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Introduction to ABA
Welcome back!
Today
ANGEL content
Operational definitions
Observation methods
Graphing
By hand
In Microsoft EXCEL
Creating behavior support plans
Four point decision making rule
SAFMEDS
ANGEL
BCP dropboxes
Check 1 and comments 1 due today by midnight
BCP rubrics
Use these to know what to include
Quizzes
4-6 due October 4th by midnight
7-9 due October 18th by midnight
Study guides for quizzes
Review
Classicalconditioning
Operant conditioning
Positive reinforcement
Negative reinforcement
Positive punishment
Negative punishment
Complete the chart
Standard Format for
Writing Behavioral Definition
Operational Definition: behavior defined so two observers could
independently observe same behavior and get similar data
Examples of (target behavior) include (1) ___, (2) ___, (3), ___
Non-examples:
Patting someone on the back
Giving a “high five”
Shaking someone’s hand
Another Example
(Academic engagement) means that (Gerald) (is working on
assigned academic material)
Examples
Looking at materials
Making relevant responses (e.g. writing, computing, raising a hand)
Asking for assistance in the instructed manner
Non-Examples
Working on a math assignment during science
Talking to a peer about unrelated topic
Combing hair
Your operational definition
Isit one sentence?
Does it include directly observable action
verbs?
Three examples?
Three non-examples?
Dimension: What About the Behavior
is a Concern?
Frequency
Does it happen too little or too often?
Fluency
Does the student perform the skill at the correct rate and level
of accuracy?
Latency
Does it take too long before the student performs the skill?
Intensity
Does the student demonstrate the appropriate level of
intensity?
Topography
Does the behavior look like it should?
Accuracy
Does the student perform the skill accurately?
Duration
Does the student perform the skill as long as needed?
The way to observe your problem
behavior…
What dimension of FLITAD will you use to observe the
problem behavior and why?
Frequency
Fluency
Intensity
Topography
Latency
Accuracy
Duration
Frequency/Event Recording
Counting!
Number of target behaviors in specific timeframe
Types: Frequency, Rate, Percent
Use when frequency behaviors is moderate
Useful for short duration behaviors that have a
discrete beginning and end.
Clear start and stop
Event Recording
Frequency count
Rate
Use when time or Use when time is not constant
opportunities is constant To convert frequency to rate:
#occurrences
Percentage time
length of time varies and
behavior opportunities vary Examples
to convert frequency data to Number of hand raises (per
percentage: minute)
Number of sight words read
#occurrences correctly (per min.)
#opportunities
=%
Number of tardies
% of assignments completed
on time
Duration Recording
Records length
Useful when length or changes in length of
time for behavior is important
Must have discrete beginning and ending
Clear start and stop
Calculate total duration and average duration
Examples of Duration
Tantrum lasted 40 min.
Out-of-seat/in seat for 5 min.
Time to complete assignment was 21 min.
Transition time was 12 min.
Latency Recording
Elapsed time between prompt and initiation of
behavior
Discrete beginnings for signal and target behavior
Calculate average and total latency
Interest in decreasing length of time from initiation
Examples of Latency
Recording
Prompt: bell rings
Behavior: took 50 sec. for student to sit down
Prompt: whistle blows
Behavior: took 4 min. all students in line at recess
Prompt: “Please, get out your math book and turn to page
14”
Behavior: took 3 min. for student to get book on top of desk
and open to correct page
Time Sampling Interval Recording
Observation period divided into equal time intervals
Record whether target behavior has occurred
Allows for approximations of behavior
Title
GAIN ESCAPE
Attention Pain
Objects Attention
Stimulation Difficult Tasks
Basic Steps of an FBA
1. Identify and define the target behavior
Go to direct observation if
Minimal confidence in the hypothesis
OR student is at risk of suspension, expulsion or alternative
placement (Crone & Horner, 2003).
Descriptive FBA
Collect additional information to gather convergent
data about your hypothesized function
Improve effectiveness and efficiency of behavior
plans.
Direct observation
Extended Interviews
Desired Desired
Alternative Consequence
Setting Behavior of
Antecedent Consequence
Events Concern
Alternative
Behavior
Eric - Behavior of Concern
Desired Desired
Alternative Consequence
Inappropriate
Setting Antecedent Verbal Consequence
Events Comments
Alternative
Behavior
Eric - TOGETHER:
Intensity and Frequency
Let’s use our sources
During 2 observations 15-
• Referral Form 20 times; mild
noises/tapping
Frequency is increasing
• Office Referral Document over time; humming,
tapping noises in class of
low intensity
Disruptive noises lasting
• Interview until teacher pays attention
Desired Desired
Alternative Consequence
Inappropriate
Setting Independent Verbal Consequence
Events Work Time Comments
Alternative
Behavior
Setting Events
Things that occur outside of the immediate
environment of problem behavior, but still affect
whether the behavior occurs.
Examples:
Medication
Medical or physical problems
Sleep
Social interaction
Time of day, certain classes, particular
adults/peers
Setting events are sometimes hard to identify.
You may indicate that none were identified.
Eric - TOGETHER:
Setting Events
Let’s use our sources
• Referral Form Math and reading
• Office Referral During class about 10 of
Document 14 referrals. Others
hallway, lunchroom,
assembly
Math & reading; long
• Interview task/activity; unstructured
time
• ABC Data
10:00-10:30; 11:00-11:30
most often; Math 64% of
observations over 4 days;
Reading 27%
Eric - Setting Events
Desired Desired
Alternative Consequence
Inappropriate
Math;
Independent Verbal Consequence
sometimes
Work Time Comments
reading
Alternative
Behavior
Consequences
What occurs directly after the problem
behavior.
What consequences are reinforcing the
problem behavior (i.e. make it more likely to
occur in the future)?
Eric - TOGETHER:
Consequences
Let’s use our sources
• Referral Form Parent calls; answer his
questions and send him to the
office
• Office Referral Document Office referrals, call parent,
detention all occurred similarly
Wants attention and tries to
leave during hard tasks
• Interview
64% of observations followed
by adult attention; 18%
attention and escape
• ABC Data
Eric - Consequences
Desired Desired
Alternative Consequence
Inappropriate
Math;
Independent Verbal Adult
sometimes
Work Time Comments Attention?
reading
Alternative
Behavior
Creating a Summary Statement
Combining the information you have gained
into concise summary statements
Include setting events, antecedents,
behavior, and consequences
Setting Conseq.
Anteced. Behavior
Events
Competing Pathways
Desired Desired
Alternative Consequence
Setting Problem
Antecedent Consequence
Events Behavior
Replacement
Behavior
Desired Behavior
Desired behavior
Long-term behavioral objective
What we want the student to do in the situation
Desired or typical consequence
How is this behavior typically reinforced in the
situation?
What happens when the student
displays this behavior?
Competing Pathways
Desired Desired
Alternative Consequence
Setting Problem
Antecedent Consequence
Events Behavior
Replacement
Behavior
Replacement Behavior
Acceptable alternative behavior
Must serve the same function as the problem
behavior
Must be AS efficient and AS effective as the
problem behavior
Alternative and Desired
Behaviors Example 1
Pick up Praise
toys
T. asks to
Shortened Yells at Teacher helps
pick up toys
school days teacher pick up toys
Ask for
help
Alternative and Desired
Behaviors Example 2
Student talks
Peer attention
with peers
nicely
Student asks
driver a
question
Alternative and Desired
Behaviors Example 3
Ask for a
break
Eric: Competing Pathway
Raise hand
Adult
and keep
working attention
Inappropriate Adult
Math; Independent verbal
Sometimes
Work Time comments/
Attention?
reading
noises
Raise his
hand
The Behavior Support Plan
Many variations exist
Most include the following
information:
Target behavior & replacement
behavior
Function
ABCs
Intervention strategies
Monitoring method & decision
making rule
Let’s look at the examples
Behavior plan from Iowa
Behavior plan from CPS
Raise hand
Adult
and keep
working attention
Inappropriate Adult
Math; Independent verbal
Sometimes
Work Time comments/
Attention?
reading
noises
Raise his
hand
Skill building (teaching)
strategies
1. Be explicit
Model, lead, test
2. Provide multiple opportunities for practice
3. Review over time
4. Reward NEW behavior when it is displayed (As the
student, I have to know that this works if I’m going to
do it)
Reinforcement strategies
AFTER
How do we reinforce the student when
they display the alternative or desired
behavior?
Must be done every time at first
Show student that his/her new behavior is
worth it
Do frequently
Almost every time
Then fade over time
Occasionally
Reinforcement strategies
Reinforce alternative or
desired behaviors
Often
With intensity
Over extended periods of
time
Reinforcement strategies
AFTER
Think about positive and
negative reinforcement
What can we add to increase the
behavior we want to see?
ADDING
Graph
Include
Summary statement
Intervention
Results
Summary Paper
We will discuss next time in class
You will be provided with a format to follow
Practice
Check out
Online class October 4th
Onlinequizzes 4-6
SAFMEDS progress check
BCP part 2
BCP comments/suggestions
Last face to face class Oct
11th
Potluck?
BCP part 3
BCP comments/suggestions
Lecture/discussion