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ABA
- 1. Applied Behavior Analysis forChildren with Autism Jonathan Tarbox, PhD, BCBA, & Bill Roth, PhD, BCBA ITC
- 2. Presentation Outline • Briefintroduction to ABA and autism • How to teach: Components of a comprehensive ABA program for children with autism • What to teach: ABA curriculum • Note: Don’t be afraid to raise your hand with a question at any time!
- 3. What is ABA? •Applied Behavior Analysis • ABA is the use of scientific principles of learning and motivation to teach effectively • The core concept is that the consequences of what we do affect what we learn and what we will do in the future • Positive reinforcement: behaviors that produce a good outcome are more likely to occur in the future • People are motivated by what they get out of what they do – Examples: money, feeling good for helping someone, approval from others, satisfaction of a good book, etc.
- 4. Positive Reinforcement • TheABA approach to autism is to identify what motivates each individual child • Every child is different • Teaching must use what is motivating to the child, not what we think should be motivating to the child • Then we teach the child by teaching new skills in very small steps and rewarding the child with positive reinforcement when they make an effort at learning
- 5. Accountability and Effectiveness • ABA assumes that if a child is not learning, it is NOT the child’s fault, it is our fault • We must change the way we are teaching • We must continue to try different ways of teaching until we find one that works • ABA is the best method for finding what works • We never blame the child if learning does not happen • We believe it’s our responsibility to figure out how to teach whatever the child needs to learn
- 6. Comprehensive ABA Programs •Earliest versions of ABA programs focused mostly on discrete trial training. • Comprehensive ABA programs now include a variety of behavioral teaching strategies – Discrete Trial Training (DTT) – Natural Environment Training (NET) – Verbal Behavior – Challenging behavior – Data collection – Programming for generalization
- 7. Discrete Trial Training •Breaks down learning opportunities into well-controlled, discrete teacher-student interactions Instruction → Correct Response → Reward OR Instruction → Incorrect Response → Correction
- 8. Discrete Trial Training •Provides structure for the learning interaction • Provides a very large number of learning opportunities in a small amount of time • Is proven by hundreds of studies to be an effective teaching procedure
- 9. Natural Environment Training • Basic approach: – Teach in the natural environment – Set up situations where the child will be motivated (e.g., toy out of reach) – Wait for child to initiate – Prompt the correct behavior – Reinforce it
- 10. Natural Environment Training • Much more natural approach than DTT • Less structured • Looks more like typical interactions • Great for teaching play and social skills • Great for establishing generalization of skills learned in DTT • Some children prefer NET over DTT • Proven by dozens of studies to be an effective teaching procedure
- 11. Verbal Behavior • Separateslanguage into categories by function • Reminds us to teach all functions of words • Teaching one function does not necessarily lead to learning other functions of the same word – Example: if we teach a child how to say “red,” he may not actually be able to say “red” when he wants something that is red
- 12. Challenging Behavior • Examples:aggression, self-injury, self-stimulatory behavior, tantrums • ABA assumes that children are getting something they want from challenging behavior – Attention – Escape – Toys or food – Sensory stimulation • Autism is NOT the cause of bad behavior
- 13. Challenging Behavior • Firststep is to do a “functional assessment” • This means assess what the child is getting from their challenging behavior • The next step is to not give it to them any more when they have the behavior (“extinction”) • AND teach the child a more appropriate behavior that will get them what they want – Example: asking for a break, playing with a toy, asking for attention, etc.
- 14. Data Collection • GoodABA programs take lots of data on the child’s progress • Frequency of challenging behavior • Percent correct on skill teaching • Data are graphed after every teaching session • The percent correct should be increasing over time if the child is learning
- 15. Generalization • Comprehensive ABAprograms must explicitly focus on generalization • Generalization does NOT occur automatically • Generalization is NOT an afterthought or side-effect • Generalization is THE central goal of intervention
- 16. Planning for Generalization • Best way – Teach skills in many different environments – Teach with many different teachers – Teach during many different times of day – Do NOT do the same thing the same why all of the time – When skills are learned in DTT, make sure to practice them in natural settings – Parents must practice all new skills as often as possible
- 17. Therapist Training • ABAtherapy is difficult to do • It’s much more structured than feels natural • It takes a LOT of training to learn how to do it correctly • 20-30 hours of initial classroom training • Another 30 hours of hands-on training with children
- 18. Supervision • Good ABAprograms provide approximately 2 hours of supervision for every child, every two weeks • Supervisors must be experts in ABA, with several years of experience • Every therapist that works with the child is directly observed working with the child • Every therapist is given specific and immediate feedback on good and bad performance
- 19. Workshop Model • Therearen’t enough ABA experts in the world to provide supervision • Another option is the “workshop” model • For families who do not live within an hour drive of an ABA clinic • A consultant travels out to family’s home and trains everyone • Then the family runs the program and manages the therapists • Consultant follows up with regular contacts
- 20. TEST TIME • Afterviewing the training please click on the FIRST test below. • Print the test out. – Internet Explorer: File Print – Google Chrome: Save to your computer first. • Mesa Employees – Once completed you can email the test to aaintelicare@yahoo.com – Or you can fax the test in 480-969-5512. • Phoenix Employees – Once completed you can email the test to intelicarephx@yahoo.com – Or you can fax the test in 602-253-5512. • After submitting the test please continue with the slideshow.
- 21. Overview of ABA Curriculum
- 22. The ABA Curriculum Language Adaptive Play Skills Motor Social Cognitive Skills Skills Skills
- 23. A Comprehensive Curriculum •What needs to be taught in ABA programs for kids with autism? • Autism is defined by global deficits… • If we want to catch kids up to typical development, we need to teach EVERYTHING that they are delayed in! • That is what the ABA curriculum was designed for
- 24. ABA Curriculum • Everyarea of human functioning is addressed in the eight content areas • Each content area in the curriculum is broken down into dozens of teaching programs • Each program is broken down into many (up to 20 or more) specific instructions along with the correct child behavior • Lessons are arranged in the order in which they emerge in typical development
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- 26. Language Curriculum Language 31 Lessons by Emerging Age and Function: 0-12 mos. 1 - 2 yrs. 2 - 3 yrs. 3 - 4 yrs. • Body Parts • Actions • Adverbs • Describe • Echoics • Basic Mands • Attributes • Sequences • Following • Categories • Features • Statement - Instructions • Choices • Gender Statement • Gestures • Functions • Manding for 4 - 5 yrs. • Sound • Negation Information • Same / Different Discrimination • Objects • Opposites 5 - 6 yrs. • People & • Pronouns • Ask & Tell Relationships • Wh- Discrimination • Prepositions Discrimination • Statement – • Yes / No • Locations Question • Plurals • Syntax 6 - 7 yrs. • What Goes With
- 27. Language Curriculum Language • Each lesson – Goes beyond teaching the meaning of words – Because we cannot assume that once the child has learned the meaning of a word that she will use it in all possible situations – We need to make sure a child can use a word in all of its functions
- 28. Language Curriculum Language Example • We teach the child to hand us an apple when we say “Give me apple” (receptive) • We teach the child to respond “apple” when shown apple & asked “What is it?” (expressive) • This does not mean the child will now be able to respond “apple” in other situations or ask for apples when he/she wants them
- 29. Language Curriculum Language Function Instruction Behavior Consequence or Setting (Reinforcer) Matching “Put with same” apple is matched with apple Praise Listening “Touch apple” Selects apple Praise Vocal Someone says “apple” Praise Imitation “apple” Request Hungry and no “apple” Child gets an apple present apple Labeling Apple is present “apple” Praise “What is your “apple” Praise Conversation favorite fruit?”
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- 31. Play Curriculum Play Domains Independent Play Sensorimotor Play Task Completion Play Play Stations Interactive Constructive Play Play Early Social Games Block Constructions Read-to-Me Books & Nursery Rhymes Structure Building Music and Movement Sand and Water Constructions Treasure Hunt Clay Constructions Card and Board Games Arts and Crafts Locomotor Play Peer Play Pretend Electronic Play Play Functional Pretend Play Audio and Video Play Symbolic Play Computer Play Imaginary Play Video Games Sociodramatic Play
- 32. The ABA Curriculum Adaptive Skills
- 33. Adaptive Curriculum Adaptive Skills Domestic Pet Care Setting & Clearing Table Telephone Skills Tidying Safety Meal Preparation Safety Awareness Cleaning Safety Equipment Gardening Laundry School Backpack Prep Making a Bed Personal Feeding Toileting Undressing Unfastening Community Dressing Preventing Spread of Germs Shopping Bathing Restaurant Readiness Fastening Teeth Care Hair Care Nail Care Health Care
- 34. The ABA Curriculum Motor Skills
- 35. Motor Curriculum Motor Skills Oral Oral Motor Ocular Motility Visual Binocular Vision Skills Visual Perception Hand Skills Coloring Finger Skills Drawing Fine Pre-Handwriting Cutting with Scissors Gross Sitting / Crawling / Creeping / Riding / Foot-Propelled Vehicles /Standing Rolling Over / Rolling / Throwing / Dribbling / Walking Stairs and Climbing Riding a Tricycle / Bicycle / Running / Balance Beam /Swinging a Bat / Racquet /Paddle / Jumping / Kicking / Physical Education Readiness Hopping / Catching
- 36. The ABA Curriculum Social Skills
- 37. Social Skills Curriculum Social Skills Social Language Non-Vocal Greetings and Salutations Eye Contact Social ID Questions Non-Vocal Imitation Prosody Body Language & Facial Expressions Regulating Others Gestures to Regulate Social Interaction Conversational Audience Non-Vocal Physical Context of Conversation Absurdities Listening to Conversation Figures of Speech Social Initiating Conversation Absurdities Joining Conversation Humor and Jokes Language What’s Wrong? Maintaining Conversation Repairing Conversation Transitioning Topics of Conversation Group Related Skills Ending Conversation Responding in Unison Group Social Social Group Discussion Related Interaction Skills Skills Social Rules Compliance Social Interaction Following Rules Apologizing Community Rules Social Self Assertiveness Rules Esteem Compliments Politeness & Manners Cooperation & Negotiation Social Gaining Attention Context Self Esteem Introductions Social Context Dealing with Conflict Levels of Friendship Responding to Social Cues Positive Self-Statements Sharing & Turn-Taking Learning Through Observation Winning & Losing Lending & Borrowing Constructive Criticism
- 38. The ABA Curriculum Cognitive Skills
- 39. Cognitive Skills Curriculum Cognitive Skills Language Arts Colors Community Helpers Math Handwriting and Penmanship Shapes Writing Money Letters Spelling Pattaerning Print Concepts Calendar Literary Genres Addition Decoding & Word Recognition: Subtraction Phonics Statistics and Data Analysis Sight Reading Number Concepts: Comprehension: Numbers Oral Story Comprehension Reading Comprehension Counting & Quantities Phonological Awareness: Quantitative Concepts Phoneme Isolation Ordering Numbers & Groups Phoneme Blending & Segmentation Comparisons Phoneme Matching Number Patterns Phoneme Manipulation Time: Word Discrimination & Segmentation Time of Day & Daily Activities Rhyming Syllables Telling Time
- 40. The ABA Curriculum Language Adaptive Play Skills Motor Social Cognitive Skills Skills Skills
- 41. Conclusion • ABA isthe only treatment for autism that has substantial science evidence for causing large improvements in children • ABA programs should be comprehensive: – 25 or more hours per week of one-to-one – Address all skills areas – Two years or more of treatment – Verbal behavior – Generalization – Discrete Trial Training – Natural Environment Training – Top-quality supervision