Promoting Independence in Individuals with Disabilities
1. By Karen Umstead, M.Ed. Board Certified Behavior Analyst
Beautiful Minds of Princeton
www.beautifulmindsofprinceton.com
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2. About Us
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Or click on the links below:
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3. Who are you
A bit of data collection
Administrators
Direct Support Staff
Behavior Analysts
Parents
Population served
Adolescent
Adult
Disabilities
Autism/Developmental Disabilities
Multiple Disabilities
Mental Illness
SLD
Other
Areas you work in:
Employment/Vocational
Day Programs
Supported living (supervised apartments, group homes)
Community
Familiar with applied behavior analysis (ABA)
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4. Reality
Independence is a critical skill, especially in the
home, community, and in employment
Most individuals with disabilities are unable to
perform skills when professional support fades.*
Even if the skill is mastered independently, often
times it is not generalized or carried over to new
people objects, and settings. *
Independence should be lifetime goal.
* (Hume, Loftin, & Lantz,2009, p. 1329)
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5. For Your Consideration
As you grew up, did you always want to live at home?
Did you want to be able to go the mall or out to eat
without an adult watching over you?
Did you want to get a job? Doing something you
liked? Or at least in a place that you liked?
When you started to do these things, how did you
feel?
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11. Communication
Expressive abilities
Articulation
Delays in processing
Receptive understanding
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12. Initiation
Planning
Motor-preparing for/anticipating movement
Planning steps of activity or appropriate response
Processing Speed
Attention to relevant environmental cues/stimuli
Motivation-is it worth it to try and initiate?
Unclear expectations
Need to specifically teach, prompt, & reinforce this skill
* (Hume, Loftin, & Lantz,2009, p. 1330-31)
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13. Generalization
Train and Hope
Overgeneralize
Take one skill and apply it to inappropriate
circumstances
Client learns hand motion for round and round and
starts to do that in other settings/times that it is not
appropriate
Faulty stimulus control
Target behavior comes under the restricted control of
an irrelevant antecedent stimulus
Client says red when he says a card with a bent edge
(Cooper, Heron, Heward, 2007)
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14. Prompt Dependence
Over-reliance or dependence on adult support
Can be especially difficult when having 1:1 support
Client may not exhibit the behavior without some
form of a prompt
In some cases, clients will guide adults to prompt
them indicating the client considers it part of the
response
Also be aware of the client relying on adults for
reinforcement rather than delivering it themselves
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19. Self-Monitoring
Aspect of self-management
Mark down the occurrence or not occurrence of
behavior
May improve behavior by increasing self-focus on
behavior or aspects of one’s behavior
Target Behavior # of times
Asked someone if they needed 1111 1111 1111 111
help
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20. Self-Monitoring
Consists of four steps
Choosing and defining target behavior (operational)
Deciding on system of self-monitoring
Identifying reinforcement
Teaching individual system of self-monitoring
Teaching self-management independence
Initially you may want to consider adding a bonus
and/or have individual check-in with adult
Gradually release to individual
* (Hume, Loftin, & Lantz,2009, p. 1332)
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21. Video Modeling (VM)
VM involves watching a video demonstration and then imitating the
behavior of the model
Models can be:
Self (video self-modeling)
Positive self-review (PSR)
Edit video clips to show client engaging in appropriate
behavior
Edit video clips to show client showing inappropriate behavior
Video feedforward
takes skills client possesses and sequences them correctly
takes skills client can do with prompts, and edit out the
prompts
Peer, Adult, Point of View modeling (seeing through someone’s
eyes)
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30. Strategy Use
Issues of planning, problem-solving, goal setting
Work on not only what but HOW
Strategies to consider teaching
Goal setting
Problem-solving (including what to do if 1st try fails)
Self-advocacy
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32. Time/Prompting Aids
Time Timer
Visual representation of time
With and without beep
Stand alone or watch
Motivaider
Stand alone or clip on
Vibralite Vibrating Watch
Smartphones
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33. Motivador
Stand-alone or clip on
Vibrating
Can be set for intervals
(seconds or minutes)
Fixed or Variable schedules
Duration and intensity of
vibration can be customized
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34. Guidelines to Facilitate Generalization
Teach target behavior in natural setting
Train across individuals
Train in variety of settings
Quickly shift between artificial cues and
reinforcers to natural cues and reinforcers
Transition from CRF to intermittent
reinforcement
Increase delays in delivery of reinforcement
Reinforce generalization
(Zirpoli & Melloy, 1993)
(Alberto & Troutman, 2009)
36. Training for Generalization
Train Sufficient Exemplars
General Case Programming: emphasizes using sufficient
members of a class of stimuli to ensure that clients will
be able to perform the task on any member of the class
of stimuli
Using Multiple Settings, Teachers, and Activities:
evidence that training in a variety of settings generalizes
the skills taught to novel settings
Teaching the learner to respond to a subset of all of the
possible stimulus & response examples then assessing
the learner’s performance on untrained examples
(referred to as a generalization probe)
(Alberto & Troutman, 2009; Cooper, Heron & Heward, 2007)
37. Training for Generalization
Use Indiscriminable Contingencies
Employ thin intermittent schedules of
reinforcement
Make it difficult for the client to determine when
contingencies of reinforcement are to occur.
Train to Generalize:
Increase probability by reinforcing
generalization as a response class
Lag schedule of reinforcement – teacher
provides reinforcement only for responses
that are different from the previous
response
(Alberto & Troutman, 2009; Cooper, Heron & Heward, 2007)
38. Needs to Consider
Inadvertent prompts
Eye gaze
Slight gestures (hands, head)
Body language (orientation, leaning)
Over-preparing the environment (stimulus prompts)
Getting everything out for individual
Putting everything away for individual
Too helpful (time delays)
Jumping in immediately
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46. References
Alberto P. A, Troutman A. C. (2008) Applied behavior
analysis for teachers. 8th ed. Upper Saddle River, NJ:
Prentice Hall.
Cooper J.O, Heron T.E, Heward W.L. (2007) Applied
behavior analysis (2nd ed.) Upper Saddle River, NJ:
Merrill/Prentice Hall.
Hume, K., Loftin, R., & Lantz, J. (2009). Increasing
independence in Autism Spectrum Disorders: A
review of three focused interventions. Journal of
Autism and Developmental Disorders, 39, 1329-1338.
Doi: 10.1007/s10803-009-0751-2
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Editor's Notes
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I like to describe this simply as what happens before the behavior, the behavior itself, and what happens after the behavior – and state the importance of each beautifulminds@comcast.net www.beautifulmindsofprinceton.com Beautiful Minds of Princeon
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