module 1 Flashcards
aba
systematic approach to understanding behavior of social importance
aba as practice
applying behavior analysis to improve social behaviors
how environment changes and affects the behavior
good teaching
provides motivation gives clear and accurate feedback provides assistance when necessary developing independence adjust teaching strategies based upon the child
components of a good teacher
fun receptive systematic adaptable/flexible objective analytic engaging professional tireless worker creative reinforcing widely competent big picture vs. little picture child driven conceptual history
Quality staff
optimal progress
- well trained (knowledge and performance)
- high degree of fidelity
Not about what staff can say rather than what they can do
Edward L. Thorndike
action brings a reward
law of effect: behavior changes because of its consequences
learning curves: how quickly you can learn a new behavior
law recency
trial and error learning
all mammals learn in a similar manner (the environment leads a behavior)
Ivan Pavlov
classical conditioning
any sight, smell, etc. can affect how we react
how the environment affects behavior
systematic desensitization
Respondent Conditioning
unconditioned stimulus creates a conditioned response
we can do a conditioned stimulus to create a conditioned response too
John B. Watson
“Father of behaviorism”
Conditioned Emotional Responding
Focused Psychology on Behavior Instead of Consciousness
Analysis of Language
B.F. Skinner
contingent (dependent on. if, than relation)
selection by consequences
- operant conditioning
- behavior is learned through interactions with the environment
- events that occur immediately following the behavior affect the likelihood of that behavior in the future
satiation and deprivation
shaping
analysis of verbal behavior
cultural selection
Seven Dimensions of ABA
Applied Behavior Analytic Technological Conceptually Systematic Effective Generality
Applied
socially significant to the learner.
Behavioral
we can be brought to do rather than what they can be brought to say
observe behavior through precise measurements (accurate and reliable data collection)
Who’s behavior has changed? our expectations or the learners actions?
Analytic
want to make sure we are showing a demonstration that is believable
Technological
need to be able to describe behavior and procedures in a way that others can read and replicate
Conceptual systems
tying it back to the principles of aba
important because you need to have the science behind what your doing
effective
means you are making a meaningful and efficient change
generality
they can apply the skills you help them teach in everyday life, not just specific situations
Lovaas (1987)
38 children independently diagnosed with ASD
began treatment before 4 years old
19 children received average of 40 hours of formal, quality aba intervention a week
19 children received average of 10 hours formal, quality aba intervention a week and other treatments
received intervention for 2 or more years
intervened at home, school and community
evaluating outcomes:
poor, fair, best.
average 40 hour group: poor 2, 8 fair, 9 best
average 10 hour: poor 11, 8 fair, 0 best
0 hours: 10 poor, 10 fair, 1 best
Range of ABA
Rigid: protocol driven. very detailed and structured.
oppositie end: lackadaisical:
structured yet flexible is ideal: have game plan and what your doing but you have the flexibility to change based on the learner and environment
There is rigid and there is bad aba
focuses on irrelevant curriculum (should have big picture outcome) primarily uses food reinforcers unnatural teaching techniques primarily works in a therapy room eliminates all distractions does not promote parental expertise endorses alternative treatments staff are not properly trained not the proper dosage of treatment intensity
ABA is a science and therefore is progressive
progressive aba:
model of aba that can be implemented with individuals with asd
can be done outside of autism too
science and art
originates from our founding parents
a continuum of intervention (under what conditions do we have to have more rigid vs. more relaxed protocols)
attempts to avoid rigidity and set protocols
boils down to clinical judgment
clinical judgment
the rbt uses clinical judgment
you use clinical judgment in so many areas of life too: coaches, chefs, wine makers, navigating traffic, psychology
Clinical Judgment
interfering behaviors functions of behaviors (why is the behavior occurring) Attentiveness of student Receptivity Calm v. agitated Past performance Motivation Non Verbal Behavior Staff Skill Level (need to know what you are good and not good at) Child's Persistence Child's Health Operant vs. Respondent behavior (more emotional responses)
ABA was the wild west
untrained behavior analysts primary motivation was monetary poor quality intervention the field of aba being harmed ASD individuals were not making meaningful gains
Van Houten et al. (1988)
right to a therapeutic environment
right to overall goal of personal welfare (for learner)
right to programs that teach functional skills
right to behavioral assessment and ongoing evaluation
right to most effective treatment procedures available
Behavior Analyst Certification Board BACB
created in 1988 effort to: provide consumers with basic credential increase quality behavior analysis increase amount of behavior analytic services Not an ASD specific certification two levels: BCBA, BCaBA Drastic Increase over the years
Supervision of an RBT
5% of hours spent providing behavior-analytic service per month
structure of supervision
2 face to face
1 meeting the rbt must provide interventions
1 of meetings have to be individual meetings
Role of RBT
ideally a tiered system:
you provide direct instruction
Responsibilities of an RBT
direct instruction to client, working in schools, working in group homes, communicate with caregivers, can help with training of staff
Concerns
amount of training- not enough narrowness of the task list assessment procedures dual relationships unintended consequences
