This document discusses applied behavior analysis (ABA) including myths about it, its objectives to identify and control behavior, how it investigates behavior using antecedents, behaviors, and consequences, and how it is applied. It also discusses methods for encouraging behaviors like reinforcement and shaping, and coping with undesirable behaviors through techniques like negative reinforcement, response cost, and time out. Recent work on using backward chaining to help a child with transitions is also summarized.

2. contents
O Introduction
O Myths
O Objectives
O ABA in detail
O Reasons for applying ABA
O Applied on?
O Methods for encouraging behaviour
O Coping with undesirable behaviour

3. • Analysis = Scientific demonstration of cause-effect
relationships (IF – THEN)
• Look for changes in one event resulting from changes in
another event
• Behavior + Analysis = The scientific demonstration of
events that cause behavior (why you do what you
• do!)
Behavior Analysis:

4. O ABA only uses punishment techniques and
O aversive controls.
O ABA is only for animal trainers.
O ABA is dangerous because it can eventually
O lead to a population of children susceptible to
O mind control.
O ABA is inhumane because it takes away from
O the individual's freedom of choice.
»SOME MYTHS AND
MISPERCEPTIONS
ABOUTABA

5. O ABA is only token reinforcement.
O ABA is when you ignore all student misbehavior
O and only reward good behavior.
O ABA is equivalent to bribery.
O ABA reinforcement programs undermine intrinsic
O motivation.
More Myths

6. Objectives
O To identify behavior and its causes and
effects and to control it.
O By manipulating individuals behavior a
balance in the environment can be
maintained.

7. How does ABA investigate?
O By looking at the relationship between
O the environment, behavior and
O consequences.
O This relationship has 3 parts!
O Environment
O Behavior
O Consequence

8. What does ABA investigate?
O Environment (or antecedent)
O „ Internal or external factors that may
cause or
O influence behavior
O Behavior
O „ What someone says or does
O Consequences
O „ What happens after the behavior
O „ Planned and unplanned consequences

9. A-B-Cs of Behavior Analysis
O A = Antecedent
O An event that comes before a behavior
O B = Behavior
O C = Consequence
O An event (good or bad) that follows a
behavior

10. Main Functions of Behavior
O To Gain To Escape (or Avoid)
O • Attention (People or
specific interactions)
• Attention (People or
p ) specific interactions)
• Things, Activities or Things, Activities or places that are unpleasant
O p laces that are pleasant
• Input from sensory
Experiences • Input from unpleasant
O sensory experiences

11. Types of abnormal behavior
O Lack
A student is not proficient in speaking
English.
Excess
A student shouts at other student for
bargaining notes.

12. ABA applied on
• Clients include anyone who engages in behavior!
(Kids, adults, athletes, pets, animals, workers, teachers,
etc.)
• Private practice consultation
• To families, school districts, agencies
• Clinical psychology & interventions
• School psychology and education
• Behavioral safety, health, and nutrition
• Pet therapy and animal training
• Research (basic, translational, and applied)
• Academia (professor)

13. 22 Emerging Treatments
O 1. Augmentative and Alternative
Communication Device
O 2. Cognitive Behavioral
O Package
O 3. Developmental Relationship- based treatment
O 4. Exercise
5. Exposure package
6. Imitation-based treatment
7. Initiation training

14. O 8. Language Training
O (Production)
O 9. Language Training
O (Production and
Understanding)
10. Massage/ Touch Therapy
11. Multi- component Package
12.Music Therapy
13.Peer-mediated Instructional
Arrangement

15. O 15.Reductive Package
O 16.Scripting
O 17.Sign Instruction
O 18.Social Communication
O Intervention
O 19.Social Skills Package
O 20 . Language Training
O (Production and
O Understanding)
O 20.Structured Teaching
O 21.Technology- based Treatment
O 22.Theory of Mind Training

16. ABAB
O A=baseline measurement of behavior
O B=apply the intervention
O A=going back to baseline level after
stopping intervention
O B=reintroduce the intervention

17. In classroom
O Clearly specify the behavior to be
changed
O Plan a specific intervention using A, C OR
Both
O Keep track of the results, and modify the
plan.

18. O Reinforcing with Teacher Attention
O Selecting Reinforcers: The Premack
Principle
O Shaping
O Positive Practice
Methods for encouraging behaviors

19. excellent
O U have got my attention!

20. Types of Reinforcers
O The different types of reinforcers are
activity, edible, sensory, social and tangible.

21. O Some activity reinforcers include playing
ball or having lunch with a friend.
O Edible reinforcers include food, drinks, and
candy.
O Sensory reinforcers can be things like
music, sparkling lights and tactile
stimulation.
O Social reinforcers include physical contact
and attention.
O Lastly tangible reinforcers are things like
stickers and toys. Each person is different
in their preferences of things that might be
potential reinforcers.

22. Activity
O Find out reinforcers for children and
adolescents and young adults

23. Reinforcement & Reinforcers
OThe ‘rules’….can be remembered
using
Othe following acronym:
OV.E.R.M.I.

24. V.E.R.M.I.
O Value
O Effort
O Rate
O Magnitude
O Immediacy

25. V.E.R.M.I
O VALUE
O Value of the reinforcer should be high
O Deprivation <--------------------------
Satiation

26. Favorite game

27. V.E.R.M.I
O EFFORT
O The effort a student has to put forth should
be equal to the reinforcement
O Is what is asked of me worth what is
O available if I do it?

28. V.E.R.M.I
O RATE
O The rate of reinforcement should
perpetuate and maintain high levels of
accurate responding.
O Continuous vs. Intermittent
O Generalization is key!

29. V.E.R.M.I
O MAGNITUDE
O Staff must ensure that the reinforcement
isn’t too big or too small.
OWe want the individual to learn that better
responses = better/more reinforcement
O Caution - if the magnitude/amount is too
big, satiation is likely to occur.

30. Common ABA techniques
O Backward chaining
O Token economy

31. How many steps involved?
Backward
chaining

32. 1 WORKS (and we have the evidence to prove it)
2 and parents can do it
3 affects what matters most to you!
(meaningful behaviour skills)
4 recommended by NIMH ,NAC!
5 improves relationships
6 teaching communication and socialization!
7 increases flexibility
8 the proof is in the pudding! -you can see it work!
9 individualized and inductive.
10 builds competence and confidence.
(a competent and confident learner)

33. Recent work

34. O Danielle Lyons MSc., BCBA and Louise Heffernan
MSc., BCBA
O The current intervention was implemented with a 3 year
old with a diagnosis of autism who displayed severe
challenging behaviour in the form of physical
aggression, self injury, and severe tantrum behaviour
and non-compliance with instructions and
transitions. A functional analysis was conducted under
the following conditions: 1) Alone, 2) Toy
Play, 3) Escape (from transition), 4) Escape (from
instruction), 5) Escape (from peer), 6) Attention.
Effect of chaining (2014)

35. O The results of the functional analysis indicated
that the primary function of the client’s
behavior was to escape from transitioning
between daily activities. A potential
secondary function of escape from demand
and to gain attention were also noted in the
analysis. As part of the individualized
behavior support plan a transition program
was implemented which employed backward
chaining and an adapted visual schedule to
promote independent transitioning between
daily activities.

36. O Baseline data indicated significant
duration and frequency of challenging
behaviour during transitions between
activities. Intervention data indicates a
decrease to zero levels in the duration of
independent transitions Functional
Communication Training and other
environmental changes were also
introduced to support the client during
their daily routine.

37. Coping with Undesirable Behavior
negative reinforcement
response cost

38. social isolation
(time out)
O Isolate from all possible reinforcers

39. Coping with Undesirable Behavior
O satiation
O reprimand

40. Cautions
O First goal is to carryout punishment and
suppress the undesirable behaviour.
O Second goal is to make clear what the
student should be doing instead and to
provide reinforcement for those desirable
actions.

41. Quiz
O VERMI stands for
O Evaluate which of the above mentioned
methods is the most effective method of
coping with undesirable behavior.
O Determine the role of teacher in shaping
students’ behavior.
O Apply ABA to cope up with your
undesirable behavior.

42. Critique
O Criticize as much as you can

43. Thank you