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BCBA - D ✔✔most advanced credential, w/ doctorate degree in related field, previously a BCBA BCBA ✔✔masters in related field, specific coursework in ABA, completed supervision training hours, passed BCBA exam Who can practice ABA without supervision/act as supervisors? ✔✔BCBA-D & BCBA BCaBA ✔✔bachelors in related field, coursework in ABA, training & supervision hours, passed BCBA, CAN'T work alone, but may supervise RBT's RBT ✔✔direct service providers that use ABA, should be ready to perform all tasks created by BCAB and have responsible certificant Supervisor ✔✔assigns tasks & responsibilities to RBT
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Certificant ✔✔must be registered with BACB, diff from sup - ensures that RBT has BCBA or BCaBA and that supervision requirements are being met, required to have certificant for each place you work (one person can be both sup & cert) 6 categories of tasks ✔✔measurement, assessment, skill aquisition, behavior reduction, documentation/reporting, professional conduct/scope of practice Maintaining RBT credential ✔✔annual completion of the competency assessment, renewal app & fee, good standing with BACB board, ongoing supervision ABA ✔✔Applied Behavior Analysis, principles of behavior - rules of how we all learn Goal of ABA ✔✔to make changes to socially significant behavior via objective measurement & analysis 7 dimensions of ABA ✔✔Applied, Behavioral, Analytic, Technological, Conceptually Systematic, Effective, Generality 7 Dimensions of ABA: applied ✔✔change must be of social significance
Human Behavior: Operant ✔✔evoked, learned, voluntary, observable, measurable, the primary behavior observed in ABA, controlled by antecedent/stimulus, assessed/modified by controlling stimuli Human Behavior: Respondant ✔✔elicited, reflexive, involuntary 3 term-contingency ✔✔antecedent, behavior, consequence OR stimulus/response/stimulus 4 consequences that influence behavior ✔✔positive & negative reinforcement/punishment Behavior change can only occur by: ✔✔changing antecedent/consequence Interventions based on ABA ✔✔shaping, task analysis, chaining, discrete trial training, incidental training, stimulus training, stimulus fading Person First Language ✔✔Placing the individual ahead of the disability: person with autism
Prevalence of Autism ✔✔ 1 in 68 children in US, x5 more common in boys (1/42) , NO BIOLOGICAL MARKER FOR AUTISM How is autism diagnosed? ✔✔It is diagnosed via child's behavior and development history Risk Factors of Autism ✔✔identical twins have increased chances of both having autism, parents with 1 child with autism have 2-8% chance 2nd kid will as well, children born to older parents at higher risk, usu assoc. w/ fragile X & tuberous sclerosis Characteristics of ASD ✔✔qualitative impairment in social interaction & communication, repetitive & stereotyped patterns of interest Challenging Behaviors ✔✔serves a purpose, often used as communication; children w autism at risk for developing challenging behaviors due to skill deficits Behavioral Excesses ✔✔behaviors that occur too often, want to decrease (stereotypic/repetitive, aggression, tantrums)
Autism Screening ✔✔American Academy of Pediatrics (AAP) recommends that doctors use general developmental screening tool and validated autism spectrum tool to screen for autism at 18 months, then re-screened at 24 - 30 months, or after any encounter when parents raise concern Autism Screening: Encounter when Parents Raise Concern ✔✔most parents don't seek help until 21 - 25 months, regression occurs in 20-50% at mean age of 20 months, increases chance of detecting cases missed due to imperfect sensitivity of test, autism symptoms must be present before 3 years old Treatment for Autism ✔✔interventions based on ABA w/ sound scientific support showing effectiveness in treating autism During Treatment for Autism ✔✔intervention should begin as soon as possible, intervention should be intensive, individualized, comprehensive, and family should get involved Screening for Autism ✔✔call child's name, ask child to point at common objects/body parts , point somewhere to see if child can follow, shine light to see if child points at it, play w/ toy & hand it to child to see if they imitate, wave to child & OBSERVE RESPONSE AFTER ALL
Relationship Building ✔✔deficits in social interaction & communication are 2 core features of ASD Importance of Relationship Building ✔✔address deficits, model appropriate skills, make time spent together more enjoyable, increase productivity & learning, estab. teacher as reinforcer, use fewer contrived reinforcers How to Establish Yourself as a Reinforcer ✔✔pairing yourself w/ preferred activities makes you a conditioned reinforcer, give access to preferred activities, make activities better when you are involved, be consistent, enthusiastic, caring, respectful Reinforcement ✔✔process whereby behavior is followed by some consequence, resulting in behavior being strengthened Extinction ✔✔process whereby reinforcer is no longer given based on a response Extinction Burst ✔✔temporary increase in behavior that occurs when reinforcers are no longer provided for that behavior
Effectiveness of Reinforcement: Motivating Operations ✔✔refer to some environmental event that temporarily alters effectiveness of reinforcer - can cause reinforcer to be more/less effective 2 most common demonstrations of Motivation Operations ✔✔Satiaion - item/event has been used too much/too recently & Deprivation - time prior to training session during which individual is not reinforced a.k.a. deprived Schedule of Reinforcement ✔✔reinforcement is scheduled to occur along a continuum (extinction - intermittent - continuous) Schedule of Reinforcement: Interval ✔✔time based, require time interval to pass between presentation of reinforcers - reinforcer is delivered for first response that occurs after time interval ends, interval time can be fixed or variable Schedule of Reinforcement: Ratio ✔✔response based, reinforcer is delivered after fixed/variable number of repsonses have occurred continuous schedule of reinforcement ✔✔used when teaching new skills
Schedule thinning ✔✔process in which we transition gradually from continuous schedules to intermittent How to thin a Ratio Schedule ✔✔gradually increase # of responses learner must give before reinforcer can be delivered; increase response ratio in small increments How to thin Interval Schedule ✔✔gradually increase interval of time that must pass before reinforcer can be delivered; increase interval(time) ratio in small increments Shaping ✔✔process of differentially reinforcing successive approximations to a target behavior, it is a systematic process that doesn't proceed along a forward continuum Key Features of Shaping ✔✔Reinforcer, differential reinforcement - process of reinforcing certain responses more and less for others, extinction, response variability - increase in other responses as result of extinction Prompting ✔✔anything you do to help client perform correct response, use one consistent prompt for teaching same response and match prompt to client's skill/functioning
Steps of Incidental Teaching ✔✔child shows interest/initiates, teacher requests elaboration (question/prompt), child responds, teacher provides item/praise Ways Incidental Teaching can begin ✔✔capturing - teacher identifies natural situations/opportunities in environment that capture child's interest w/ elaboration requested after child initiates interaction AND contriving - teacher arranges environment in ways that encourage child to initiate w/ teacher requesting elaboration while putting items out of reach Behavior Specific Praise ✔✔praise that includes a restating of the child's correct response, used as much as possible in incidental teaching We know that incidental teaching works because ✔✔we conduct continuous assessments 4 term contingency ✔✔MO - SD - Bx - C 2 Types of MO: Abolishing Operations ✔✔paired with satiation, decrease reinforcer effectiveness & frequency
2 Types of MO: Establishing Operations ✔✔paired with deprivation, increases reinforcer effectiveness & frequency Differences between MO & SD ✔✔MO change effectivenes of reinforcers; make them less/more effective while SD signal availability of a reinforcer, like if reinforcer will be there when certain response occurs. MO AND SD CAN BE PRESENT AT SAME TIME Behavior Chain ✔✔specific sequence of discrete responses each associated with a specific stimulus condition; set of component responses that, when completed in a certain order, make up a larger repsonse (routine daily tasks: washing hands), completion of entire task depends on completion of each component response Task Analysis is used to ✔✔break down steps of a behavior chain, it is a written list of component responses that make up a behavior chain; created prior to teaching behavior chain Task Analysis can: ✔✔show responses in behavior chain, show sequence in which to teach responses, promotes consistency across teachers, part of data collection process Creating Task Analysis - ✔✔complete behavior chain yourself, write down each component response, show task analysis to others, environment & materials, changes for individual child
Graduated Guidance ✔✔gradual removal of prompts, starting with max guidance, then slowly remove proximity/intensity of prompt over time - prompting procedure used during total task chaining Positional Prompts ✔✔hand, elbow, shoulder, shadowing Behavior chain data is collected via ✔✔task analysis In forward/backward training, only the ✔✔steps independently completed are scored in total task training, ✔✔all steps are scored In order to be successful in changing behavior, ✔✔functional consequences must be used the success of reinforcement procedure depends on: ✔✔the effectiveness of the reinforcer Informal methods of choosing reinforcers ✔✔ask, watch, sample, offer choices, try and see
formal methods of choosing reinforcers ✔✔standard assessment procedures used to determine preference; present variety of items in structured way & measure how often items are chosen to determine preference 3 types of preference assessment ✔✔single stimulus, paired stimulus, multiple stimulus preference assessment: single stimulus ✔✔testing one item at a time preference assessment: paired stimulus ✔✔testing 2 items at a time, items are compared, hierarchy of preference is created, place 2 items next to each other, in front of learner, and instruct learner to pick one item, repeat steps til each item is paired x 2 w/ 8 trials completed preference assessment: multiple stimulus ✔✔testing more than 2 items at a time, hierarchy of preference is established, place items in line, each item is assigned starting position, learner must pick one item. instructor rearranges leftover items and reassign starting numbers and repeat until all items have been picked Response Prompts ✔✔physical prompts, verbal instructions, modeling; when something is added to the RESPONSE that helps client in completing response correctly
Methods of Fading Response Prompts: Stimulus shaping: ✔✔initial stimulus presented is one that evokes correct response, stimulus is gradually changed into natural stimulus Methods of Fading Response Prompts: Superimposition ✔✔when natural stimulus and prompting stimulus are placed on top of one another, prompting stimulus is gradually removed, leaving only natural stimulus Measuring behavior ✔✔putting some quantitative value on some aspect of behavior Factors that determine what aspect of behavior to look at: ✔✔type of behavior, frequency, length Interobserver Agreement (IOA) ✔✔The degree to which two or more independent observers, independently report the same observed values after measuring the same events Measurement Procedures: Frequency Recording ✔✔recording # of times behavior occurs within given time period, one of most common ways of measuring behavior, used for behaviors that have clear start & end
Measurement Procedures: Duration Recording ✔✔length of time each instance of behavior occurs, used when looking to change length of time client engages in behavior Measurement Procedures: Time Samping ✔✔observation period broken into short intervals, occurrence/absence of target behavior recorded during each interval, data summarized as % of intervals in which behavior occurred Time Sampling: Partial Interval Recording ✔✔behavior is recorded if it occurs at anytime during each interval (y/n), requires continuous observation, used to measure behaviors that start/stop quickly and occur in rapid succession/don't have a clear start/end Time Sampling: Whole Interval Recording ✔✔behavior is recorded as having occurred only if it occurs during entire length of interval, requires continuous observation, used when goal is to increase duration of behavior Time Sampling: Momentary Time Sampling ✔✔behavior is recorded at end of each interval, scored only if behavior is occurring when interval ends, doesn't need continuous observation, used when goal is to increase behavior that should occur continuously or when observer has to track multiple behaviors for one/multiple clients simultaneously
