Applied Behavior Analysis (ABA) is a scientific approach for improving behaviors. It originated in the 1960s from researchers at the University of Kansas who applied principles of learning theory to address social problems. Key figures in early ABA research include Ivar Lovaas, who pioneered ABA methods for autism. Core ABA concepts include positive and negative reinforcement, differential reinforcement of alternative behaviors to reduce undesired behaviors, and understanding the function of behaviors. ABA uses techniques like shaping, chaining, and collecting ABC (antecedent-behavior-consequence) data to develop effective behavior change programs.
Applied Behavior Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior.
Applied Behaviour Analysis or ABA therapy relies on principles of behaviour analysis that has helped different learners learn a variety of new skills including language.
ABA therapy helps children with autism and other developmental disorders to acquire and master new skills.
Applied Behavior Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior.
Applied Behaviour Analysis or ABA therapy relies on principles of behaviour analysis that has helped different learners learn a variety of new skills including language.
ABA therapy helps children with autism and other developmental disorders to acquire and master new skills.
Management of Learning Disability in children is to be made a priority in all our educational endeavours. Children achieving academical performance matching to their intellectual capacities are sometimes thwarted by LD. Find out the cause for every undesired behaviour of our children and we have to help them overcome it. It's our duty. It's required to build up a satisfied society.
Learning styles of Individuals with Autism - Autism Awareness MonthKarina Barley - M.Ed.
A presentation celebrating unique and awesome individuals who have Autism, raising awareness on their abilities and potential.
For Teachers, Parents, Carers, people with the privileged of knowing someone with Autism, or people wanting to know more about Autism.
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Understanding Autism and Positive Behaviour Support (focus on Tuberous Sclero...atss
Presentation by ASPECT (Autism Spectrum Australia) staff Tom Tutton and Natalie Willis at the 2007 ATSS conference: Tuberous Sclerosis Complex: From Pathway to Therapy.
Management of Learning Disability in children is to be made a priority in all our educational endeavours. Children achieving academical performance matching to their intellectual capacities are sometimes thwarted by LD. Find out the cause for every undesired behaviour of our children and we have to help them overcome it. It's our duty. It's required to build up a satisfied society.
Learning styles of Individuals with Autism - Autism Awareness MonthKarina Barley - M.Ed.
A presentation celebrating unique and awesome individuals who have Autism, raising awareness on their abilities and potential.
For Teachers, Parents, Carers, people with the privileged of knowing someone with Autism, or people wanting to know more about Autism.
My new iPads for Autism Education courses are now available through the University of North Dakota
Autism iPad Techniques to Bridge Learning Gaps
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Turn Your iPad into a Augmentative Communication Device
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.CMMDVC
iPad Strategies to Engage Students with Autism
http://educators.und.edu/onlinecourse/?id=DLT.IPAD.ATSM.TCHNQ
Understanding Autism and Positive Behaviour Support (focus on Tuberous Sclero...atss
Presentation by ASPECT (Autism Spectrum Australia) staff Tom Tutton and Natalie Willis at the 2007 ATSS conference: Tuberous Sclerosis Complex: From Pathway to Therapy.
Fintech and Transformation of the Financial Services IndustryRobin Teigland
Slides from our FinTech day as part of the Entrepreneurship & Innovation Concentration in the Stockholm School of Economics Exec MBA program in Stockholm, Sweden.
6 peer responses due in 18 hours Each set of 2 responses will ha.docxBHANU281672
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
9 Practical Strategies to Decrease Impulsive Behavior in ChildrenRachel Wise
Certified school psychologist and licensed behavior specialist, Rachel Wise, shares nine strategies to decrease impulsive behavior in children. Rachel has 20 years of experience working with students with academic and behavioral needs and is also the CEO of the free learning and behavior website, educationandbehavior.com.
Required Resources1. Read from your text, Challenging Behavior.docxsodhi3
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
Type of discipline guidanceHow it worksAdvicecautionsReinf.docxmarilucorr
Type of discipline/ guidance
How it works
Advice/cautions
Reinforcers/
Rewards
Material reinforcers
These can be primary (e.g., food) or secondary (e.g.,money). These are given to the child after the child has exhibited the required behaviors.
Be careful not to create situations where children believe
They must be rewarded for everything they do. Never reward
a whole group for the behaviors of a few.
Social reinforcers
Smiles, hugs, and kind words are social reinforcers, as is adult attention (which is why teachers must becareful when responding to negative behaviors).
This is often the best kind of reinforcement because it creates
important trust and relationships.
Activity reinforcers/ Premack principle
Completing a less-than-desirable activity (e.g.,cleaning up the art area) is rewarded by a More favorable one (e.g., playing on the computer).
Caution must be observed to make sure this does not punish a
child incapable of completing the first task to the teacher's
satisfaction.
Positive feedback
This is verbal feedback that tells the child he or she is doing well and making progress.
The more specificthe praise, the more effective it is in modifying behavior.
This is an extremely effective approach because it lets
children know what they are doing correctly.
Negative reinforcement
This is increasing a behavior by removing a negativestimulus. For example, children will complete work more quickly so they can go to the playground sooner.
Rather than using negative reinforcement, teachers should
determine whether the behavior children are trying to avoid
could be made more meaningful and interesting.
Token economy
Children's appropriate behavior is rewarded immediately with tokens, which are exchanged for material reinforcers or privileges.
Tokens must be exchanged for things students really
want; a choice should also be provided. Many believe
tokens do not work with children under age 5.
Intrinsic reinforcement
Intrinsic reinforcement comes from within the child: feelings of success or happiness, or a sense of competence or pride.
The ultimate goal of discipline and guidance is that they are
internalized. Some people believe using extrinsic reinforcers
reduces the power of intrinsic reinforcement.
Punishments
Natural consequences
This is the natural result of what a child does or does not do. A child who forgets to put on a jacket will get cold on a winter day. A child who comes late to the meal may miss out on his or her favorite food.
This works only when adults are willing to let go, and to let
the child live with the consequences of his or her behaviors.
A child needs to be able to make the connection between the
behavior and the result.
Logical consequences
If a child spills milk, a logical consequence is to have him or her clean up the mess; a logical consequence for a child drawing on a table is to have him or her scr ...
This training module was one and half hour long training module for Montessori teachers training with a purpose to make their teaching more productive.
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ABA is not just an intervention for children with ASD (Autism Spectrum Disorder). Applied Behavior Analysis (ABA therapy) is a generic term for a widely used scientific method of behavior modification. It is based on the principle that influencing a response associated with a particular behavior may cause that behavior to be modified and controlled. ABA is the science of Applied Behavior Analysis. In other words, it can simply be defined as a scientific approach to observing, evaluating, and developing a plan to address undesired behaviors. It takes into consideration, the understanding of events and the role of environment just before and right after behaviors occur, which can give parents, guardians and other caretakers the information they require to begin shaping a child's behavior.
Running Head BEHAVIOR INTERVENTION PLAN 1BEHAVIOR INTER.docxtoddr4
Running Head: BEHAVIOR INTERVENTION PLAN
1
BEHAVIOR INTERVENTION PLAN
2
Tammy Tillman
Liberty University
EDSP 429
October 7, 2018
Behavior Intervention Plan Template
Student: Jackson
School: ABC Elementary
Date Developed: 10/07/10
Grade: Pre K
“ Philosophy of Behavior Management”
I take an uplifting position on direct organization. I emphatically assume that it is basic to work with a child and not against them. To address a direct issue I assume that first you ought to grasp the lead and simply more critically appreciate what its causes are. There is an a lot of ways to deal with change an issue. There are a couple of systems that I acknowledge are ideal. The system picked is a result of the possibility of the lead. I assume that the instructor should be proactive, not just reacting to hones but instead play it safe measures. An instructor may have the ability to finish an impressive proportion of things to keep up a vital separation from lead issues. I trust in couple of particularly portrayed norms and heaps of strategy. Structure in the classroom and frameworks that the understudies know how to seek after will give soundness. For example, having a starter posted every day when the understudies enter is a not too bad technique to expel bundles of uproarious talking and preparing in the anteroom. Right when the understudies acknowledge what is foreseen from them by then there is a trademark stream to the classroom. The soundness in the classroom is vital to address fundamental issues of understudies. I acknowledge relentlessly that if basic human needs are not met then there is no desire for curricular making sense of how to occur. (Fairbanks, Sugai, Guardino,& Lathrop,2007).
“Description of Student”
The student is a male one, a child with four years. The student is not the one giving the information to the interviewer but the respondent.
“Baseline Data”
The child screams a lot, between four to ten times a day. The screaming does not take long but the intensity of the scream is too much. The child throws toys as well as objects between four to ten times a day but it does not take long. The intensity of this behavior is very disruptive. The child does the yell shuting-up near between four to ten times a day, which in terms of intensity is very disruptive. Finally, the child throws chairs violent but not so often because this is done like twice in every six months. The intensity under which this is done is dangerous. (Quinn, Gable, Rutherford Jr, Nelson, & Howell,1998).
“Identification of the Target Behavior”
The target behavior with Jackson is that of screaming all the time and yells shut up. The throwing of objects all over is also a target behavior.
Better to choose on behavior on which to focus
“Hypothesis Statement”
To identify the beahavior of Jackson and come up with startegies that could be used in controlling the behavior. To compare the Jackson behavior with people who have been i.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Applied behaviour analysis
1. Applied Behaviour
Analysis
Shah Bakhsh
M.Phil Scholar
Roll No. M/Edu/2K16/42
Assigned By:
Professor Dr. Iftikhar Jaferi
Faculty of Education
University of Sindh
Applied Behaviour Analysis
Shah Bakhsh
Roll No. M/Edu/2K16/42
2. Definition
Applied Behavior Analysis is the process of
systematically applying interventions based
upon the principles of learning theory to
improve socially significant behaviors to a
meaningful degree, and to demonstrate that
the interventions employed are responsible
for the improvement in behavior.
2Applied Behaviour AnalysisShah Bakhsh
Roll No. M/Edu/2K16/42
3. History
Beginning:
The beginnings of ABA can be traced to a group
of faculty and researcher of Washington and
University of Kansas at the University
including Donald Baer, Sidney W. Bijou, Bill
Hopkins, Jay Birnbrauer, Todd Risley, and
Montrose Wolf.
3Applied Behaviour AnalysisShah Bakhsh
Roll No. M/Edu/2K16/42
4. History Cont…
Notable graduate students from the University of
Kansas include Ivar Lovass, who established the
UCLA Young Autism Project while teaching at
the University of California, Los Angeles and
devoted nearly half a century to groundbreaking
research and practice aimed at improving the
lives of children with autism and their families.
He even co-founded what is today the Autism
Society of America.
4Applied Behaviour AnalysisShah Bakhsh
Roll No. M/Edu/2K16/42
5. History Cont…
In the 1960s, Baer, Hopkins, Risley, Birnbrauer,
and Wolf joined the Department of Human
Development and Family Life at the University of
Kansas, where they and their colleagues began
to apply the principles of behavior analysis to a
wide variety of human problems.
In 1968, they founded the Journal of Applied
Behavior Analysis which publishes research in
behavior analysis to socially relevant behavior.
5Applied Behaviour AnalysisShah Bakhsh
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6. History Cont…
In 1965, Lovaas published a series of articles that
outlined his system for coding observed behaviors,
described a pioneering investigation of the
antecedents and consequences that maintained a
problem behavior, and built upon these methods to
develop an effective way to teach nonverbal children
to speak. He also described how to use social
(secondary) reinforces, teach children to imitate, and
what interventions (including electric shocks) may
be used to reduce aggression and life-threatening
self-injury.
6Applied Behaviour AnalysisShah Bakhsh
Roll No. M/Edu/2K16/42
7. History Cont…
In 1973, Lovaas published a long-term follow-up of
his interventions and was dismayed to find that
most of the subjects had reverted to their pre-
intervention behaviors. He and his colleagues
proposed several ways to improve outcomes, such
as starting intervention during the children's
preschool years instead of during late childhood or
adolescence, involving parents in the intervention,
and implementing the intervention in the family's
home rather than an institutional setting.
7Applied Behaviour AnalysisShah Bakhsh
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8. Main Concepts in ABA
Positive Reinforcement
Positive reinforcement is when a stimulus
immediately follows a person’s behavior and then
increases the occurrence of that behavior in the
future. The behavior happens more often when
positive reinforcement is at play.
For example: Child whines for a cookie. Mom
gives in and gives a cookie. If whining for cookies
(or other desired items) happens more often in the
future (which it likely will), then positive
reinforcement has occurred.
8Applied Behaviour AnalysisShah Bakhsh
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9. Main Concepts in ABA Cont..
When a stimulus is removed immediately
following a person’s behavior and that
behavior increases in the future.
For example: In the previous example,
negative reinforcement occurs for Mom if she
gives in and gives the cookie to her child more
often in the future as a result of having the
whining “removed” when doing so. In other
words, the child is no longer bothering her
after she provides the cookie.
9Applied Behaviour AnalysisShah Bakhsh
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10. Main Concepts in ABA Cont..
DRA (Differential Reinforcement of
Alternative Behaviors)
DRA is providing positive reinforcement to
behaviors that you would like to see in the
child/other person while also withholding the
reinforcement that was maintaining the
behavior that you no longer want to see.
10Applied Behaviour AnalysisShah Bakhsh
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11. DRA (Differential Reinforcement of
Alternative Behaviors)
For example: In the cookie example, Mom could use DRA to
reduce or eliminate her child’s whining by no longer providing
a cookie in response to his whining (meaning to no longer
give in to his whining for a cookie). Additionally, she should
provide positive reinforcement for behaviors she would like to
see (alternative behaviors). She could provide a cookie to the
child if he uses his manners and talks with an appropriate
voice and says “May I please have a cookie?”. If she would
like her child to stop asking for a treat before dinner, she
could provide some other type of reinforce (such as tokens
that could earn him prizes or playing a game with him) if he
goes a certain amount of time playing with his toys while only
vocalizing about topics that do not include requests for food.
11Applied Behaviour AnalysisShah Bakhsh
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12. Main Concepts in ABA Cont..
Extinction
Extinction is no longer providing the reinforcement
that was being provided to a particular behavior.
When using extinction, it is helpful to provide
reinforcement for a behavior you would rather see
instead. If needed, teach or shape the alternative
behavior if the child (or person) does not currently
perform that behavior.
For example: Extinction is part of DRA, so in the
above example, Mom could put her child’s whining on
extinction by no longer giving the child what he wants
when he whines.
12Applied Behaviour AnalysisShah Bakhsh
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13. Main Concepts in ABA Cont..
Extinction Burst
When using extinction, be prepared for the behavior you are
targeting to temporarily increase. When reinforcement is no
longer provided for a behavior that has previously resulted in
something that a person has learned to expect, they are
likely to perform that behavior even more when the
reinforcement stops. It’s like they are trying that behavior
more and more, because they are sure it should result in
what they have received in the past.
For example: When Mom puts her child’s whining on
extinction, he will most likely whine even more for awhile to
see if she will give in. Mom should continue ignoring the
whining and the whining will decrease.
13Applied Behaviour AnalysisShah Bakhsh
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14. Main Concepts in ABA Cont..
Chaining
Chaining is breaking a task into very small steps. Using chaining
can help a child/person learn a more complex skill.
For example: Teaching a child to brush his teeth can be broken
down into many, many steps from walking into the bathroom to
picking up the toothbrush to brushing the front bottom teeth to
spitting toothpaste out of the mouth to leaving the bathroom and
everything in between.
Shaping
Shaping is reinforcing closer and closer approximations of the end
target behavior goal.
For example: When a parent teaches a child to brush his teeth,
shaping can be used to teach the child to scrub his teeth more
thoroughly as he gets better at the skill.
14Applied Behaviour AnalysisShah Bakhsh
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15. Main Concepts in ABA Cont..
Function of Behavior
It is very important to understand the function of a
person’s behavior. If this is not understood, the
intervention put in place could be ineffective or could
even increase the behavior.
Four functions of behavior:
Escape/Avoidance: a person’s behavior results in
getting out of a situation they do not want to
experience either by stopping it as it is happening
(escaping) or making it so that it will not happen in the
future (avoiding)
15Applied Behaviour AnalysisShah Bakhsh
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16. Main Concepts in ABA Cont..
Function of Behavior Cont…
Attention: a person’s behavior results in receiving
attention from others.
Access: a person’s behavior results in being able to
utilize a tangible item or participate in some activity
(such as getting a cookie or using electronics).
Automatic Reinforcement: a person’s behavior is
not maintained by anything involving another person
or other items but is instead reinforcing to the
individual regardless of the actions of others.
16Applied Behaviour AnalysisShah Bakhsh
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17. Antecedents, Behavior, and
Consequences Data (ABC date)
ABC data
ABC data refers to Antecedents, Behavior,
and Consequences. Antecedents are the
things that happen before the behavior occurs
that also influence the behavior. Behavior is
anything that a person does. Consequences
are anything that occurs immediately following
the behavior. Both antecedents and
consequences are important in changing
behavior.
17Applied Behaviour AnalysisShah Bakhsh
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