APPLIED

BEHAVIOR
ANALYSIS

(ABA)

Presented by Dr Tin Ma Phyu

What is Behavior?
tjyKtrlqdkwmbmvJ ?

 EVERYTHING WE DO IS BEHAVIOR

 Smiling, eating, walking & talking are behaviors

 “The way we act”

 Any external or internal observable and measurable act of an

organism. (more formal definition by a behavioral psychologist)

How does ABA work ?

 ABA onfoif,lrSKESifhzGHUjzdK;rSK &&eftwGufjyKvkyfaom

apmpD;aom0ifulukxHk;jzpfonf - Early intervention
 It is not a cure for autism spectrum disorder (ASD)

 (4if;onfatmfwpfZifudkaysmufatmifukoay;aomukxHk;r[kwf

aomfvnf; 47%cefYatmifjrifrSKudk&onf)
 Early intervention 47% success
 Applied Behavior Analysis (ABA)

“A Science, studying environmental

events that change behavior”

tNyKtrludkaNymif;vJapaomywf0ef;usif
Nzpf&yfrsm;udko&kyfcGJavhvmaomody
The use of behavior principles to solve
practical problemsU

vufawGUNyóemudkaNz&Sif;&eftoHk;NyKaom
tNyKtrlqdkif&mtaNccHoabmw&m;

-ABA is based upon more than 50 – 60 years of scientific

investigation with individuals affected by a wide range of
behavioral and developmental disorders.
Based on the concept that…

 “Good or Appropriate behaviors are likely to

occur again when the behaviors are followed
by Rewards(reinforcement)”.

aumif;aomtNyKtrlrsm;onf
qk(odkU) tm;NznfhNcif; udk&&Sdygu
aemufwpfMudrfxyfrHNzpfay:vmEdkifonf[lao
moabmw&m;udktaNccHxm;onf/
 Behavior Modification
tjyKtrludkjyKjyifrGrf;rHjcif;
Autistic children are often "frustrated" because they are
misunderstood
atmfwpfZifuav;i,frsm;onfolwdkYudkem;rv,fMuaomaMumifhpdwf&SkyfaxG;rSKrsm;jzpfjuo
nf/
- have a tough time communicating their needs
olwdkY\vdktyfcsufudkxkwfaz:&efvnf;tvGefcufcJMuonf/
- suffer from hypersensitivities to sound, light and touch
tm&HkcHpm;rSKrsm;vnf;vGefuJMuonf/
Behavior therapy is tjyKtrlqdkif&mukxHk;rSm
- to figure out just what lies behind negative behaviors
- to recommend changes to the environment and routines
tjyKoabmraqmifaomtjyKtrlrsm;\aemufuG,f&Sdjyoemrsm;ESifh4if;wdkUtm;umuG,fj
yKjyifay;&efjyKvkyfjcif;jzpfonf/
 Applied Behavior Analysis (ABA)

(a) Promote Social & Language development

vlrSKqufqHa&;ESifhbmompum;zGHUjzdK;wdk;wuf&ef
(b) Reduce Behaviors that interfere with learning and cognitive function.
oif,lrSKudktaESmuft,Sufjzpfapaomraumif;aomtjyKtrlrsm;udkavsmhcs&ef
(c) Teaches social, motor, verbal behaviors and reasoning skills

vlrSKqufqHa&;?vSKyf&Sm;rSK?pum;ajymjcif;ESifhaMumif;usdK;qufpyfawG;ac:rSKrsm;
zGHUjzdK;wdk;wuf&ef
 ABA Therapy is to teach Behaviors to inidividuals who may not
otherwise "pick up" these behaviors spontaneously through imitation .
 Methods enf;vrf;rsm;

(1) Behaviors observation

tjyKtrlrsm;udkapmifhMunfhavhvmjcif;

(2) Positive Reinforcement

tjyKoabmaqmifaomaemufqufwGJ&vbfrsm;ay;jcif;
(3) Prompting to teach each step of a behavior
tjyKtrltqifhwpfckpDtwGufulnDay;jcif;
 The ABCs of ABA
ABA has 3 – components: 3-ydkif;

1. The Antecedent (A) a&SUaNy;Nzpf&yf

2. The Behavior (B) tNyKtrl

3. The Consequence ( C) &v'f (odkY)

aemufqufwGJjzpf&yf
 bmajumifhtjyKtrlwpfckudko&kyfcGJavhvmoifhovJ ?

Why do we need to analyze ABC of behavior?

BEHAVIOR (B) is………

1. tjyKtrlwpfck (B) udka&Sajy;jzpf&yf (A)ESifhaemufqufwGJjzpf&yf

(C)ucsKyfudkifxm;onf/

2.aemufqufwGJjzpf&yf(C)ajumifhem;vnfoabmaygufoif,lvdkufEdkifjyD;qu

vufxdef;odrf;xm;Edkifjcif;/
Stimulus (A -Antecedent)
vSKHUaqmfrI^a&SUajy;jzpf&yf
 Something that stimulates or gets a

reaction from something else.

Consequences (C) &v'f (odkY)
aemufqufwGJjzpf&yf
 The process through which these consequences influence
behavior is called Operant Conditioning.

 a technique of Behavior Modification

(tjyKtrludkjyKjyifrGrf;rHjcif;) through positive & negative
reinforcement and positive & negative punishment.

 The frequency with which a certain behavior occurs

depends on what happens right after it occurs, i.e. the
behavior’s immediate consequences.
Theory of operant behavior.
 One of Skinner’s most important
achievements was his theory of
operant behavior.
 According to Skinner, the behavior of
organisms, including humans, was
determined.
 Although common sense suggests that B. F. Skinner
we do things because of our feelings, (1904–1990)
thoughts, and intentions, Skinner
stated that behavior resulted from both
genes and environment.
 Skinner advocated (axmufcHtm;ay;onf) the principle of
positive reinforcement and argued against the use of

punishment.

 Although punishment works in the short run, he noted

that it has many negative side effects.

 Positive reinforcement, Skinner believed, is a more

effective means of behavior change—people act well
and are happy when behavior is maintained by
positive reinforcement.
Simple operant conditioning:

A B C
Positive Reinforcement

Audience Tell joke

Tell Joke
Laughs more often

Consequences of Effect on
Behavior behavior behavior
 likely to be reinforced
go to the dining room or rewarded with a
good meal.

go to the dining room no food, no

Some other time reinforcement

The dinner bell stimulus helps us to discriminate or tell the

difference between the times.
dinner bell functions, operates, or works as a signal or cue called
a
Behavior (B) & Learning

Most human behavior is the result of one or more of

three factors usually acting together.

These three factors are:

1. Heredity (rsdK;&dk;) or

genetic endowment (ADZyHhydk;rI)

Behavior & Learning

2. Physiological changes (ouf&SdZD0urfrjzpfpOfajymif;vJrI)

that happen after conception (such as maturation and
the effects of disease and accidents ),

and

3. Behavior-changing experiences that we call

learning.
Learning
 Refers to the

 acquisition (&SmrSD;wwfajrmufjcif;) ,

 maintenance, (qufvufxdef;xm;jcif;) and

 change of an organism’s behavior as a result of lifetime events.

(b0wpfavsmufawGUMuHKcJh&aomjzpfpOfrsm;aMumifhtrltusifh

ajymif;vJvmjcif;)
Reflex (tvdktavsmufobm0\wkefUjyefrI)
 behavior that is elicited by a
stimulus.

(ZD0jzpfpOfESifhoufqdkifaomvSKHYaqmfr
I)
 When a stimulus (S) automatically elicits (→)

a stereotypical response (R),

the S→R relationship is called .

 The Russian physiologist Ivan Petrovich
Pavlov discovered this form of conditioning
at the turn of the 20th century.

 He showed that dogs salivated when food

was placed in their mouths.
 When Pavlov rang a bell just before feeding
the dogs, they began to salivate at the
sound of the bell. In this way, a new feature
(sound of the bell) controlled the dogs’
respondent behavior

Respondent is a behavior that is elicited by the new conditioned stimulus.

 COMPONENTS OF A DISCRETE TRIAL (DTT)

tquftpyfrjzpfaom^oD;jcm;jzpfaomtydkif;cGJjyD;oifMum;prf;oy
frI
1. Antecedent (A)( nTefMum;csuf^oJvGefp)
2. Prompt ( may or may not occur)
3. Behavior (B)(ausmif;om;\wkefUjyefrSK)
4. Consequence (C )(feedback or other
reinforcement) (aemufqufwGJjzpf&yf)
5. Inter-trial interval
(oifwef;wpfydkif;ESifhwpfydkif;Mum;um
1. The Antecedent ( A )
- the “instruction” given by the adult
- it may be in the form of an instruction or other cue
( nTefMum;csuf^oJvGefp)

2. The Behavior (B)

- the student’s “response” (ausmif;om;\wkefUjyefrSK)

3. The Consequence ( C )
- what happens next after the target behavior
occurs, usually immediately after.
(aemufqufwGJjzpf&yf ^&v'f)
Components of effective teaching
(xda&mufpGmoifjum;rSKrsm;)
1. Task analysis (tvkyfudktqifhqifhcGJjcrf;xkwfjcif;)

2. Teaching one step at a time until mastery

(tvkyfwpfckpDudkwwfajrmufonftxdwpfqifhjcif;oifjcif;)

3. Concentrated teaching (Provide repeated practice)

(txyfxyftcgcgwpfqifhjcif;oifjcif;)

4. Prompting & Prompt fading

(ulnDjcif;vkyfaqmifay;jcif;ESifhwjznf;jznf;ulnDrSKavsmhcsjcif;)

5. Reinforcement/Consequence (tm;jznfhay;jcif;)

6. Developing Independence (tultnDrvdkbJrdrdbmomvkyfaqmifEdkifjcif;)

1. Task analysis
(tvkyfudktqifhqifhcGJjcrf;xkwfjcif;)

 All skills should be divided into teachable parts

 Simplifies the skill/reduce frustration

 Help ensure that each individual step is understood

 Promote consistency across teachers

 CRITICAL that all staff use the same steps that are
outlined in a task analysis, in the same order
Easiest way ?

 To complete the skill yourself

 Write down all necessary steps
 Have someone complete the task
 Note all the steps
 Use a single format
 The number of steps will be based upon your child’s age &
functioning level.
To facilitate success…

 Better to have too many steps than too few

 Increase the steps if you need or combine steps
 Difficulty ?
 Break the tasks down further into additional steps
 If no mistakes combine steps
2. Teaching one step at a time until mastery
(tvkyfwpfckpDudkwwfajrmufonftxdwpfqifhjcif;oifjcif;)

 If move too quickly….child will not adequately learn the

skill
 Since each step is generally dependent on the previous one….
The skill will eventually collapse !!!!
 A new step will be taught until the previous step has been mastered

 (tqifhrsm;wpfckESifhwpfckqufpyfrSDcdkaeaomajumifhjrefjrefo
ifvQif
Mastered ? (wwfjyDvm; ? )

 Consider a step mastered once the step is..

completed independently

 - no prompts of any kind (b,fvdktultnDrSray;jcif;)

 for 3 /three consecutive sessions (3-Budrfqufwdkuf)

 with 3 /three different teachers (q&m 3 aCmuf)

Decide ?

Forward chaining (yxrtqifhrSpoifjcif;)

 Starts with the 1st component
 Proceed to the next if mastered

Backward chaining (aemufqHk;tqifhrSpoifjcif;)

Starts with the last step
 Proceed to the next-to-last step
 So forth
 (yxrtqifhrSpoifjcif;)
FORWARD
CHAINING

1 2 3 4 5

BACKWARD
CHAINING
5 4 3 2 1

(aemufqHk;tqifhrSpoifjcif;)
 Chaining (uGif;qufoifjcif;)
 behaviors that occur in essentially the same order each
time, especially useful for teaching self-help skills.

(aeYpOfvkyfaeuswpfudkCfa&oefY&Sif;a&;tqifhrsm;oifjcif;)
 Chaining uses a task analysis.

(tvkyfudktqifhqifhcGJjcrf;xkwfjcif;)
A task analysis is the breaking down of a behavior into its
component behaviors. (i.e. The skill to be learned is broken
down into small units for easy learning )
Example 1:
Goal: Mary will brush her teeth.
1. Get toothbrush
2. Get toothpaste
3. Turn on cold water
4. Run toothbrush under water
5. Remove cap from toothpaste
6. Place cap on rim of basin
7. Apply toothpaste to toothbrush
8. Brush
9. Spit
10. Rinse toothbrush
 10. Rinse toothbrush
11. Fill cup with water
12. Rinse mouth
13. Spit
14. Turn off water
15. Put cap on toothpaste
16. Put toothpaste away
17. Put toothbrush away

not all children will need this degree of specificity.

Some children may need even more.
E.g, - timer
- particular order
3. Concentrated teaching
(txyfxyftcgcgwpfqifhjcif;oifjcif;)

 Give “Multiple learning opportunities”

 (All too often, teachers have a child perform a task

(1 )time and then move on)

 txyfxyftcgcgwpfqifhjcif;oif&eftwGuftajctaetrsdK;rsdK;wGi

foifEdkif&eftcGifhta&;ay;yg/
 Discrete Trials (DTT)
wpfckESifhwpfcktquftpyfrjzpfaomwpfcef;&yf^
oD;jcm;jzpfaomoifMum;rSKtpDtpOfrsm;

- Breaking a behavior into its most basic functional unit .

tjyKtrlwpfckudktao;qHk;tpdwftydkif;wpfcktjzpfcGJypfjcif;
 4if;tpdwftydkif;rsm;udktpDtpOfvdkufjyKvkyfjcif;
 Three steps
 (1) Antecedent (Instruction)
(2) Behavior (Response)
(3) Consequence - Positive - reward (praise, food, a game)
- Negative - teacher offers the correct answer
- repeat the trial
(more prompting if needed)
Techniques
1.

1. Chaining (uGif;qufenf;vrf;jzifhoifjcif;)

2. Prompting (tultnDay;jcif;enf;vrf;jzifhoifjcif;)

3. Fading (tultnDay;jcif;udkavsmhcsoifjcif;)

4. Generalization (jzefYusufjyD;oifjcif;)

5. Shaping (yHkpHjyjcif;enf;vrf;jzifhoifjcif;)

6. Differential Reinforcement

(rwlnDaomtm; jznfhrSKrsm;ay; jcif;enf;vrf;jzifhoifjcif;)

7.. Video Modeling

THANK YOU