESE INTERVENTIONs and HOW DO WE
USE THEM?
Visual Schedules based on Premack
Contingencies
Response cards
Prompting procedures to mand for items James
wants.
DRA
12. VISUAL SCHEDULE (CONT.)
To best use the schedule
for James would tie in
with a Premack Principle
The Premack principle in
its simplest form for
James would be as
follows:
James first you will do
(chosen activity) then you
will get (chosen reinforce)
ONLY TWO ITEMS ON
THE BOARD AT ANY
TIME!!!
13. VISUAL SCHEDULE (CONT.)
Have an assigned card for:
Each task
Each reinforcer James likes.
Start out with two high-p ( high probability
requests) followed by a low-p ( low
probability request.
14. VISUAL SCHEDULE (CONT.)
I have observed a visual schedule in the
classroom.
James is shown it only before a task once.
James does not have it with him at all times.
James does not get periodic reminders of what
he is supposed to be doing now and what is to
come.
15. HOW DO WE DO IT?
For A-B-C Forms all we are going to need is:
Time of Behavior
A (Antecedent) What happen before the behavior?
B (Behavior) What was the behavior?
C (Consequence) What did James get as a result of
the behavior?
Again WHAT IS THE REINFORCING VALUE
THAT WOULD CAUSE JAMES TO BEHAVE
LIKE HE DID???
16. HOW DO WE KNOW VISUAL SCHEDULES ARE
WORKING? (CONT.)
Two key concepts here to remember:
All behavior is a result of reinforcement
history.
Unless differentiated behaviors are used with
extinction procedures in a multiple schedule
of behavioral change we will never replace
the bad with the good.
17. HOW DO WE KNOW VISUAL SCHEDULES ARE
WORKING?
A-B-C TRACKING SHEET LATENCY TRACKING SHEET
18. WHO FILLS THIS IN?
ANY STAFF that is with James when an
aberrant behavior occurs.
The TLBA (Temporary Licensed Behavior
Analyst; Mr. Ryan Burke) will provide the
forms.
Let us try a few exercises now with the
sheets you will be handed.
19. A-B-C CHART
ABC Chart Form Date: _____________________ Student: James K.
MO Activity Antecedent Behavior Consequence Function
Hypothesized MO in
effect (AO or EO)
What activity was
going on when the
behavior occurred
What happened right before the
behavior that may have triggered
the behavior
What the behavior looked
like
What happened after the
behavior, or as a result of
the behavior
What is the hypothesized
function? (SMPR, SMNR,
ANR, APR)
MO was peer
interaction and play
Pt. playing
relay game
where teacher
would give out
commands
“Ready, Set,
Go”
Pt. was standing on wall
with his peers looking at
teacher and then looking
over at 1-on-1 aide.
Pt. would engage in
running activity, but
did not keep pace
with his peers and
continually looked
over his shoulder
Pt. successfully ran
two laps
SMNR
MO did not want to
engage in activity
Pt. playing
relay game
where teacher
would give out
commands
“Ready, Set,
Go”
Pt. was participating in
running activity, but was
not keeping pace with his
peers.
Pt. was looking around at
staff.
Pt. ran directly from
activity to closest
door in an attempt to
exit environment.
Pt. was chased after.
Staff gave physical
assist in form of
getting on one knee
and in a hugging
motion verbally
corrected child.
Child was then given
water bottle.
SMNR
MO did not want to
engage in activity
Pt. was in
between
activities of
running and
kicking foam
balls
Pt. was walking around
alone looking at staff
Pt. ran directly for
closest peer and
pushed peer down to
ground
Pt. was given verbal
re-direct from staff.
Staff offered
physical prompt in
form of hug telling
Pt. “It is not nice to
push, James.”
SMNR
20. A-B-C TIME
Antecedent
What was the scene like before James acted
out?
Given math assignment.
James was told to complete it independently in
20 minutes with help as needed.
SEE ANY PROBLEMS YET!!!!
21. SCENARIO 1
James is in class and todays lesson is math. James
typically likes math, but today they are going to do
worksheets independently for 20 minutes alone.
James is given his paper an pencil and told to start
with assistance as needed if he raises his hand.
Shortly into the assignment James starts tearing at
his paper, throws the pencil and gets out of his chair.
The teacher tells ask James “What is the matter?”
James being non-verbal runs out of the classroom.
James gets followed by his one on one worker and
they walk around the halls. James eventually comes
back and the class has moved on to reading.
22. A-B-C- TIME (CONT.)
Consequence
James runs out of class
James does not return until math is over
Does anyone disagree with the function of James’
behavior was?
23. A-B-C TIME (CONT.)
Behavior
James tears at paper.
James gets out of chair.
James runs out of class.
24. HOW DO WE FIX THIS?
Using something Behavior Analyst called a
multi-scheduled DRA with Extinction.
25. A-B-C- TIME ( CONT.)
A-B-C’S FUNCTION OF EACH
A-Antecedent
Given math assignment
Told to complete it in 20
minutes
B-Behavior
James tears at paper
James runs out of class
C-Consequence
James gets to not complete
assignment
A-James experiences anxiety, and
is unable to ask how to get help.
May not understand assignment,
must find a way to escape
B- James causes disruption
eventually eloping from classroom
setting.
C-James successfully negatively
reinforced himself by removing the
aversive nature of the assignment
through running out of class and
was not held accountable for
completion of same. James has
learned that running out of class
will permit him to avoid future
assignments he does not like.
26. WHAT IS A MULTI SCHEDULE DRA WITH
EXTINCTION?
DIFFERENTIAL REINFORCEMENT OF
ALTERNATIVE BEHAVIOR (DRA) EXTINCTION
To effectively use a DRA we
need to keep this in mind:
A DRA is a control condition where
the potential reinforcer is
presented contingent on
occurrences of a desirable
alternative to the target behavior.
We want James to stay in his seat
and complete his assignments.
We set a target time where James
will get reinforced for every block
of that time he complies with
staying in his chair on task.
Extinction can be defined as
the discoinuing of
reinforcement of a previously
reinforced behaviors (i.e.,
responses no longer produce
reinforcement); the primary
effect is a decrease in the
frequency of the behavior until
it reaches a prereinforced
level or ultimately ceases to
occur.
Simplistically, what was
allowed behavior before that
was reinforcing for James we
will now ignore
27. RESPONSE BREAK CARDS
A series of cards given
to James where if he
feels the need to
escape a task he will
be prompted to give a
card and reinforced
with the break of a
preset amount of time
by staff.
As with the other
behaviors this should
go on the A-B-C form.
28. PROMPTING PROCEDURES
James will be given verbal
prompt such as the
following:
“James, its time for (insert
subject).
(Have visual schedule ready
with activity on it.)
Then prompt James by
saying: “Show me (insert
subject).
James will point to chosen
subject.
Immediately reinforce
James for making a
choice!!!
If it’s the right choice praise
with a chosen reinforcer.
If wrong answer, prompt
James again to make the
correct choice.
Should James not make the
choice in two successive
try, prompt James to see if
he would like to use a break
card.
29. DIFFERENTIAL REINFORCEMENT OF
ALTERNATIVE BEHAVIOR (DRA)
A procedure for decreasing problem behavior in
which reinforcement is delivered for a behavior
that serves as a desirable alternative to the
behavior targeted for reduction and withheld
following instance of the problem behavior and
withheld following instances of the problem
behavior.
Example: Reinforcing competition of academic
worksheets items when the behavior targeted is
reduced.
30. DIFFERENTIAL REINFORCEMENT OF
ALTERNATIVE BEHAVIOR (DRA) (CONT.)
In its simplest form we are going to learn what
James really likes to do often and ask him to do
these preferred tasks before we introduce one
that may be less desirable with the hopes
James will complete this task based on prior
reinforcement. (Task Analysis)
Example: James loves to play I-Pod last time he
was observed. Here is how a high-p sequence
for James would look if we wanted him to
complete a math worksheet.
31. DIFFERENTIAL REINFORCEMENT OF
ALTERNATIVE BEHAVIOR (DRA) (CONT.)
Teacher: “James we got math homework to do, but I want
to play a game on I-Pad.”
James goes over to teacher.
Teacher: “Thank for coming over James, Gimme 5
(positive physical interaction; reinforcement)
James: Slaps teacher five. (positive reinforcement)
Teacher: “All right James take out your math homework.”
James takes out homework places on desk.
Teacher: “ Way to go James you properly placed the math
homework on your desk. Here is the IPad to play.
"positive reinforcement)
James plays I-Pad
32. DIFFERENTIAL REINFORCEMENT OF
ALTERNATIVE BEHAVIOR (DRA) (CONT.)
Over time James will learn to associate
complying with teacher request with positive
reinforcement.
After we get James to place his homework on
the table for instance, we may want to make
James place homework on desk and do
problem one then reinforce with IPad.
Then place on desk and two problems etc.
Overtime James will increase on task behavior
for the reinforcer being given
33. SO WHAT DOES ESCAPE BEHAVIOR LOOK LIKE?
https://www.youtube.com/watch?v=juugR_D
FXA0
https://www.youtube.com/watch?v=pNYkS-
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