SP 400

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

 (Target behavior) means that (student) (action verbs).

 Examples of (target behavior) include (1) ___, (2) ___, (3), ___

 Non-examples of (target behavior) include (1) ___, (2) ___, (3),

___
 Example Using the
Standard Format
 (Aggression) means that (Rambo) (strikes another person
inflicting pain or discomfort)
 Examples:
 Punching someone in the nose
 Throwing a rock at someone
 Kicking someone

 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

 Allows for observing multiple behaviors, high rate behaviors,

and steady rate behaviors
 Allows calculation of percent of intervals

 Used to record behaviors that are frequently present and when

there is limited time for observation
 Most appropriate for behaviors that are ongoing, frequent (e.g.,
talking out, standing up on the bus, tantrum)
Whole Interval
 Target behavior is occurring throughout entire interval
 Only mark a plus (+) if the behavior occurred the ENTIRE
interval

 Best used with continuous behaviors and/or short intervals

 Best to use with behaviors wanting to increase
 Tends to underestimate
 Useful as an estimate of behaviors in a specified time period.
Used for behaviors that continue for longer periods of time
and duration recording is not used.
Partial Interval
 Target behavior marked if occurs at any time during
an interval
 Mark a plus (+) if the behavior occurs at any time
during the interval

 Best with low rates of behavior and/or inconsistent

duration
 Tends to overestimate low rate behaviors
 Best for behaviors attempting to decrease
 Results in an estimate.
 Momentary Time Sampling
 Target behavior scored only if occurring at
moment interval begins or ends
 Mark a plus (+) if the behavior happens at the
beginning or end of the interval
 Decide ahead of time if you will mark a plus
(+) for the beginning OR end of the interval.
Not both. Pick one. Doesn’t matter. Just be
consistent.
 Provides least biased estimate of behavior in
real time of the time sampling procedures
BCP part 1 is done
 You have your operational definition
 You’ve decided how you will measure
(observe) it

 Now go out and observe! Finish your

observations.
 If you don’t see the behavior, what should
you do?
 Considerations for
observations
 What Materials Will be Used to Collect Data?
 Recording form, permanent products

 Where Will Data be Collected?

 Collect data in all relevant sites

 Where behavior is displayed and expected

 When Will Data be Collected?

 At least 3 times for baseline

 Who Will Collect Data and How Often?

 You

 At least once per week

 The BASELINE
 The behavior before intervention begins
 Or… the current level of performance

 Used for comparison to determine intervention effectiveness

 Three observations prior to intervention

 Compared to some standard

 Research standards
 Peer comparison
 Local or national norms
 Teacher expectations
 Developmental expectations
 Professional judgment
 Steps in Describing Current Level
of Performance
 Collect baseline data
 Make sure collect at least 3 points, consider stability

 Summarize the data

 Use the median… the middle score when the numbers
are lined up in order from lowest to highest

A very important point for practice.

 Evaluate baseline data
 Is there a discrepancy?
 Is the discrepancy large enough to warrant an intervention?
Graphing your data
X axis: Time in days or weeks
 Y axis: What you’re measuring

 Title

 Baseline data (3 data points)

 Connect the 3 points with a line

Graphing your data
 Then….

 Draw a vertical line after the baseline data

 This is called the “phase change” line

 This line separates the baseline data from the

intervention data
Graphing your data
 After the vertical phase change line, you will
graph your intervention data
 You will need 3 observations for this phase
 In other words, go out and observe 3 more times
once the intervention is in place

 Total of 6 data points

 You will have a nice visual representation of
intervention effectiveness
Microsoft EXCEL
 Graphing on the computer, how fun.
 Using FBA to develop
Behavior Support Plans
Let’s examine where we’re at
 You’ve selected a behavior
 You’ve operationally defined the behavior so it’s
observable, measurable, and passes the stranger
test
 You’ve selected a method for observation
 You’ve done some observations to determine if the
student (or yourself) is discrepant from peers
 Now we need to figure out why the student (or you)
are engaging in the behavior
 The function
 With this information, we can complete a behavior
support plan
Functions of Behavior

GAIN ESCAPE

Attention Pain
Objects Attention
Stimulation Difficult Tasks
 Basic Steps of an FBA
1. Identify and define the target behavior

2. Identify events and circumstances that are regularly associated

with the occurrence and nonoccurrence of the behavior

3. Identify potential function(s) of the behavior

4. Develop hypothesis statement(s)

5. Develop an intervention based on the hypothesis

FBA Procedures
Indirect(review,interview)
Descriptive (observation)
 BriefFunctional Analysis (90 min. clinical
evaluation)
 Extended Functional Analysis (inpatient
evaluation)
Indirect FBA
 Review information
 Interview teachers to develop a hypothesized
function

 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

(Crone & Horner, 2003)

 COMPARE
 Indirect Methods
 Easy to implement
 Use to generate
hypothesis
 ID function subjectively
 Have 30% reliability
 Often results in non-
specific functions (i.e..
Escape from work)
 Descriptive Methods
 May take more time
 Use to tighten the
hypothesis
 Can ID function
objectively
 Less reliability with
infrequent behavior
FBA Tools
 Develop Hypothesis  Tighten Hypothesis
 Teacher Interviews Through Convergent
Data (Observations
 FACTS
tighten hypothesis
 Student Interview gathered through
 Parent Interview review and interview)
 Record Review  ABC Sheets
 Observation Tools
FBA Competing Pathway

Desired Desired
Alternative Consequence

Setting Behavior of
Antecedent Consequence
Events Concern

Alternative
Behavior
Eric - Behavior of Concern

 Inappropriate verbal comments/noises: Examples

include blurting out, tapping on the table, humming,
tapping his paper, sighing loudly, and singing. Non-
examples include providing verbal comment
without his hand-raised when the teacher is asking
for student input informally and singing in music
class.
Eric - TOGETHER
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

• ABC Not Available Yet

 Eric - TOGETHER:
Patterns
 Is there a pattern over time or across
settings?
 Have changes in behavior occurred over
time?
 Eric - TOGETHER:
Patterns over time or setting?
Review of Eric’s BAT referral and Office referral
shows the following:
 Increasing office referrals every year since
kindergarten
 Behaviors since kindergarten included general noise
making, clowning around and disruption
 Consequences were typically office referrals, calling
parent and detentions starting in 5th.
The FACTS interview
 Why do it?
 Part A
 Identify problem behaviors and routines
 Part B
 Identify antecedents and consequences
 Provides a structure for questioning
 Provides a system for assessing function
FACTS interview
 Practice with a partner
 One person be the teacher
 Imagine a student with a specific problem behavior
 Imagine when it happens, what typically happens before and
what typically happens after
 Jot down your ideas
 One person be the interviewer
 Follow the FACTS, ask the questions, jot down notes
 Start to think about the function
 Is there a clear pattern?
 If not, what information do you still need?
The ABC form
 Once you’ve done your discrepancy
observations (dimension of FFLITAD), you
use the ABC form
 The ABC form helps you notice patterns in
antecedents, behaviors, and consequences
 Narrative, complete as you go
Antecedent
 What immediate events predict occurrences
and non-occurrences of the problem
behavior?
 Examples:
 Teasing
 Specific classroom demands
 Etc.
Eric - TOGETHER:
Antecedent
Let’s use our sources
• Referral Form
• Office Referral Document
• Interview
• ABC Data Analysis
 Math and reading
 During class about 10 of 14
referrals. Others hallway,
lunchroom, assembly
 Math & reading independent
work sometimes other
independent work times
 Independent work time
Eric - Antecedent

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
• Office Referral Document
• Interview
• ABC Data
 Parent calls; answer his
questions and send him to the
office
 Office referrals, call parent,
detention all occurred similarly
 Wants attention and tries to
leave during hard tasks
 64% of observations followed
by adult attention; 18%
attention and escape
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

Driver gives Driver talks to

None Hit peers
reprimand & student
identified directive on bus

Student asks
driver a
question
Alternative and Desired
Behaviors Example 3

Complete More work

work

Didn’t Independent Failure to Avoids work

complete work in math complete
previous HW work

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

 What are the similarities?

 What are the differences?
 What do you like?
 What don’t you like?
 Four main ways to change
behavior
 Antecedent strategies
 Skill building (teaching)
strategies
 Reinforcement
strategies
 Consequence strategies
Antecedent Strategies
BEFORE
 How can we set up an
environment so the
behavior does not occur?
 How can we prevent the
behavior before it even
starts?
 What can we do the
support the student in
demonstrating good
behavior?
Skill building (teaching) strategies
DURING
 This is the most crucial part
 This is the most crucial part
 This is the most crucial part
Skill building (teaching)
strategies
 What is the alternative
behavior?
 How can we teach it?

 What is the desired

behavior?
 How can we teach it?
Alternative and Desired
Behaviors
 Alternative behavior (NOW)
 Short term
 Stepping stone
 As easy, as effective, and as efficient as the problem behavior

 Desired behavior (LATER)

 Long term
 Eventual goal
 As easy, as effective, and as efficient as the problem behavior
Eric - TOGETHER:
Competing Pathway

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

 What can we take away to

increase the behavior we want to
see?
 SUBTRACTING
Consequence strategies
AFTER
 How do we respond when we see the
problem behavior?
 The specified response
 Remains the same across time, settings,
situations
 Howdo we reduce the chances that it will
happen again?
 Techniques to make the problem behavior less
effective
Consequence strategies
AFTER
 Think about positive punishment
and negative punishment
 What can we add to reduce the
problem behavior?
 What can we take away to reduce
the problem behavior?
Essential to Effectiveness

On the student’s end

 Intervention strategies in each
of the 4 categories must be
MATCHED to function of
behavior
 Antecedent
 Skill building (teaching)
 Reinforcement
 Consequence
Essential to Effectiveness
On the teacher’s end
 Feasibility of implementation
 Does the teacher have the
skills?
 Does the teacher have the time?
 Does the teacher have personal
investment?
Intervention strategies
 There are many that exist and they can take
many forms
 Important to have 1-2 strategies for each of
the four main categories (antecedent, skill
building (teaching), reinforcement,
consequence)
 Important to MATCH to function
Activity
 Look at the list of
intervention strategies
 Based on what you know
about your behavior or your
student, which ones may you
consider?
 Examples of Consequences
 Escape Function
 Do not allow student to escape task
at time of problem behavior
 Honor replacement behavior (e.g.,
break, help) immediately and
consistently
 Prompt use of replacement behavior
 Complete task during free time
 Give positive rewards for complying
with demand, request, assignment,
task, etc.
 Teach missing skill
 Gain Function
 Do not give desired item or
attention (reprimand,
redirection) at the time of the
problem behavior
 Time-out from reinforcement
 Planned ignoring
 Reinforce replacement
behavior
 Teach alternative replacement
behaviors (e.g., hand raising,
asking for help, tolerate delay)
Simply Speaking…
 If attention function  If escape function
 Provide attention  Provide a break following
following appropriate work completion
behavior  Provide continued work
 Withhold attention following problem
following problem behavior
behavior
Implement the Plan

 Make sure everyone involved

knows their role
 Make sure everyone
implements the plan as
intended (treatment integrity)
 Collect progress monitoring
data (formative evaluation)
Monitor Progress and Evaluate
Effectiveness
 Continue to gather data
 Use these data to determine
if the hypothesis about the
function was correct
 If the data do NOT reflect
improvement, gather
additional data, consider a
different intervention, and/or
re-evaluate the hypothesis
The Four Point Decision
Making Rule
 Need at least 3 weeks of data and 6 data
points to apply this rule to your graph
 Any less data results in less reliable and valid
decisions
The Four Point Decision
Making Rule
 Consider your goal line
 Is it increasing?
 Behaviors like raising hand, taking turns, getting in line,
sitting quietly
 This is best practice
 We like to write goals positively
 Is it decreasing?
 Behaviors like calling out, hitting, throwing food, saying no,
crying
 This is OK to do sometimes
 Typically when the behavior is severe and a reduction
needs to be documented
The Four Point Decision
Making Rule
 If your goal line is increasing
 If the last 4 data points are above the line, you
will raise the goal
 If the last 4 data points are below the line, an
instructional change needs to be made (phase
line)
 If the last 4 data points are above and below the
line, more data needs to be collected before a
decision is made
The Four Point Decision
Making Rule
 If your goal line is decreasing
 If the last 4 data points are above the line, an
instructional change needs to be made (phase
line)
 If the last 4 data points are below the line, you will
decrease the goal
 If the last 4 data points are above and below the
line, more data needs to be collected before a
decision is made
Practice
 Use the decision making
rule graphing sheets
 We’ll look at Chloe’s data
today
 We’ll look at Sam’s data
next time
 The keys to challenging behavior

 Understand the student

 Understand what the behavior
means for the student
 Honor the purpose, reason
(function) of the behavior(s)
 Help the student learn more
appropriate ways to get needs
met
 Essential to Effectiveness
And we see it again.

On the student’s end

 Intervention strategies in each of the 4
categories must be MATCHED to
function of behavior
 Antecedent
 Skill building (teaching)
 Reinforcement
 Consequence
 Essential to Effectiveness
And we see it again.

On the teacher’s end

 Feasibility of implementation
 Does the teacher have the skills?
 Does the teacher have the time?
 Does the teacher have personal
investment?
Behavior Change Project: Part
2
 Due Oct 4th by midnight (online class)

 The purpose of this project is more about

assessment than intervention. Thus, you will not
complete a full behavior support plan.

 You are asked to select ONE strategy and decide

what category it falls under.

 Implement the strategy yourself or work with the

teacher to implement the strategy
Behavior Change Project: Part
3
 Due Oct 11th (face to face class)
 Results of your data

 Graph

 Answer questions in syllabus

 What worked?
 What didn’t?
 Why?
Check in next time
 Each person takes 3-5 minutes

 Explain what you found

 Include
 Summary statement
 Intervention
 Results
Summary Paper
 We will discuss next time in class
 You will be provided with a format to follow

 Due midnight on Oct 18th (last class and it’s

online)
Cartoons
 Don’t forget about them!
 Five extra credit points possible

 Bring to the last day of face to face class

 October 11th
 Use format on ANGEL
SAFMEDS
 The same 20 cards you’ve tested yourself on
already
 Goal: 20 cards in 40 seconds

 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

 SAFMEDS final check out

 Describe your BCP for 2-5 minutes