ABA Competency - Skill Acquisition & Behavior Reduction

discrete-trial training

repeated trials of instruction followed by planned consequences/feedback

SD > prompt > response > consequence > post trial pause

prompt- gesture to correct item, give reinforcement, repeat

natural environment teaching

trials of instruction using same order, SD > prompt > response > consequence > post trial pause, but in the learner’s natural environment. A natural occurring teaching opportunity that takes advantage of opportunities for learning in real-life situations. generalization

chaining

using a linked sequence of responses leading to a terminal outcome. use task analysis to create chain. to teach task analysis you can use forward, backward or total task chaining

forward chaining

behaviors are taught in their naturally occurring order. reinforcement is delivered after each step until the chain is successfully completed. handwashing- reinforce turning sink on, reinforce putting soap on hands after turning sink on, etc.

backward chaining

behaviors are taught in their natural order with prompts, but final behavior is reinforced first. reinforcement is given after each preceding step until beginning of chain is achieved. handwashing- reinforce drying hands, reinforce turning sink off and drying hands, etc. helps learner understand end goal & always receives a sense of success

total task chaining

every step in a task is taught at once. the learner completes tasks on their own with assistance until they can complete independently

shaping

gradually modifying an existing behavior into a desired behavior by reinforcing successive approximations of target behavior. uses differential reinforcement to reinforce closer approximation

can you say bubble? bu > bub > bubble

differential reinforcement

used in shaping. reinforcing chosen behaviors and putting other behaviors on extinction. leads to stimulus discrimination and response differentiation. DRO, DRI, DRA

differential reinforcement of other behaviors

giving reinforcement when a target behavior is NOT occurring. a child is screaming, giving reinforcement when they’re not screaming

differential reinforcement of incompatible behaviors

choosing a replacement behavior that CANNOT OCCUR during the target behavior. removing behavior of child standing out of seat, replace behavior with sitting down because you cannot do it at the same time

differential reinforcement of alternative behaviors

choosing a replacement behavior that CAN occur with target behavior. hitting to get attention, replace behavior with tapping on shoulder

stimulus discrimination

reinforcing the correct behavior of two stimulus conditions (identifying blue card out of red and blue)

response differentiation

reinforcing the correct response (begging- reinforcing “please can I” instead of “can I”)… putting incorrect response on extinction

stimulus control transfer

fading a prompt into a discriminative stimulus

stimulus control transfer- most to least

beginning with physical guidance then reducing intrusiveness of prompt. physical > partial physical > modeling > gestural > verbal > visual

stimulus control transfer- least to most

give opportunity to respond without prompt and provide least amount of prompt needed

visual > verbal > gestural > modeling > partial physical > physical

token economies

reinforcing good behavior with “tokens” that are collected and exchanged for a larger reward. schedules of reinforcement

gold star for every correct math problem, 5 gold stars = play time. may conduct preference assessment for potential reinforcers

in a crisis/emergency…

calm learner down “it’s okay” asking if they need a break. remove anything that could inflict harm- if student is getting frustrated writing their name take the pencil away to prevent them from hurting themself or others. report to supervisor and provide in session notes

antecedent interventions

help prevent a problem behavior before the opportunity for it to happen. motivating operations. high probability request sequence, functional communication training

antecedent interventions- high probability request sequence

provide learner with a few relevant tasks that they can complete, followed by a task that they have a low probability of completing. builds momentum and confidence for learner to achieve low probability tasks

antecedent interventions- functional communication training

replaces inappropriate communication with more appropriate communication for the learner to meet the same need. child screams for food, implement communication of “can I please have food”

prompting

an antecedent stimulus used to help a learner perform the correct response. response prompts (verbal, modeling, physical) & stimulus prompts (movement, position, redundancy)

SOR- fixed ratio

reinforcement is given after a set amount of responses

FR1- 1 load of laundry (every time) = 1 star

SOR- variable ratio

reinforcement is given after an average amount of responses

VR2- 1 load of laundry, 3 loads of laundry (avg of 2 loads) = 1 star

SOR- fixed interval

reinforcement is given after a set amount of time

FI5- fold laundry for 5 minutes = 1 star

SOR- variable interval

reinforcement is given after an average amount of time

VI4- fold laundry for 3 minutes, 5 minutes (avg 4 minutes) = 1 star

antecedent interventions- motivating operations

increase/decrease the value of a consequence that leads to an increase or decrease in behavior

establishing operation/evocative effect

something of value increases behavior

deprivation (restriction)- increases value of stimulus therefore increasing frequency of behavior

remove trucks for child to complete math problems

abolishing operation/abative effect

something of little value decreases behavior

satiation (overexposure)- if child is overexposed to trucks, motivation for math problems will decrease