Professional Documents
Culture Documents
Analysis (ABA)
and
How It Can Help in Your Classroom
• 7 Dimensions of ABA
• Identify and Define Pairing
• Identify and Define Behavior
• Targeting Behavior for Reduction
• Targeting Behavior for Increase
• Introduction to the 4 functions of behavior
Dimensions of ABA
• Applied
• Behavioral
• Analytic
• Technological
• Conceptually Systematic
• Effective
• Generality
Applied
• Enhances and improves the everyday life of the learner and those who are
closest to the learner (parents, siblings, family, etc) by changing a socially
significant behavior.
• What are some examples of applied as related to your classroom?
• What would be some behaviors that you might want to teach or change that
would enhance and improve the life of your students?
Behavioral
• Procedures are described clearly and concisely so that others may implement the
procedures accurately.
• Think of this dimension like a recipe – all steps are written in detail to get the
desired result. You would not be able to follow a recipe if it did not list the specific
ingredients and measurements.
Conceptually Systematic
• aka Generalization
• It proves durable over time, if it appears in a wide variety of possible
environments, and/or if it spreads to a wide variety of related behaviors
• A behavior demonstrates generality when the taught behavior carries over into
other contexts rather than just the training environment. We want these taught
behaviors to be used in multiple settings, across multiple people, and to continue
to be used in the future
What does ABA Therapy Look Like?
•Shhhh, don’t tell anybody. You can use this in your classroom as well!!
Pairing
● Essential!!!!
● Building a relationship (building rapport)
● Pair by “pairing” yourself with good things (reinforcers)
● Establish yourself as the ultimate reinforcer
● The students WANT to see you
● They don’t just tolerate you, they ENJOY you
● Students are more likely to listen and follow directions when you have “paired”
yourself with good things
● If a student finds you reinforcing, they will be more inclined to comply with your
demands
● You know it is working if the students are coming to you, not running away from
you or whining when they see you
● Pairing never stops
Discussion
Behavior :
An observable and measurable act of a person
(You can see it or hear it, count it or time it)
Behavior is not:
Feelings or emotions
Is it Behavior?
Frustrated
Is it Behavior?
• Crying • Mad
• Spitting • Anxious
• Hitting • Happy
• Rocking • Agitated
• Laughing • Frustrated
Behavior
EXCITEMENT???
FEAR.
FEAR AND
PAIN!!!
Discussion
• Junk behavior
Discussion
• Behavior that is needed to gain access to things they need and want
• Behavior that is needed to gain access to reinforcement
• Behavior that is needed to open their world to other environments,
people, etc
• Behavior that is needed to be independent
• Behavior that is needed to engage socially
The Functions of Behavior
Discussion
1. To get attention
4. Sensory Stimulation
The 4 Functions of Behavior
The Functions of Behavior
Attention
Examples:
• Saying “Excuse me?” and Mom looks at you
• Taking your sister’s toy and she chases you
• Throwing papers and your teacher yells at you
• Crying and mom cuddles you
• Running away, and turning to see if teacher is following you
Access to Items
Examples:
• Grabbing a toy from a peer
• Asking for a snack or candy
• Leaving circle time and going to play with trains
• Climbing a cabinet to get a game
• Saying “push me higher” and dad pushes you on swing
Avoidance/Escape
Examples:
• Complete chores; mom stops nagging
• Complete assignment; avoid homework later
• Hang up phone when telemarketer calls; conversation stops
• Flop to the floor; delay coming in from recess
• Hit peers; escape group work/circle time
• Throw a tantrum; avoid going to the bathroom
Automatic
Examples:
• Hand flapping, body rocking, flicking fingers by eyes
• Making noises, reciting lines from movies, humming
• Spinning wheels on a car, opening and closing door repeatedly,
playing with string, banging hangers together
• Going for a run, rubbing your temples, twirling your hair,
scratching an itch, tapping your foot, fidget spinners
Discussion
• Anytime the child cooperates with what you have asked him to do,
reinforce.
• Try to “catch him/her being good”. Tell him/her why you think he
has done good and then reinforce immediately.
• You can reinforce by thanking the person and telling him he has
done well. This may need to be paired with something tangible at
first.
Simple Correction
• After you have asked the child to “do over” and they
have responded correctly, reinforce by giving him/her
specific praise and possibly a tangible reinforcer.
Practice
• Johnny walks out of the classroom and slams the door with
enough force that it can be heard from the living area.
• Ivan walks into the class and drops his backpack on the floor
near the door.
• Jonathan is excited about going to recess and runs across the
classroom to line up.
How to Say No and Wait
Baer, D.M., Wolf, M.M., & Risley, T.R. (1968). Some current dimensions of
applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-
97.
Cooper, J.O., Heron, T.E., Heward, W.L. (2007). Applied behavior analysis
(2nd Ed.). Upper Saddle, New Jersey: Pearson.