Applied Behavior Analysis for Educational Settings

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Applied Behavior Analysis for Educational Settings

• Christopher Ewing, MS
• Behavior Intervention Consultant
• Arkansas Department of Education

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Training Overview

• Stages of Learning
• Errorless Learning
• Prompting and Prompt Fading
• Discrete Trial Training
• Precision Teaching Fluency Training
• Verbal Behavior
• Incidental Teaching
• Chaining
• Shaping
• www.acc.k12.ar.us/BEHAVIOR

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Stages of Learning

• Acquisition
• Mastery/Fluency
• Generalization
• Maintenance

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Errorless Learning

• A procedure that reduces the chance of incorrect
  responses
• Makes use of prompts and prompt fading to reduce
  incorrect responses
• Reduces potential of learning incorrect responses

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Prompts

• Prompts increase the effectiveness of teaching by
  decreasing the likelihood of incorrect responses.
• Types of Prompts
• Physical Prompts
• Visual Prompts
• Verbal Prompts

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Physical Prompts

• Physically guiding the student
• Hand-over-hand
• Use the least force needed to ensure correct
  response
• Never physically force the childs movement
• Effective for teaching motor skills

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Visual Prompts

• Visual cues to ensure correct response
• 4 types of visual prompts
• Gestural
• Picture
• Model
• Positional

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Verbal Prompts

• Verbal instructions
• Words or phrases
• Can include sign language

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Prompt FadingGeneral Guidelines

• Determine how the prompt will be faded before you
  start fading.
• Must be done in an orderly manner.
• Begin fading when correct responding averages 80
  correct.
• Delay prompt
• 2-3 consecutive incorrect responses return to the
  last prompt level that the student was successful

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Prompt FadingPhysical Prompts

• Reduce the force of grip
• Light touch
• Shadowing or change position of prompt

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Prompt FadingVisual Prompts
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Prompt FadingVisual Prompts
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Prompt FadingVisual Prompts
cat
dog
car
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Prompt FadingVisual Prompts
cat
dog
car
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Prompt FadingVisual Prompts
cat
dog
car
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Prompt FadingVisual Prompts
cat
dog
car
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Prompt FadingVisual Prompts
cat
dog
car
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Prompt FadingGestural Prompts
Trainer
Student
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Prompt FadingGestural Prompts
Trainer
Student
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Prompt FadingGestural Prompts
Trainer
Student
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Prompt FadingGestural Prompts
Trainer
Student
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Prompt FadingPositional Prompts
Trainer
Student
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Prompt FadingPositional Prompts
Trainer
Student
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Prompt FadingPositional Prompts
Trainer
Student
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Prompt FadingPositional Prompts
Trainer
Student
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Selection-Based Imitation

• Used to teach receptive language
• Sequence of Implementation
• Linear configuration
• Ensure attending
• Field expansion
• Strengthen scanning and increase field size
• Linear configuration/different positions
• Solidify scanning and prevent positional
  responding
• Two steps
• Increase flexible scanning and increase attention
• Transfer to receptive labeling
• Do this. is changed the label of the item
• Gestural prompt is gradually faded
• Response comes under control of verbal label of
  item

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Selection-Based ImitationLinear Configuration
Trainer Do this.
Student
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Selection-Based ImitationField Expansion
Trainer Do this.
Student
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Selection-Based ImitationLinear
Configuration/Different Positions
Trainer Do this.
Student
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Selection-Based ImitationLinear
Configuration/Different Positions Field Expansion
Trainer Do this.
Student
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Selection-Based ImitationNon-Linear Configuration
Trainer Do this.
Student
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Prompt FadingVerbal Prompts

• Shorten the instruction
• Shorten the word
• Give beginning sounds

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Discrete Trial Training

• A structured way of teaching
• Each trial has a clear beginning and ending
• Trials are distinct and succinct
• A trial is one set of instructions

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Discrete Trial TrainingComponents

• Presentation of Materials
• Instructions
• Prompting
• Delivery of Consequences

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Discrete Trial TrainingPresenting the Materials

• Materials are ready and organized
• Unnecessary items are removed from area
• Materials and reinforcers are accessible to
  trainer
• Items must be randomized each trial

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Discrete Trial TrainingRandomization of Items
Trainer
Student
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Discrete Trial TrainingRandomization of Items
Trainer
Student
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Discrete Trial TrainingRandomization of Items
Trainer
Student
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Discrete Trial Training5 Components of Effective
Instructions

• Clear and easily identifiable
• Appropriate for the task
• Consistent for new tasks
• Uninterrupted
• Gain students attention

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Delivering ConsequencesCorrect Responses

• Initially reinforce all correct responses
• Once prompts are faded, use praise only to signal
  correct prompted responses

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Delivering ConsequencesIncorrect Responses

• Do not use No, no prompt
• Remove materials
• If prompt has been faded, do not prompt after
  first incorrect response
• Present materials and instruction
• Reinstate last successful prompt after 2
  incorrect responses

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Discrete Trial Training

• Practice

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Precision Teaching

• A fluency based set of methods and practice
  procedures which adjust curricula for each
  student to maximize learning

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Precision TeachingExamples of Success

• Students at Malcom X College made 2 grade level
  gains in 16 hours of instruction (Johnson Layng
  1994)
• Sacajawea Elementary students gained 20-40
  percentage points within 3 yrs. on standard
  achievement tests (Beck Clement 1991)
• Morningside Academy offers 2 money back guarantee
  for program
• Students will progress 2 grade levels each year
• Time on task will increase from 1-3 min. to 20 or
  more minutes (Johnson Layng 1994)
• Have not refunded any monies to date

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Precision TeachingKey Features

• The learner knows best
• Uses frequency for measurement
• Daily charting on the Standard Celeration Chart
• Focused instruction and practice on directly
  observable behavior

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Precision TeachingBenefits

• Frequency of response is the basic unit of
  measurement
• Free operant responding
• Emphasizes teaching sequentially
• Instructional decisions are data based
• Multiple instructional techniques can be utilized

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Precision Teaching5 Steps

• Select a Task
• Set an Aim
• Count and Teach
• Develop a Learning Picture
• Decide What to Do

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Precision TeachingSelect a Task

• Countable
• The movement must be observable and measurable
• Counting Period
• Consistent
• At least 8-10 movements
• Correct/Incorrect Pair
• Define correct and incorrect movements
• Count both correct and incorrect movements for
  each counting period
• Learning Channel
• Input and Output
• Multiple learning channel sets for each skill
• Hard-To-Do
• Goal is to teach a new skill

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Precision TeachingLearning Channels

• INPUT
• See Hear Touch Think
• OUTPUT
• Say Write Touch Sign
• Reach Press Mark Point
• Match

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Precision TeachingLearning Channels

• Sample Learning Channel Sets
• See/Write See/Say
• Think/Do Hear/Write
• Think/Write Hear/Sign
• See/Match SeeHear/Touch

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Precision TeachingSet an Aim

• Strategy 1
• Use component skill frequencies
• 1.5 to 2.0 times greater than composite skill
• Ex. Writes 120-160 digits/minute
• Aim for multiplication facts 80/mintue
• Strategy 2
• Ratio between teacher and student
• Adult Skill Rate Student Skill Rate
• Adult Tool Rate Student Tool Rate
• 80 X 40/minute
• 100 50
• Ratio between fluent student and student

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Precision TeachingAims
Frequency
Learning Channel Set
Movement
60-90 Digits/Minute
See/Write
Math
15-25 Words/Minute
Hear/Write
Spelling
125 Letter/Minute
See/Write
Handwriting
90-140 Words/Minute
See/Say
Reading
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Precision TeachingFluency for Children with
Autism
Touch
Write
Say
Do
35-40
40-60
40-60 70-90
35-50
Hear
30-35
40-60
55-70 80-100
35-50
See
Syllables per minute Digits/letters per minute
Frabizio/Moors Consulting
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Precision TeachingCount and Teach

• Count correct and incorrect movements
• Teach
• Materials
• Prompting
• Consequences for correct and incorrect movements
• Practice

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Precision TeachingDevelop a Learning Picture

• Daily charting
• Draw expected celeration line (minimum celeration
  line)
• 3 consecutive days below line change teaching
  strategy

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Precision TeachingDecide What to Do

• Slice Back
• A smaller movement of the original movement
• Error rate is higher than correct rate
• Step Back
• A movement that is easier than the original
  movement
• Error rate is higher than correct rate
• Change the Counting Period
• When endurance is an issue
• Duration should equal real life
• Change the Aim
• Set a temporary aim lower than the final aim
• Gradually increase the aim as each temporary aim
  is met

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Precision TeachingStandard Celeration Chart

• Standard charting conventions
• Multiply/Divide
• Advantages of multiply/divide
• 1 response/1000 minutes
• 1000 responses/minute

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SCCCalculating the Record Floor

• Record Floor equals 1/Number of Minutes
• 1 Minute Timing 1
• 5 Minute Timing 1/5 0.2
• 10 Second 6
• 60/10 0.17
• 1/0.17 6

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SCCMinimum Celeration Line

• Draw aim star
• Complete three days of baseline
• Draw start mark
• Draw mark at day two at the median frequency for
  the three days
• Draw line
• If frequency falls below minimum celeration line
  for 3 consecutive days, change programming or set
  new aim with new minimum celeration line.

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SCCCharting Data

• Count the number of correct and incorrect
  responses per given timing
• A pass or skip is counted as an incorrect
• Self corrected responses are counted as a correct
  and an incorrect response
• Draw the record floor
• Chart data

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SCCCharting Data

• PRACTICE
• 1-minute timing
• 5 correct and 3 incorrect
• 10 correct and 1 incorrect
• 15 correct and 0 incorrect
• 18 correct and 0 incorrect
• 25 correct and 1 incorrect

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5 Correct
3 Incorrect
1-Minute Record Floor
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SCCCharting Data

• PRACTICE
• 30-second timing
• 5 correct and 3 incorrect
• 10 correct and 1 incorrect
• 15 correct and 0 incorrect
• 18 correct and 0 incorrect
• 25 correct and 1 incorrect

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Record Floor 1/time in minutes
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x
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x
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SCCDrawing Celeration Lines

• Quarter Intersect Method
• 1. Divide the frequencies into four equal
  sections.
• 2. Find the median frequency for each half.
• 3. Mark where the median frequencies for each
  half crosses the 1st and 3rd quarter intersect
  lines.
• 4. Draw a line connecting the marks on the 1st
  and 3rd intersect lines.

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SCCCeleration Values

• Draw celeration line
• Mark where celeration line crosses a Sunday line
• Draw a dashed line from Sunday mark to the next
  Sunday mark
• Measure celeration using rate finder

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Draw Celeration Line
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Precision Teaching

• Sample SCC
• See/Write Addition
• Think/Write Name

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Fluency

• The fluid combination of speed and accuracy that
  characterizes competency, mastery, and expert
  performance (Binder, 1988).

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Fluency TrainingBenefits

• REAPS
• Retention
• Endurance
• Application
• Performance Standards
• Stability Over Time

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Mean Averages for Retention Checks Participant 1
Duration (Seconds)
Correct
13
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Accuracy-Only
7
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Fluency Training
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Mean Averages for Retention Checks Participant 2
Duration (Seconds)
Correct
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Accuracy-Only
10
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Fluency Training
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Fluency TrainingBig 66

• Big 6
• Reach Grasp Touch
• Point Release Place
• Big 66
• Pull Squeeze Shake
• Push Tap Twist
• Fluency Aims
• In isolation 200-300 movements/minute
• As a compound 100-120 movements/minute

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Verbal Behavior

• Topographic Response
• Spoken
• Sign
• Selection Response
• PECS

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Verbal Behavior

• Mand
• A request for a reinforcer
• Tact
• Verbal response to non-verbal stimulus
• RFFC
• Receptive by Function, Feature, and Class
• Classification

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Incidental Teaching

• Promotes generalization
• Teaching in the natural environment
• Must be programmed

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Chaining

• Backward Chaining
• Forward Chaining
• Whole Task Chaining

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Shaping

• Successive approximation towards a terminal
  behavior.