Applied Behavior Analysis for Teachers, 10th edition Paul A Alberto Solution Manual

Type:

Solution Manual

Resource:

Applied Behavior Analysis for Teachers

Edition:

10th Edition

Author(s):

Paul A. Alberto Anne C. Troutman Judah Axe

Instructor’s Manual Sarah E. Frampton

Applied Behavior Analysis for Teachers Tenth Edition Paul A. Alberto, Anne C. Troutman, Judah B. Axe

Preface

Preface The purpose of this instructor’s manual is to provide instructors who are using Alberto, Troutman, and Axe’s Applied Behavior Analysis for Teachers, 10th Edition supplementary activities and resources for their lectures and assignments. Each of the chapters in this manual corresponds with the chapters in the text and the resources in the Pearson eText. Each chapter in this manual contains the following: • Chapter objectives: Contains instructional objectives pertaining to the chapter.

These objectives may be used in the development of a course syllabus.

• Chapter summary and outline: Contains a brief summary of the text chapter and a basic content outline.

• In class activities: These are suggested activities to include in class lectures.

Corresponding slides and/or materials are also identified for their use in class.

• Homework assignments: Each chapter contains suggestions for corresponding homework assignments for students that supplement chapter content and lecture information. These assignments are designed as a supplement to class readings and lectures.

• Videos, Internet resources, Additional resources: These are teacher and/or student resources that provide additional information or practice using concepts presented in the text.

• PowerPoint Slides: PowerPoint slides are provided that highlight major concepts provided in each chapter.

• Handouts: Chapters also contain corresponding handouts that may be used for student homework assignments or review.

• Test Questions: Finally, each chapter in this manual concludes with a bank of test questions that may be used for assessing student learning. Corresponding answers for each test may be found at the end of this manual.

Pearson eText The Pearson eText is a simple-to-use, mobile-optimized, personalized reading experience. It allows you to easily highlight, take notes, and review key vocabulary all in one place—even when offline. Seamlessly integrated videos and other rich media will engage you and give you access to the help you need, when you need it. To gain access or to sign in to your Pearson eText, visit: https://www.pearson.com/pearsonetext. Features include: • Video Examples Each chapter includes Video Examples that illustrate principles or concepts aligned pedagogically with the chapter.

LMS-Compatible Assessment Bank With this new edition, all assessment types—quizzes, application exercises, and chapter tests—are included in LMS-compatible banks for the following learning management systems: Blackboard, Canvas, D2L, and Moodle. These packaged files allow maximum flexibility to instructors when it comes to importing, assigning, and grading. Assessment types include: iii .

Preface

•

Learning Outcome Quizzes Each chapter learning outcome is the focus of a Learning Outcome Quiz that is available for instructors to assign through their Learning Management System. Learning outcomes identify chapter content that is most important for learners and serve as the organizational framework for each chapter. When used in the LMS environment, these multiple-choice questions are automatically graded and include feedback for the correct answer and for each distractor to help guide students’ learning.

•

Application Exercises Each chapter provides opportunities to apply what you have learned through Application Exercises. These exercises are usually shortanswer format and can be based on Pearson eText Video Examples, written cases, or scenarios modeled by pedagogical text features. When used in the LMS environment, a model response written by experts is provided after you submit the exercise.

•

Chapter Tests Suggested test items are provided for each chapter and include questions in various formats. When used in the LMS environment, true/false and multiple-choice questions are automatically graded.

iv .

Table of Contents Page Chapter 1 Roots of Applied Behavior Analysis ......................................................... 1 Chapter Objectives ............................................................................................... 1 In Class Activities ................................................................................................. 2 Homework Assignments and Resources .............................................................. 5 Handouts .............................................................................................................. 6 Chapter 2 Responsible Use of Applied Behavior Analysis Procedures .................... 8 Chapter Objectives ............................................................................................... 8 In Class Activities ................................................................................................. 8 Homework Assignments and Resources ............................................................ 10 Chapter 3 Preparing Behavioral Objectives ........................................................... 12 Chapter Objectives ............................................................................................. 12 In Class Activities ............................................................................................... 13 Homework Assignments and Resources ............................................................ 14 Handout .............................................................................................................. 16 Chapter 4 Procedures for Collecting Data .............................................................. 18 Chapter Objectives ............................................................................................. 18 In Class Activities ............................................................................................... 19 Homework Assignments and Resources ............................................................ 22 Handouts ............................................................................................................ 23 Chapter 5 Graphing Data ....................................................................................... 27 Chapter Objectives ............................................................................................. 27 In Class Activities ............................................................................................... 27 Homework Assignments and Resources ............................................................ 29 Handouts ............................................................................................................ 31 Chapter 6 Single-Subject Designs ......................................................................... 35 Chapter Objectives ............................................................................................. 35 In Class Activities ............................................................................................... 37 Homework Assignments and Resources ............................................................ 39 Handouts ............................................................................................................ 41 Chapter 7 Determining the Function of Behavior ................................................... 44 Chapter Objectives ............................................................................................. 44

v .

In Class Activities ............................................................................................... 44 Homework Assignments and Resources ............................................................ 47 Handouts ............................................................................................................ 49 Chapter 8 Arranging Consequences That Increase Behavior ................................ 50 Chapter Objectives ............................................................................................. 50 In Class Activities ............................................................................................... 51 Homework Assignments and Resources ............................................................ 53 Handouts ............................................................................................................ 55 Chapter 9 Arranging Consequences That Decrease Behavior .............................. 56 Chapter Objectives ............................................................................................. 56 In Class Activities ............................................................................................... 57 Homework Assignments and Resources ............................................................ 59 Handouts ............................................................................................................ 61 Chapter 10 Differential Reinforcement: Antecedent Control and Shaping ............. 63 Chapter Objectives ............................................................................................. 63 In Class Activities ............................................................................................... 64 Homework Assignments and Resources ............................................................ 65 Handouts ............................................................................................................ 67 Chapter 11 Providing for Generalization of Behavior Change ................................ 69 Chapter Objectives ............................................................................................. 69 In Class Activities ............................................................................................... 70 Homework Assignments and Resources ............................................................ 72 Handouts ............................................................................................................ 73 Chapter 12 Teaching Students to Manage Their Own Behavior ............................ 75 Chapter Objectives ............................................................................................. 75 In Class Activities ............................................................................................... 76 Homework Assignments and Resources ............................................................ 77 Chapter 13 Putting It All Together .......................................................................... 79 Chapter Objectives ............................................................................................. 79 In Class Activities ............................................................................................... 79 Homework Assignments and Resources ............................................................ 80

vi .

Chapter 1 Roots of Applied Behavior Analysis

Chapter 1 Roots of Applied Behavior Analysis Chapter Objectives After reading this chapter, students will understand: 1. The criteria required for identifying explanations of behavior that are useful and meaningful.

2. The historical development of applied behavior analysis.

3. The contributions of physicians, psychiatrists, scientists, and psychologists in the study of human behavior.

4. The impact different interpretations of human behavior have influenced practitioners and teachers.

Chapter Summary and Outline This chapter discusses the requirements for meaningful and useful explanations of human behavior. It then describes several interpretations of human behavior that have influenced large numbers of practitioners, including teachers. The discussion includes tracing the historical development of a way of understanding and predicting human behavior called applied behavior analysis. The chapter concludes by providing several examples of applied behavior analysis in action.

I.

The Usefulness of Explanations a. Biophysical Explanations b. Biochemical Explanations c. The Usefulness of Biophysical and Biochemical Explanations

II.

Developmental Explanations a. Psychoanalytic Theory b. A Stage Theory of Cognitive Development (Piaget) c. Usefulness of Developmental Theories

III.

Cognitive Explanation a. The Usefulness of Cognitive Theory

IV.

Behavioral Explanation a. Positive Reinforcement b. Negative Reinforcement c. Punishment d. Extinction e. Antecedent Control f. Other Learning Principles g. The Task of the Behaviorist 1 .

Chapter 1 Roots of Applied Behavior Analysis

h. The Usefulness of the Behavioral Explanation V.

Historical Development of Behaviorism a. Historical Precedents b. Psychological Antecedents

VI.

Summary

VII.

Discussion Questions In Class Activities

Activity Provide an overview of the chapter’s learning objectives.

Resource Slide 1.2: Learning Objectives

Activity Define the terms inclusive, verifiable, predictive utility, and parsimony.

Provide an overview of biochemical explanation of human behavior; discuss examples of different conditions and disorders influenced by biochemical functioning and brain damage and limitations of this explanation.

Ask students in small groups to discuss the usefulness of the biophysical and biochemical explanation of human behavior using the criteria inclusiveness, verifiability, predictive utility, and parsimony. Have small groups submit answers and discuss as a large group.

Introduce developmental explanation of human behavior. Describe Freud’s Psychoanalytic Theory. Discuss relationship to fixation and regression; provide examples of how the theory explains human behavior.

Review Freud’s Stages of Development highlighting the relationship to age progression.

Describe Jean Piaget’s Stage Theory of Cognitive Development. Define assimilation, accommodation, and

Resource Slide 1.3: Usefulness Criteria Slide 1.4: Biophysical and Biochemical Explanations

Slide 1.5: Usefulness Review (1 of 5) Handout 1.2 Usefulness of Explanations of Human Behavior

Slide 1.6: Developmental Explanations (1 of 2)

Slide 1.7: Freudian Stages

Slide 1.8: Developmental Explanations (2 of 2)

2 .

Chapter 1 Roots of Applied Behavior Analysis

Activity

Resource

equilibration.

Review Piaget’s Stages of Development highlighting the relationship to age progression.

Slide 1.9 Piaget’s Stages Pearson eText Video Example 1.2 As a large group, compare and contrast Slides 1.7 and 1.9: Freudian Stages the Psychoanalytic Theory and Stage Piaget’s Stages Theory of Cognitive Development.

Handout 1.1: A Comparison of Freudian and Piagetian Theories Ask students in small groups to discuss Slide 1.10: Usefulness Review (2 of 5) the usefulness of the developmental Handout 1.2 Usefulness of Explanations explanations of human behavior using the of Human Behavior criteria inclusiveness, verifiability, predictive utility, and parsimony. Have small groups submit answers and discuss as a large group.

Introduce cognitive explanations of Slide 1.11: human development and the progression Cognitive Explanations from Gestalt psychology to Bruner’s Pearson eText Video Example 1.3 Discovery Learning to constructivism. Ask students to give examples of instances of innate motivation to learn and external motivation to learn. Relate to the role of the teacher according to cognitive explanations.

Ask students in small groups to discuss Slide 1.12: Usefulness Review (3 of 5) the usefulness of the cognitive Handout 1.2 Usefulness of Explanations explanations of human behavior using the of Human Behavior criteria inclusiveness, verifiability, predictive utility, and parsimony. Have small groups submit answers and discuss as a large group.

Activity Introduce the behavioral explanation of human behavior. Focus on the differences between behavioral view and other explanations- primarily considering the role of the environment. Ask students to provide examples of how antecedents and consequences that influence their behavior.

Resource Slide 1.13: Behavioral Explanations

3 .

Chapter 1 Roots of Applied Behavior Analysis

Activity Discuss and define the following important terms: positive reinforcement, negative reinforcement, punishment, extinction, discriminative stimuli, motivating operation, modeling, and shaping.

Ask students in small groups to discuss the usefulness of the behavioral explanations of human behavior using the criteria inclusiveness, verifiability, predictive utility, and parsimony. Have small groups submit answers and discuss as a large group.

Review the 4 theoretical explanations of human behavior using the criteria of inclusiveness, verifiability, predictive utility, and parsimony. Give an example of an aberrant or unusual behavior that might be exhibited by a student. Ask the students to apply the different explanations to account for the behavior.

Discuss relative usefulness.

Introduce respondent conditioning and the contributions of Ivan Pavlov. Explain effects of an unconditioned stimulus on an unconditioned response. Define a neutral stimulus and describe how one might pair a neutral stimulus with an unconditioned stimulus. Explain how the neutral stimulus becomes a conditioned stimulus and elicits a conditioned response.

Introduce associationism and the contributions of Edward Thorndike.

Discuss the Law of Effect and relationship to reinforcement. Discuss the Law of Exercise and relationship to stimulus control.

Introduce behaviorism and the contributions of John Watson. Discuss the limitations of the early view of behavior, particularly with respect to thinking and emotions. Discuss baby Albert, highlighting the changes in ethical

Resource Slides 1.14 to 1.15: Key Behavioral Terms (1 of 2) Key Behavioral Terms (2 of 2)

Slide 1.16: Usefulness Review (4 of 5)

Slide 1.17: Usefulness Review (5 of 5) Handout 1.2: Usefulness of Explanations of Human Behavior

Slide 1.18 Historical Development of Behaviorism (1 of 4) Pearson eText Video 1.5

Slide 1.19 Historical Development of Behaviorism (2 of 4)

Slide 1.20 Historical Development of Behaviorism (3 of 4)

4 .

Chapter 1 Roots of Applied Behavior Analysis

Activity use of behavior-change procedures.

Introduce operant conditioning and the contributions of B. F. Skinner. Draw distinctions to behaviorism and highlight development of applied behavior analysis. Define applied behavior analysis.

Resource Slide 1.21 Historical Development of Behaviorism (4 of 4) Pearson eText Video 1.4

Homework Assignments and Resources I. II.

III.

IV.

V. VI.

Ask students to write a 1–2 paragraph example and explanation of the following sentence: “Learning occurs as a result of the consequences of behavior.”

Have students pick a behavior of interest and list a minimum of three possible antecedents that may influence the behavior and a minimum of three possible consequences that may influence the behavior.

Have students research instructional strategies teachers use to establish stimulus control. Strategies include antecedent cues, picture prompts, and auditory prompts.

Have students review a study found in the Journal of Applied Behavior Analysis.

Ask students to identify the behavior targeted for change, the intervention used by the investigator(s), and whether a functional relation between the two was established. Have students present their findings in class.

Assign an article listed below and ask students to write 1–2 paragraphs on distinguishing features of applied behavior analysis.

Assign Application Exercises 1.1, 1.2, and 1.3.

Video Resources I.

Pearson eText Videos 1.2, 1.3, 1.4, and 1.5

Additional Text Resources I.

II. III.

IV. V.

Baer, D. M., Wolf, M. M., and Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97. https://doi.org/10.1901/jaba.1968.1-91 Skinner B. F. (1984). The evolution of behavior. Journal of the Experimental Analysis of Behavior, 41(2), 217–221. https://doi.org/10.1901/jeab.1984.41-217 Wolf, M. M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203 Handout 1.1: A Comparison of Freudian and Piagetian Theories Handout 1.2: Usefulness of Explanations of Human Behavior

5 .

Chapter 1 Roots of Applied Behavior Analysis

Handouts Handout 1.1: A Comparison of Freudian and Piagetian Theories Freud’s Psycho analytic Theo ry

Freud’s Psychoanalytic Theory Age Stage Birth to 2 years Oral Stage: Gratification centered around the mouth.

Piaget’s Theory of Cognitive Development Age Birth to 1 ½ years

2 to 4 years

Anal Stage: Child derives gratification from withholding and controlling feces. This corresponds with toilet training.

1 ½ to 4 or 5 years

4 to 6 years

Phallic Stage: Gratification centers around genitalia. Child becomes attached to parent of the opposite sex and develops hostility to parent of the same sex.

5 to 7 years

6 years to puberty

Latency Stage: Child identifies with the parent of the same sex and play primarily with other children of the same sex in sexstereotyped activities.

7 to 11 years

Puberty

Genital Stage: Child becomes interested in members of the opposite sex.

12 years to Adult

6 .

Piaget’s Th eor y of Cognitive Develop ment

Stage Sensorimotor Intelligence: Child differentiates self from the rest of the world; establishes representations of objects.

Preoperational ThoughtRepresentational Thinking: Child develops language; limited perspective taking.

Preoperational Thought-Intuitional Thinking: Child understands conservation; attends to more than one aspect of an object at a time; reversibility of some operations.

Concrete Operations: Child organizes perceptions and symbols; classifies along several dimensions simultaneously; challenges with abstract problems.

Formal Operations: Individual deals with abstractions, hypothetical situations, and can

Chapter 1 Roots of Applied Behavior Analysis

Freud’s Psychoanalytic Theory

Freud’s Psycho analytic Theo ry

Piaget’s Theory of Cognitive Development

Piaget’s Th eor y of Cognitive Develop ment

think logically.

Handout 1.2: Usefulness of Explanations of Human Behavior Theoretical Inclusiveness Explanation Biophysical Poor and Biochemical Developmental Good Theory Good Cognitive Fair Behavioral

Verifiability

Predictive Utility

Parsimony

Fair

Poor

Poor

Poor

Fair

Poor

Poor Good

Poor Good

Poor Good

7 .

Chapter 2 Responsible Use of Applied Behavior Analysis Procedures

Chapter 2 Responsible Use of Applied Behavior Analysis Procedures Chapter Objectives After reading this chapter, students will understand: 1. Why some resist the use of behavior-change strategies.

2. How applied behavior analysis procedures are used ethically and responsibly.

3. The components of accountability.

Chapter Summary and Outline This chapter addresses many of the issues raised by those who practice applied behavior analysis. The authors begin by address the concerns raised in using procedures of applied behavior analysis and they examine some of the specific criticisms raised against its use. In addition, ethical guidelines for using applied behavior analysis procedures are discussed in detail.

I.

Concerns about applied behavior analysis a. Confusion with other procedures b. Reaction to controversial procedures c. Concerns about coercion

II.

Ethical use of applied behavior analysis procedures a. A Therapeutic Environment b. Services Whose Overriding Goal Is Personal Welfare c. Treatment by a Competent Behavior Analyst d. Programs That Teach Functional Skills e. Behavioral Assessment and Ongoing Evaluation

III.

Accountability

IV.

Theory or Recipe?

V.

Summary

VI.

Discussion Questions In Class Activities Activity

Resource

Provide an overview of the chapter’s learning objectives.

Slide 2.2: Learning Objectives

8 .

Chapter 2 Responsible Use of Applied Behavior Analysis Procedures

Activity

Resource

Explain the difference between applied behavior analysis and behavior modification procedures.

Slide 2.3: Confusion with Other Procedures

Discuss the concerns about coercion and the way in which behavior analyst address these concerns. Show a video of B. F. Skinner’s account of humanism and how it relates to contemporary practice of applied behavior analysis.

Discuss the difference between following rules and doing what is right. Provide an overview of the factors that must be considered in determining whether a proposed intervention is ethical.

Slide 2.4: Concerns about Coercion Pearson eText Video 2.2

Activity Discuss the role of social validity in promoting ethical goals, procedures, and outcomes. Have students give an example of different means to assess validity across stakeholders.

Discuss the importance of competence and various ways in which one may gain competence. Use video to illustrate. Can have students compare various ways to demonstrate and gain competence from their own learning experiences.

Describe the centrality of personal welfare to all aspects of applied behavior analysis. Provide examples of goals that are strong examples of promoting personal welfare and those that are not.

Ask students to identify which goals promote personal welfare and provide rationale.

Explain the role of assessment and highlight best practices in conducting assessments.

Discuss the importance of ensuring students have access to the least restrictive procedures and settings.

Resources

Slide 2.5: Ethical Use of Applied Behavior Analysis Procedures

Slide 2.6 Social Validity

Slide 2.7: A Responsible and Competent Behavior Analyst Pearson eText Video 2.3 Slide 2.8: Personal Welfare

Slide 2.9: Conducting Assessments Slides 2.10 and 2.11 Behavioral Strategies and Least Restrictive 9 .

Chapter 2 Responsible Use of Applied Behavior Analysis Procedures

Activity Provide scenarios and have students determine when a more restrictive procedure or placement may be warranted. Have students identify what additional elements should be in place for ethical application and oversight.

Discuss what factors make a skill functional for a student. Provide examples of goals and have students discuss whether they meet the criteria of being functional for a particular student.

Have students modify the goals to be functional for a target student.

Discuss the role of accountability in providing ethical services. Ask students to identify barriers to accountability and ways to overcome the barriers in their workplaces.

Introduce the distinction between application of a recipe of interventions as opposed to use of a theory to select an intervention. Provide vignettes and ask students to identify when the professional was relying on theory or recipe. Ask students to identify how reliance on recipe may lead to unethical practice.

Resources Environment (1 of 2; 2 of 2)

Slide 2.12 Functional Skills

Slide 2.13 Accountability

Slide 2.14 Theory or Recipe?

Homework Assignments and Resources I. II.

III.

IV. V. VI.

Ask students to respond in 1–2 paragraphs to the following, “What could happen if an applied behavior analysis procedure is misused?”

Have students locate and read the ethical guidelines for teachers and practitioners established by various professional organizations (see Text Resources for examples).

Assign an article related to ethical practice of behavior analysis (see Text Resources for examples) and have students present what they learned to the class.

Assign Van Houten et al. (1988) and identify three areas in their own practice that align with the recommendations and three areas in need of improvement.

Assign Bannerman et al. (1990) and summarize the reasons to encourage choice and common objections to choice for individuals with disabilities.

Assign Application Exercises 2.1–2.4.

Video Resources 10 .

Chapter 2 Responsible Use of Applied Behavior Analysis Procedures

I. Pearson eText Videos 2.2 and 2.3 Additional Text Resources I. II. III. IV.

V.

VI.

VII.

VIII.

Behavior Analysis Certification Board: Professional and Ethical Compliance Code for Behavior Analysts American Psychological Association: Ethical Principles of Psychologists and Code of Conduct Council for Exceptional Children: Ethical Principles and Practice Standards Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., and Lovaas, O. I. (1988). The right to effective behavioral treatment. Journal of Applied Behavior Analysis, 21(4), 381– 384. https://doi.org/10.1901/jaba.1988.21-381 Bannerman, D. J., Sheldon, J. B., Sherman, J. A., and Harchik, A. E. (1990).

Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis, 23(1), 79– 89. https://doi.org/10.1901/jaba.1990.23-79 Brodhead, M. T., Quigley, S. P., and Wilczynski, S. M. (2018). A call for discussion about scope of competence in behavior analysis. Behavior Analysis in Practice, 11(4), 424–435. https://doi.org/10.1007/s40617-018-00303-8 Cox, D. J. (2020). A guide to establishing ethics committees in behavioral health settings. Behavior Analysis in Practice, 13(4), 939-949. https://doi.org/10.1007/s40617-020-00455-6 Wright, P. I. (2019). Cultural humility in the practice of applied behavior analysis. Behavior Analysis in Practice, 12(4), 805–809. https://doi.org/10.1007/s40617-019-00343-8

11 .

Chapter 3 Preparing Behavioral Objectives

Chapter 3 Preparing Behavioral Objectives Chapter Objectives After reading this chapter, students will understand: 1. The importance of writing behavioral objectives.

2. The purpose of establishing goals.

3. How to address the four components of objectives and be able to write measurable behavioral objectives.

4. The levels of learning and write objectives that address varying levels of response competence.

5. The six elements of a core I EP Chapter Summary and Outline This chapter discusses the first step in carrying out a program for behavior change: defining the target behavior, the behavior to be changed. In addition, this chapter presents details on writing measurable behavioral objectives and expanding objectives to meet the specific levels of student learning.

I.

Definition and Purpose a. Pinpointing Behavior

II.

Educational Goals a. Establishing Goals

III.

Components of a Behavioral Objective a. State the Learner b. State the Target Behavior c. State the Conditions of Intervention d. State Criteria for Acceptable Performance

IV.

Format for a Behavioral Objective

V.

Expanding the Scope of the Basic Behavioral Objective a. Hierarchy of Response Competence b. Hierarchy of Levels of Learning c. Learning Levels for the Learner with Limitations

VI.

Behavioral Objectives and the I EP

VII.

Summary

VIII.

Discussion Questions 12 .

Chapter 3 Preparing Behavioral Objectives

In Class Activities Activity Provide an overview of the chapter’s learning objectives.

Discuss the difference between an educational goal and a behavioral objective.

Identify student factors that should be considered when developing educational goals, including formal and informal sources of evaluation data.

Activity Provide more in-depth information on the purpose of behavioral objectives. Provide example scenarios in which an unclear behavioral objective may lead to challenges.

Identify the four components of behavioral objectives.

Discuss the importance of being specific when stating the learner in a behavioral objective.

Discuss the importance of stating the target behavior, including the three basic purposes for including the target behavior in the behavioral objective.

Discuss the importance of operationally defining the target behavior.

Present sample learning objectives and ask students to identify what is wrong with each objective.

Review the six conditions of the intervention that may be included in the behavioral objective and provide examples.

Define criterion. Discuss types of criterion that can be used to evaluate the target behavior. Discuss the factors that educators should consider when determine the criterion for a target behavior.

Discuss the importance of selecting appropriate verbs when writing behavioral objectives. Have students identify

Resource Slide 3.2: Learning Objectives Slide 3.3: Definitions Slide 3.4: Developing Educational Goals

Resource Slide 3.5 Behavioral Objectives

Slide 3.6: Components of a Behavioral Objective Slide 3.7: State the Learner Slide 3.8: State the Target Behavior (1 of 2)

Slide 3.9: State the Target Behavior (2 of 2) Slide 3.10: What’s Wrong with These Objectives?

Slide 3.11: State the Conditions of the Intervention

Slide 3.11: State Criteria for Acceptable Performance

Slide 3.12: Measurable Terminology

13 .

Chapter 3 Preparing Behavioral Objectives

Activity measurable terms for verbs presented on the corresponding slide.

Discuss the formats for writing a behavioral objective. Ask students to create two objectives of their own and present to a peer. Students should provide each other feedback according to the four components. Students may then present corrected examples to the large group.

Describe the response hierarchy and provide examples of goals that align with each step. Ask students to create behavioral objectives that relate to a simple skill (can use the skill shown in the Pearson eText video) and then extend the skill across the steps. Students may share their response hierarchy progressions in the large group.

Describe each of the six levels of Bloom’s hierarchy and provide examples of goals that align with each.

Discuss the six elements of the I EP. Use video to illustrate.

Describe the strategies outlined in the text related to keeping I EPs up to date to meet student needs. Provide examples and nonexamples of good practice in monitoring IEPs.

Resource

Slide 3.14: Format of a Behavioral Objective

Slide 3.15: Hierarchy of Response Competence Pearson eText Video 3.4

Slide 3.16 Hierarchy of Levels of Learning Slide 3.17: Six Elements of the I EP Pearson eText Video 3.1 Slide 3.18 Monitoring I EPs Pearson eText Video 3.6

Homework Assignments and Resources I. II.

III. IV.

Assign students to write behavioral objectives based on the sample formats described in the text.

Assign students to write a behavioral objective corresponding to each step in the response hierarchy from acquisition, to fluency, to maintenance, to generalization.

Use Handout 3.1: Identify the Four Components of Behavioral Objectives. Assign students to identify each of the four components in each objective.

Obtain real and anonymous I EPs and have students evaluate the goals and objectives for 1) the four components of objectives, 2) the level of learning being addressed, and 3) whether behaviors are observable and measurable.

14 .

Chapter 3 Preparing Behavioral Objectives

V.

VI.

VII.

Behavior-Change Project: As part of a behavior-change project, have students identify a behavior they want to change in themselves, someone around them, or an animal. Have students pinpoint the behavior, provide an operational definition of it, and write a measurable behavior objective.

Assign students to read one of the articles below (or find one of their own) on methods to enhance IEP development. Students should identify a minimum of three suggested practices that would enhance their own professional work and present them to the class.

Assign Application Exercises 3.1, 3.2, and 3.3.

Video Resources I. Pearson eText Videos 3.1, 3.4, and 3.6.

Additional Text Resources I.

II.

III. IV.

V.

Hedin, L., and DeSpain, S. (2018). SMART or not? Writing specific, measurable I EP goals. Teaching Exceptional Children, 51(2), 100–110. https://doi.org/10.1177/0040059918802587 Diliberto, J. A., and Brewer, D. (2014). Six tips for successful IEP meetings. Teaching Exceptional Children, 47(2), 128–135. https://doi.org/10.1177/0040059914553205 Patti, A. L. (2016). Back to the basics: Practical tips for IEP writing. Intervention in School and Clinic, 51(3), 151–156. https://doi.org/10.1177/1053451215585805 Espiner, D., and Guild, D. (2012). Capturing what matters most: Engaging students and their families in educational planning. Teaching Exceptional Children, 44(5), 56–67. https://doi.org/10.1177/004005991204400506 Handout 3.1: Identify the Four Components of Behavioral Objectives

15 .

Chapter 3 Preparing Behavioral Objectives

Handout Handout 3.1: Identify the Four Components of Behavioral Objectives 1. Given a 15-minute period, and an array of objects to manipulate, Tabitha will bring her hand to her mouth no more than a total of three minutes for three consecutive sessions.

Learner: Target Behavior: Conditions of the Intervention: Criteria for Acceptable Performance: 2. When two photographs are held in front of Ed, and he is asked to “show me the ,” he will eye-point to the correct picture 80% of the trials over a onemonth period for each of four pictures (ball, cut, bed, dish).

Learner: Target Behavior: Conditions of the Intervention: Criteria for Acceptable Performance: 3. During structured independent workshop, Michael will remain on task without verbalizations or vocalizations, unless a request for assistance is needed, for 90% of the workshop period, for five consecutive days.

Learner: Target Behavior: Conditions of the Intervention: Criteria for Acceptable Performance: 4. Given 36 known grocery terms and 8 grocery store department printed flash cards, Rob will independently match all grocery terms to the appropriate grocery store department, 100% correct for three consecutive sessions.

Learner: Target Behavior: Conditions of the Intervention: Criteria for Acceptable Performance: 5. Given three empty egg cartons and thirty-six 1” cubes, Daniel will place the empty cubes in the empty pockets when the cube is placed in front of him with the verbal cue “Look Daniel,” with 85% accuracy for five consecutive days.

Learner: Target Behavior: Conditions of the Intervention: Criteria for Acceptable Performance: 6. Austin’s inappropriate screaming behavior during the school day will be decreased 90% of the baseline mean for five consecutive sessions.

Learner: Target Behavior: 16 .

Chapter 3 Preparing Behavioral Objectives

Conditions of the Intervention: Criteria for Acceptable Performance: 7. Given the periods’ morning group, lunch, afternoon group, Al will laugh inappropriately no more than one time after hearing the verbal cue “Al that’s inappropriate” (this cue will be given after the first incident of laughter during each period) for 15/15 sessions.

Learner: Target Behavior: Conditions of the Intervention: Criteria for Acceptable Performance:

17 .

Chapter 4 Procedures for Collecting Data

Chapter 4 Procedures for Collecting Data Chapter Objectives After reading this chapter, students will understand: 1. The various behavioral dimensions that may be recorded.

2. The methods for recording various dimensions of behavior.

3. How to select a system of data collection.

4. How to realistically coordinate effective data collection with instruction in real classrooms.

5. What is reliability and why is it important to consider when collecting data.

6. The factors that may affect data collection and interobserver agreement.

Chapter Summary and Outline This chapter describes the most common data collection systems and how these systems may be adapted for classroom use. In addition, this chapter presents a discussion on why data collection is important, how data collection can be made practical, and how data collection systems work. Students who read this chapter will gain an understanding of the various dimensions of behavior and their relationship to data collection.

I.

Rationale

II.

Choosing a System

III.

Anecdotal Reports a. Structuring an Anecdotal Report

IV.

Permanent Product Recording

V.

Observational Recording Systems a. Event Recording b. Interval Recording and Time Sampling

VI.

Duration and Latency Recording a. Duration Recording b. Latency Recording

VII.

How Can All This Be Done? a. Technology for Data Collection

VIII.

Summary of Data Collection System

18 .

Chapter 4 Procedures for Collecting Data

IX.

Reliability

X.

Factors That May Affect Data Collection and Interobserver Agreement

XI.

Summary

XII.

Discussion Questions In Class Activities

Activity Hold a class discussion on the topic of data collection. Ask students whether they think data collection is important.

Why or why not? If they have ever used data collection in the past, how they used it?

Provide students with an overview of the chapter’s learning objectives.

Discuss the three reasons for collecting data.

Provide an overview of the various dimensions of observable behavior. Use examples of common behaviors seen in schools (e.g., hand raising, jumping jacks, solving addition problems) and relate to the relevant dimensions.

Discuss the three general categories for collecting data.

Define Anecdotal Reports and the optimal conditions for use of this system.

Discuss the guidelines for creating anecdotal reports. Share de-identified examples of anecdotal reports.

Review the questions for analyzing anecdotal information. Use de-identified examples of anecdotal reports and assign students to answer different questions from the slides.

Define Permanent Product Recording and the optimal conditions for use of this system.

Define the following observational recording systems: event recording, interval recording, time sampling, duration recording, and latency recording.

Discuss when it is appropriate to use

Resource Test discussion on rationale for data collection.

Slide 4.2: Learning Objectives Slide 4.3: Rationale for Data Collection Slide 4.4: Dimensions of Behavior

Slide 4.5: Choosing a System Slide 4.6: Anecdotal Reports Slide 4.7: Guidelines for Anecdotal Reports Slides 4.8 and 4.9: Analyzing Anecdotal Information (1 of 2; 2 of 2)

Slide 4.10: Permanent Product Recording Slide 4.11: Observational Recording Systems

Slide 4.12

19 .

Chapter 4 Procedures for Collecting Data

Activity event recording, conditions under which it is not appropriate, and the advantages associated with this form of observational recording.

Describe the steps that one would follow in setting up an event recording system and how to collect event recording data.

Present an example of event recording data. Discuss how to interpret these data and different variations of how the data sheet could be designed.

Discuss when it is appropriate to use interval recording, conditions under which it is not appropriate, and the advantages associated with this form of observational recording.

Describe the steps that one would follow in setting up an interval recording system and how to collect both whole and partial interval data.

Resource Event Recording (1 of 3)

Activity Present an example of interval recording data. Discuss how to interpret these data and different variations of how the data sheet could be designed. Review examples specific to whole and partial interval recording to test for understanding.

Discuss when it is appropriate to use time sampling, conditions under which it is not appropriate, and the advantages associated with this form of observational recording.

Describe the steps that one would follow in setting up a time sampling system.

Draw a distinction between time sampling and interval recording.

Present an example of time sampling data. Discuss how to interpret these data and different variations of how the data sheet could be designed.

Discuss when it is appropriate to use duration and latency recording, conditions

Resource Slide 4.17 Interval Recording (3 of 3)

Slide 4.13 Event Recording (2 of 3) Slide 4.14 Event Recording (3 of 3)

Slide 4.15: Interval Recording (1 of 3)

Slide 4.16: Interval Recording (2 of 3)

Slide 4.18: Time Sampling (1 of 3)

Slide 4.19: Time Sampling (2 of 3)

Slide 4.20 Time Sampling (3 of 3)

Slide 4.21: Duration and Latency Recording (1 of 3) 20 .

Chapter 4 Procedures for Collecting Data

Activity under which they are not appropriate, and the advantages associated with these forms of observational recording.

Describe the steps that one would follow in setting up both duration and latency recording systems. Draw a distinction between duration and latency.

Present an example of both duration and latency data. Discuss how to interpret these data and different variations of how the data sheets could be designed.

Review the different observational data collection systems and relate back to the basic behavioral principles of assessing functional relations between stimuli and responses.

Discuss different common variations to data collection systems that can be created to support classroom needs.

Highlight the advantages and disadvantages of dichotomous and coded recording systems. Describe how the variations of coded recording can influence the complexity of the task.

Discuss how often and how much data teachers should collect data. Ask students for their experiences with over and under recording data. Help students identify problematic “recipes” for data collection and shift discussion to focus individualization to student and classroom needs.

Summarize the process for selecting the appropriate data collection system.

Present various target behaviors and ask students to identify which system(s) would be recommended. Use video examples of behaviors for discussion.

Demonstrate how to compute interobserver agreement for permanent product data, event data, duration and latency data, and interval and time sampling data.

Resource

Slide 4.22: Duration and Latency Recording (2 of 3)

Slide 4.23 Duration and Latency Recording (3 of 3)

Slide 4.24: Observational Data Collection Systems

Slide 4.25 Variations of Data Collection Systems

Slide 4.26: Data: How Much and How Often?

Textbook Figure 4.20 Pearson eText Videos 4.1 and 4.4

Slide 4.27: Inter-observer Agreement

21 .

Chapter 4 Procedures for Collecting Data

Activity Discuss factors that may impact data collection and interobserver reliability.

Ask students for examples of when they have experienced these factors in their professional work.

Select videos of babies or animals engaging in funny behaviors. Have students define a target behavior, and then use various data collection procedures to measure it.

Resource Slide 4.28: Factors That Affect Data Collection

Data Collection Activity Handout 4.1: Data Collection Activity

Homework Assignments and Resources I.

II.

III.

IV. V.

As part of a behavior-change project, have students identify a target behavior that will be the focus of their project and the data recording procedure they will utilize. Assign students to create a data sheet and turn in sample data.

Provide students with sample data for the recording systems and have them compute the interobserver agreement for each. Use Handout 4.2: Calculate Interobserver Agreement.

Have students complete Handouts 4.3 and 4.4 as homework assignments. In Handout 4.3, students should read the vignette and determine which system is being used in the example. In Handout 4.4, students should read the vignette and determine which system should be used in the example.

Have students review several research articles in the Journal of Applied Behavior Analysis and report what levels of interobserver agreement were reported.

Assign Application Exercises 4.1–4.4.

Video Resources I. Pearson eText Videos 4.1 and 4.5 Additional Text Resources I. II. III. IV.

Handout 4.1: Data Collection Activity Handout 4.2: Calculate Interobserver Agreement Handout 4.3: Identify the Data Collection System Handout 4.4: Select an Appropriate Data Collection System

22 .

Chapter 4 Procedures for Collecting Data

Handouts Handout 4.1: Data Collection Activity Target Behavior: Operational Definition: Use event recording to record every time one of the individuals/animals engages in the target behavior.

Date

Occurrences

Blank

Blank

Use duration recording to record the duration of each instance of the target behavior.

Date

Duration of Each Occurrence

Blank

Blank

Use partial interval recording to record each interval in which one of the individuals/animals engages in the target behavior.

Minute

0–10s

11–20s

21–30s

31–40s

41–50s

51–60 s

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

Blank

0 1 2 3

23 .

Chapter 4 Procedures for Collecting Data

Handout 4.2: Calculate Interobserver Agreement Period

Intervals Observer 2 +−−+−

Interobserver Agreement

1

Intervals Observer 1 +−−+− +++−−

+−+−+

Blank

2

+−−−−

++−−−

Blank

3 Day

Duration Observer 1

Duration Observer 2

Monday

11 s

12 s

Tuesday

20 s

20 s

Wednesday

9s

13 s

Worksheet

Frequency Observer 1

Frequency Observer 2

1

YNNNYNY

YNNNYYY

2

NYNYNNNNY

NYNYNYYN

3

YYYYNN

YNYYYY

Blank

Interobserver Agreement Blank

Blank

Blank

Interobserver Agreement Blank

Blank

Blank

Handout 4.3: Identify the Data Collection System Write the data collection system(s) below each vignette.

1. Willie was a member of committee looking to reduce food waste in the school. He was excited to collaborate with his colleagues. However, he never had the opportunity to discuss his ideas. Two members of the committee appeared to dominate the discussion. Willie divided the meeting into 30-second time periods and recorded when those two members were speaking for those entire intervals. He found that they talked without interruption during 65% of the time periods. Willie decides to gently raise the issue at the next meeting.

2. Most of the members of the faculty wanted to buy a new couch for their lounge. Ms. Carroll opposed this however, saying that nobody ever used the lounge. The faculty appointed Ms. Carroll to conduct a study to see how often people were in the lounge. Because of her busy schedule, she couldn’t afford to sit in the lounge all day and record the behavior of the other teachers; so she set up a schedule to visit the lounge every 20 minutes and observe whether any one was sitting there.

3. The Resource Room teacher wanted the students to help her check their knowledge of multiplication facts. The students were divided into pairs in order to ask each 24 .

Chapter 4 Procedures for Collecting Data

other the facts and record the accuracy of each. Each of the six students was given a packet of flash cards that had the problem statement on one side and the answer on the other. On the back there was also a place to mark whether the answer given was correct or incorrect. The Resource Room counted the correct answers in each packet at the end of the session.

4. The Skinners wanted to teach their seven-year-old daughter to make her bed and clean her room every day. She was supposed to do this right after school. To find out if she cleaned her room, the Skinners checked her room every day before bed to see if the bed was made, the floor was swept, the trash taken out, and all toys were put away.

5. Barry never seems to get his math problems done on time, which causes him to be late for his next class. In order to determine the nature of his problem, the teacher would a) give him his set of problems and record how long it was before he began his work, b) time how long it took him to complete the set of problems once he had begun, and c) grade each problem and return his paper so he could redo the problems he got wrong as part of his homework.

6. Mrs. Chu decided that a small group of students had come to dominate the discussions of the History Club. She decided to measure this domination and report the results at a future meeting. She recorded the name of the person doing the most talking during each 15-second interval of the meeting and found that 3 of the 18 students were speaking during 76% of the intervals.

7. In order to keep track of the student’s book reports, the teacher set up a system by which as the students finished a report, they placed it in a tray on the bookshelf and checked-off on a master chart whether they had read a biography or a novel. After the teacher graded the report, she placed it in a return-tray and placed the grade on the master chart.

8. Mika was assigned to the school Ecology Committee. She decided to investigate the littering behavior of students in the schoolyard during the lunch recess. She stationed herself where she could view the third-grade classes at recess. She wanted to observe all the classes in the yard at the same time, instead of only one class at a time. She observed class 1 for a brief period at the end of the first 15 seconds to see whether they were littering the yard. Then she switched to class 2 and noted whether they dropped trash at the end of the second interval. She watched class 3 for the next 15 seconds and class 4 for the final 15 seconds for a total of 1 minute.

25 .

Chapter 4 Procedures for Collecting Data

Handout 4.4: Select an Appropriate Data Collection System Write the data collection system you would use to measure the behavior described in each vignette.

1. Jerry’s behavior in his regular class was reported as “disruptive.” The teacher described multiple topographies of disruptive behavior. The teacher noted that sometimes the behaviors seem appropriate for a while, then suddenly they “go too far.” Essentially, it was not always clear when they were starting exactly. The teacher wants a general estimate of the occurrence during math, as this was the period in which it seems to occur the most.

2. Karen’s objective calls for her to increase her independent mobility in the physical education space. The physical therapist recommended setting a consistent space for practicing walking each trial. The therapist stated that ultimately, he would like to see Karen walking the length of the space on her own, in shorter and shorter periods of time.

3. When given his math review sheet, Keyvon doodles in the corners, using up the allotted time. The teacher wants to assess how long before Keyvon begins doing work from the time the worksheet was presented.

4. Ms. Tomlinson prepared a task analysis for putting on a shirt. She wants to see how many steps Juana completes currently before intervention begins.

5. The teacher was concerned with Sara’s seeming lack of ability to work independently. The teacher needs to multi-task and cannot simply sit and watch Sara during work time. She says she can periodically check on Sara though.

6. Kraft University wants to increase safety belt use by their students through a coordinated project with the local police department. The officers are not interested in monitoring individual students but want to evaluate the campus as a whole. The assumption is that once a belt is on, it will stay on and if it is off it would stay off for the whole drive. The behavior is very easy to identify, even when observing from a police cruiser.

7. Mr. Park, Max’s Language Arts teacher, was teaching paragraph writing. He was focusing his lessons on increasing paragraph length and decreasing the number of grammatical errors, that is, plurals and capitalizations.

8. Tim engages in stereotypic hand flapping. The behavior occurs at very high rates.

9. Alberto’s teacher has targeted his reading skills and wants to increase his fluency.

She is planning on presenting flashcards with target words and seeing how many he can read in a set period of time.

10. In middle school, Pat was placed in a modified self-contained EH class. During the morning, Pat attended P E and Math with general education students. The teachers noticed that Pat was leaving the E H class on time but arriving surprisingly late to the general education classes.

26 .

Chapter 5 Graphing Data

Chapter 5 Graphing Data Chapter Objectives After reading this chapter, students will understand: 1. The various components required for a basic line graph.

2. The purpose of graphs.

3. How to transfer various data to a graph.

4. The purpose of cumulative graphs and bar graphs Chapter Summary and Outline This chapter provides a discussion on graphing data. Students learn what are the basic components of a line graph and how to transfer data collected through various data collection procedures to a graph. In addition, this chapter presents information on more complex graphs and how to plot data on both cumulative and bar graphs. Examples of the various graphs are presented.

I.

The Simple Line Graph a. Basic Elements of the Line Graph b. Transferring Data to a Graph

II.

Additional Graphing Conventions

III.

Cumulative Graphs

IV.

Bar Graphs

V.

Summary

VI.

Discussion Questions In Class Activities

Activity Hold a class discussion on the topic of graphing. Ask students whether they think graphing is important. Why or why not?

Provide an overview of the chapter’s learning objectives.

Discuss the purpose of graphs in evaluating data.

Describe the basic components of a line graph.

Resource Test discussion on rationale for graphing.

Slide 5.2: Learning Objectives Slide 5.3: Purposes of Graphs Slides 5.4 and 5.5 Basic Elements of a Line Graph (1 of 2; 2 of 2) Pearson eText 27 .

Chapter 5 Graphing Data

Activity Ask students to match the elements of a line graph to the letters on the example graph.

Explain how data are converted for graphing.

Present students with data recorded through various procedures. Ask them to identify how data would be converted for graphing.

Activity Discuss how to transfer permanent product data to a graph. Make sure to describe the links between the data sheet and the graphed data in the textbook.

Discuss how to transfer frequency data to a graph. Make sure to describe the links between the data sheet and the graphed data in the textbook.

Discuss how to transfer percentage data to a graph. Make sure to describe the links between the data sheet and the graphed data in the textbook.

Discuss how to transfer rate data to a graph. Make sure to describe the links between the data sheet and the graphed data in the text.

Discuss how to transfer interval data to a graph. Make sure to describe the links between the data sheet and the graphed data in the textbook.

Discuss how to transfer time sampling data to a graph. Make sure to describe the links between the data sheet and the graphed data in the text.

Discuss how to transfer duration data to a graph. Make sure to describe the links between the data sheet and the graphed data in the text.

Discuss how to transfer latency data to a graph. Make sure to describe the links

Resource Video 5.1 Textbook Figure 5.1 Slide 5.6: Summary of Data Conversion Process Handout 5.1: Summary of Data Conversion Procedures Handout 5.2: Converting Data for Graphs

Resource Textbook Figure 5.3

Textbook Figure 5.4

Textbook Figure 5.5

Textbook Figures 5.6 and 5.7

Textbook Figure 5.8

Textbook Figures 5.9 and 5.10

Textbook Figure 5.11

Textbook Figure 5.12 28 .

Chapter 5 Graphing Data

Activity between the data sheet and the graphed data in the text.

Discuss additional components of a graph: conditions, baseline, and intervention.

Explain the example graph in the text and what graphing conventions are included.

Ask students to discuss the differences between the two conditions and how the graph helps with analysis.

Define and explain cumulative graphs.

Ask students for examples of when a cumulative graph would be most useful in practice.

Discuss how to transfer data to a cumulative graph. Make sure to describe the links between the data sheet and the graphed data and differences between line graph and cumulative graph in the text.

Define and explain bar graphs. Ask students for examples of when a bar graph would be most useful in practice.

Explain the differences between line graphs and bar graphs and discuss how these example graphs effectively relay data. Review the various examples and how they communicate results.

Ask students to follow along with your examples to graph sample data.

Lead a group discussion for students to discuss and share strategies for incorporating graphing and data review into daily practice.

Resource

Slide 5.7: Graphing Conventions Textbook Figure 5.13

Slide 5.8: Cumulative Graphs

Textbook Figure 5.14

Slide 5.9 Bar Graphs Textbook Figures 5.15, 5.16, and 5.17 Pearson eText Video 5.4 Handout 5.3 Graphing Pearson eText Video 5.2

Homework Assignments and Resources I.

II. III.

Assign students to review articles in journals that frequency publish singlesubject designs and locate studies that illustrate data on various types of graphs.

Ask the students to present the graph and locate the correct or absent graphing conventions.

Assign students to read an article on graphing (see below) and turn in sample graphs.

Use Handout 5.3 and assign students to convert and graph data.

29 .

Chapter 5 Graphing Data

IV.

Use Handout 5.4 and assign students to graph data based on the presented scenarios.

Ask students to graph sample data obtained through a class project.

Assign Application Exercises 1–3.

V. VI.

Video Resources I. Pearson eText Videos 5.1, 5.2, and 5.4 Text Resources I. II. III. IV.

Handout 5.1: Summary of Data Conversion Process Handout 5.2: Convert Data for Graphs Handout 5.3: Graphing Frequency Handout 5.4: Graphing Scenarios

30 .

Chapter 5 Graphing Data

Handouts Handout 5.1: Summary of Data Conversion Process Type of Recording

Data Conversion

Conditions for use

Permanent Product

Report number of occurrences

If both time and opportunities to respond are constant.

Event

Report percentage

If time is constant (or not of concern) and opportunities vary.

Report rate

If both time (which is of concern) and opportunities vary, OR if time varies and opportunities are constant.

Interval

Report number of intervals

If constant.

Time Sampling

Report percentage of intervals

During or at the end of which behavior occurred.

Duration

Report number of seconds/minutes/hours

For which the behavior occurred.

Latency

Report number of seconds/minutes/hours

Between antecedent stimulus and onset of behavior.

Blan k

31 .

Chapter 5 Graphing Data

Handout 5.2: Convert Data for Graphs Number of Assembled Boxes Observer 1

Number of times out-of-seat Observer 1

Monday

18

31

Tuesday

22

28

Wednesday

14

14

Thursday

19

15

Friday

27

15

Number of Completed Worksheets Observer 1

Number of Intervals On Task (out of 15) Observer 1

Monday

12

12

Tuesday

10

9

Wednesday

14

10

Thursday

13

11

Friday

21

4

Blan k

Blan k

Total Duration: Eating Observer 1

Average Latency to Bites Observer 1

Monday

46 min

6 min

Tuesday

28 min

2 min

Wednesday

30 min

3 min

Thursday

44 min

4 min

Friday

42 min

3 min

Blank

Handout 5.3: Graphing Frequency Student: Justin Behavior: Initiated conversation with peers Observation Period: 12:20–1:00 (small group activity)

32 .

Chapter 5 Graphing Data

Days

Instances

Total

Monday

IIII

4

Tuesday

III

Wednesday

III I III

Thursday

IIII

Friday

II

Monday

IIII

Tuesday

IIII

Wednesday

IIII II II

Four vertic al tally li nes

3

Three v ertic al tally lines

Sev en v ertical tally lines with a diag onal li ne thr oug h first three grouped v ertic al lines

8 4

Four vertic al tally li nes

2

two v ertic al tally lines

4

Four vertic al tally li nes

4

Four vertic al tally li nes

Eight v ertic al tally lines with a di agonal lines in first four grouped v ertic al lines and sec ond tw o grouped v ertical lines

33 .

10

Chapter 5 Graphing Data

Handout 5.4: Graphing Scenarios Draw a graph for each of the following: 1. Draw a graph that represents baseline data of the number of problems a student correctly completed each day during his math class period. The number of problems worked over a five-day period was 2, 4, 6, 6, and 10.

2. Graph the number of minutes a girl spent playing during recess. Her record for eight days was 6, 8, 7, 6, 4, 7, 5, and 10.

3. A teacher was taking data on a student’s crying when she first arrived in class between 8:30 and 9:00 a.m. This period was divided into 30-second segments for interval data collection (60 total). Crying was observed in the following number of intervals across days: 50, 6, 42, 30, and 54.

4. A teacher was recording successful trials a student achieved during a match-tosample task. Each session consisted of 10 trials. The data were as follows: Session 1–4 correct trials Session 2–9 correct trials Session 3–5 correct trials Session 4–7 correct trials Session 5–5 correct trials 5. A teacher was taking data on Lauren’s latency in complying with verbal directions.

She recorded the number of minutes prior to response initiation on the first three instructions each day. At the end of the week, she had recorded the following data: Monday: 1’15”, 3’, 2’30” Tuesday: 2’10”, 2’20”, 3’15” Wednesday: 2’, 1'45”, 2’10” Thursday: 45”, 2’05”, 1’20” Friday: 1’05”, 1’50”, 90”

34 .

Chapter 6 Single-Subject Designs

Chapter 6 Single-Subject Designs Chapter Objectives After reading this chapter, students will understand: 1. The difference between independent and dependent variables.

2. The basic components of single-subject designs.

3. The particular graphic formats for various experimental designs.

4. The definition of a functional relationship and identify experimental designs that allow for its demonstration.

5. The design, research, and training applications of each experimental design.

6. The advantages and disadvantages of each experimental design.

7. How to analyze results via visual analysis of graphs.

Chapter Summary and Outline This chapter provides discussion on and illustrations of the various experimental designs used in applied behavior analysis. For each of the single subject designs, advantages and disadvantages to their use are explored and the teaching applications of the various single subject designs are described. Finally, information on visually analyzing data and these designs is presented. Group design and action research are also briefly discussed.

I.

Variables and Functional Relations

II.

Basic Categories of Designs

III.

Single-Subject Designs a. Baseline Measures b. Intervention Measures c. Experimental Control

IV.

AB Design a. Implementation b. Graphic Display c. Application d. Advantages and Disadvantages

V.

Reversal Design a. Implementation b. Graphic Display c. Design Variations d. Application 35 .

Chapter 6 Single-Subject Designs

e. Advantages and Disadvantages VI.

Changing Criterion Design a. Implementation b. Graphic Display c. Design Variations d. Application e. Advantages and Disadvantages

VII.

Multiple Baseline Design a. Implementation b. Graphic Display c. Design Variations d. Application e. Advantages and Disadvantages

VIII.

Alternating Treatments Design a. Implementation b. Graphic Display c. Design Variations d. Application e. Advantages and Disadvantages

IX.

Multiple Treatments Design a. Implementation b. Graphic Display c. Design Variations d. Application e. Advantages and Disadvantages

X.

Evaluating Single-Subject Designs a. Analysis of Results b. Visual Analysis of Graphs

XI.

Action Research and Single-Subject Design Tools a. Components of Action Research b. Single-Subject Design Parallels and Contributions c. Example of an Action Research Study

XII.Summary XIII.Discussion Questions

36 .

Chapter 6 Single-Subject Designs

In Class Activities Activity Provide an overview of the chapter’s learning objectives.

Define dependent and independent variables. Discuss the requirements for demonstrating a functional relation. Refer to these criteria as each design is presented.

Ask students to indicate which are independent and dependent variables.

Discuss the use of group research designs.

Discuss the use of single-subject designs and introduce the basic components.

Discuss the characteristics of baseline measures in single-subject research designs. Clarify the function and importance of stability.

Explain how to calculate baseline stability.

Activity Define trends in data and what they indicate about behavior. Discuss how the different trends relate to the types of target behaviors selected (problem behaviors vs. skill acquisition targets).

Review Cooper’s (1981) three requirements for a functional relation.

This is a key point for the chapter; refer to these requirements as each design is presented.

Describe the AB design, its advantages, and disadvantages for classroom use.

Discuss the example graphs in the text.

Ask students to debate if a functional relation is demonstrated and indicate why or why not.

Describe the reversal design, its advantages, and disadvantages for classroom use. Discuss example graphs in the text. Ask students to debate if a functional relation is demonstrated and

Resource Slide 6.2: Learning Objectives Slide 6.3: Dependent and Independent Variables

Slides 6.4 and 6.5 Which Variable? (1 of 2; 2 of 2) Slide 6.6: Group Designs Slide 6.7: Single-Subject Designs Slide 6.8: Baseline Measures

Slide 6.9: Calculating Baseline Stability

Resource Slide 6.10: Trends

Slide 6.11 Requirements for a Functional Relation

Slide 6.12: AB Design Textbook Figures 6.4, 6.5, and 6.6

Slides 6.13 and 6.14: Reversal Design (1 of 2; 2 of 2) Textbook Figures 6.8, 6.10, 6.11, and 6.12

37 .

Chapter 6 Single-Subject Designs

Activity indicate why or why not.

Describe the changing criterion design, its advantages, and disadvantages for classroom use. Discuss example graphs in the text. Ask students to debate if a functional relation is demonstrated and indicate why or why not. Discuss how to determine the interim criterion for the changing criterion design and ways to make the functional relation stronger.

Describe the multiple baseline design and its variations. Discuss its advantages and disadvantages for classroom use.

Discuss example graphs in the text. Ask students to debate if a functional relation is demonstrated and indicate why or why not.

Hold a class discussion on how a multiple baseline design might be used in the classroom.

Describe the alternating treatments design, its advantages, and disadvantages for classroom use.

Discuss example graphs in the text. Ask students to debate if a functional relation is demonstrated and indicate why or why not.

Ask the students to generate ideas on how an alternating treatments design may be used in the classroom.

Describe the multiple treatments design and its variations. Discuss its advantages and disadvantages for classroom use.

Discuss example graphs in the text. Ask students to debate if a functional relation is demonstrated and indicate why or why not.

Discuss the three methods for evaluating the effectiveness of interventions using single-subject research designs. Provide examples of instances when one or more of the criteria would not be met.

Discuss methods for evaluating the effectiveness of interventions using single-subject research designs- visual

Resource Slides 6.15, 6.16, and 6.17: Changing Criterion Design (1 of 3; 2 of 3; 3 of 3) Textbook Figures 6.13, 6.14, 6.15, and 6.16

Slides 6.18, 6.19, and 6.20: Multiple Baseline Design (1 of 3; 2 of 3; 3 of 3) Textbook Figures 6.17, 6.18, 6.19, 6.20, 6.21, 6.22, 6.23, and 6.24 See text for topic content.

Slides 6.21, 6.22, 6.23: Alternating Treatment Design (1 of 3; 2 of 3; 3 of 3) Textbook Figures 6.25, 6.26, 6.27, 6.28, and 6.29 See text for topic content.

Slides 6.24 and 6.25: Multiple Treatments Design (1 of 2; 2 of 2) Textbook Figures 6.30, 6.31, and 6.32

Slide 6.26: Analysis of Results

Slide 6.27: Visual Analysis of Graphs

38 .

Chapter 6 Single-Subject Designs

Activity

Resource

analysis.

Activity Describe the five steps of computing lines of progress.

Resource Slides 6.28, 6.29, 6.30: Computing Lines of Progress

Provide the students example graphs and ask them to computer lines of progress for each phase and decide of whether a functional relation is demonstrated.

Provide an overview of the advantages and disadvantages of visual analysis. Ask students to discuss their level of comfort using visual analysis and the role graphing plays in their practice. Show videos to support ways to include visual inspection and graphing into classrooms.

Define action research. Discuss components of action research. Show video examples related to action research.

Handout 6.1: Reviewing Graphs

Slide 6.31: Considerations for Visual Analysis Pearson eText Video 6.3 Video 6.1

Slides 6.32 and 6.33: Action Research (1 of 2; 2 of 2) Pearson eText Video 6.4

Homework Assignments and Resources I.

II. III.

IV. V. VI.

For the behavior-change project, ask students to identify which experimental design they will use to illustrate collected data. Ask students to explain why that design is the best for illustrating and interpreting the collected data.

Ask students to review various journals that publish single-subject research and locate examples of each basic type of single-subject design.

Assign one of the articles on single-subject design included below. Have students present on additional features of the designs and relative contributions of the designs that were covered in the articles.

Have students plot the information presented in Handout 6.2 using the appropriate single-subject design indicated.

Have students identify the appropriate single-subject design to use for each scenario presented in Handout 6.3.

Assign Application Exercises 6.1, 6.2, 6.3, and 6.4.

39 .

Chapter 6 Single-Subject Designs

Video Resources I. Pearson eText Videos 6.1, 6.3, and 6.4 Text Resources I.

II.

III.

IV. V. VI.

Wolery, M., and Harris, S. R. (1982). Interpreting results of single-subject research designs. Physical Therapy, 62(4), 445–452. https://doi.org/10.1093/ptj/62.4.445 Alnahdi, G. H. (2015). Single‐subject designs in special education: advantages and limitations. Journal of Research in Special Educational Needs, 15(4), 257– 265. https://doi.org/10.1111/1471-3802.12039 Byiers, B. J., Reichle, J., and Symons, F. J. (2012). Single-subject experimental design for evidence-based practice. American Journal of Speech-language Pathology, 21(4), 397–414. https://doi.org/10.1044/1058-0360(2012/11-0036) Handout 6.1: Computing Lines of Progress Handout 6.2: Design Review Handout 6.3: Single-Subject Design Application

40 .

Chapter 6 Single-Subject Designs

Handouts Handout 6.1: Computing Lines of Progress

Handout 6.2: Design Review Reversal Navita is an 11-year-old diagnosed with moderate intellectual disability. She engages in hand-flapping behavior. During 10-minute observation periods, baseline data indicated 145, 120, 125, 80, and 130 occurrences. Intervention was successful through use of differential reinforcement of incompatible behaviors. Behaviors reduced to 20, 30, 28, and 25 occurrences. The teacher resumed the baseline condition and observed occurrences at 60, 80, 100. The teacher quickly returned to intervention and observed occurrences at 40, 35, 20, 20.

41 .

Chapter 6 Single-Subject Designs

Multiple Baseline The junior high homeroom teacher was concerned about reports of Chris’s arriving at classes after the tardy bell. In order to initiate an intervention program, she asked Chris’s Math, English, and Auto Shop teachers to collect baseline data by recording the number of minutes he was late. The following data were reported: Blank

Mon 9 5 2

Math English Shop

Tues 11 8 4

Wed 7 8 6

Thur 16 10 4

Fri 10 14 6

Intervention was started in the Shop class, but not the other classes, and the following data were reported: Blank

Mon

Tues

Wed

Thur

Fri

Math

9

11

7

16

10

English

5

8

8

10

14

Shop

2

1

0

0

0

Changing Criterion The teacher in the Mild Resource Room decided that the root of Nishan’s reading difficulty was his lack of basic sight word vocabulary. She selected 50 words from the Dolch List. When Nishan was pretested on five separate occasions, he was able to correctly identify 6, 3, 4, 7, and 5 words. She set a goal for reading 10 words and utilized a most-to-least prompting procedure. With the intervention, Nishan correctly read 10 sight words on three probes. She then increased the goal to 15 and Nishan correctly read 15 sight words on three probes. Finally, she raised the goal to 23 and he correctly read 23 sight words on five probes.

Alternating Treatments Johnny, a four-year-old student with deaf-blindness and cerebral palsy was just placed in Mrs. Arnold’s class. She wants to determine whether tactile or auditory reinforcement will prove to be effective. She compares the rate of puzzle completion. In baseline, Johnny placed puzzle pieces once per 45 s, 50 s, and 48 s. She alternated between the tactile and auditory reinforcement randomly, using a coin flip and obtained the following results: Blank

Auditory

4 10 s

5

6

Blank

Blank

15 s

16 s

Blank

Tactile

7 11 s

8 Blank

Blank

9 8s

10 Blank

Blank

12 s

42 .

11 10 s

12 Blank

Blank

18 s

16 s

Chapter 6 Single-Subject Designs

Handout 6.3: Single-Subject Design Application For each of the following scenarios, 1) identify what data collection procedure is being used, 2) identify what design would be most appropriate to illustrate the data, and 3) graph the data on the appropriate design providing your own fictitious data to complete the illustration.

1. Mr. Anderson wants to gradually increase the number of homework assignments Cristobel turns in per week. His intervention involves giving free time and sending notes home at the end of the week for meeting criterion each week.

2. Ms. Maynard wants to decrease Alan’s off-task behaviors in math class, science, and language arts.

3. Miss Alyson wanted to determine the effectiveness of her new token reinforcement program on the behavior of Charles and whether a functional relation existed between the independent and dependent variables. After taking baseline on the number of compliments Charles paid his peers each morning, she implemented her token system. After two weeks of intervention, she stopped providing tokens for each compliment Charles paid his peers. She noted that the number decreased significantly. Miss Alyson then reinstated the token system and watched the compliments increase.

4. Mr. Brown had several strategies to improve Sonja’s spelling. After collecting baseline on the number of spelling words correct each week, he then implemented his favorite strategy and saw an improvement in spelling.

5. The following data were collected on the number of times (before/after intervention) Bill raised his hand: Social Studies class: 0, 2, 0, 0, 1 / 5, 4, 6, 4, 5 Spanish class: 2, 0, 0, 1, 1, 2, 0, 1 / 6, 5, 6, 7, 5 Music: 0, 0, 0, 1, 0, 0, 1, 1, 1, 2, 0 / 7, 6, 9, 7, 8 6. The following data were gradually collected on Tina’s correct completion of task analysis steps in cleaning the kitchen.

Week 1: 2, 2, 3, 1, 0 Week 2: 3, 3, 3, 4, 3 Week 3: 5, 5, 3, 3, 5, 5 Week 4: 5, 6, 6, 6, 5, 6 Week 5: 7, 7, 6, 7, 5, 7

43 .

Chapter 7 Determining the Function of Behavior

Chapter 7 Determining the Function of Behavior Chapter Objectives After reading this chapter, students will understand: 1. The importance identifying the function of a behavior.

2. The relationship between topography and function (i.e., multiple behaviors can have the same function).

3. How behavior support plans are developed and used by teachers.

4. How various data are collected for use in functional behavior assessment.

5. The different instruments used in functional behavior assessment.

6. The development of behavior support plans.

7. The relationship between applied behavior analysis and positive behavior supports.

Chapter Summary and Outline The process of functional behavior assessment is discussed throughout this chapter.

Readers gain knowledge of determining when and why an individual may engage in a particular behavior and how to conduct a functional behavior assessment. The authors provide suggestions on how to develop a behavior support plan to address behaviors in need of monitoring and change. The application of behavior supports on a class-wide and school-wide level is discussed.

I.

Behavior and Its Function

II.

The Behavior Support Plan

III.

Development of a Behavior Support Plan a. Settings for Conducting Functional Analysis b. Brief Functional Analysis c. Positive Behavior Support

IV.

Summary

V.

Discussion Questions In Class Activities

Activity Provide an overview of the chapter’s learning objectives.

Review the definitions and differences between the topography of a behavior

Resources Slide 7.2: Learning Objectives Slide 7.3: Definitions 44 .

Chapter 7 Determining the Function of Behavior

Activity and the function of a behavior. Provide examples of behaviors with the same function and different topographies and behaviors with the same topography and different functions.

Review each function of behavior indepth. Ask students to provide an example of one of their own behaviors or the behavior of a student that aligns with the discussed function. Make sure to clarify that behaviors can have multiple functions.

Define behavior support plan. Ask students to raise their hands if they have implemented a behavior support plan or written a behavior support plan. Discuss their experiences and perceptions.

Activity Discus the conditions under which a behavior support plan is required and when it may also be considered.

Discuss the first step in developing a behavior support plan, identifying the problem behavior. Call back to prior class discussions related to how to develop an operational definition.

Discuss the second step in developing a behavior support plan, conducting a screening.

Discuss the third step in developing a behavior support plan, conducting a functional behavior assessment (FBA).

Discuss the role and distinction between indirect and direct assessment.

Ask students to utilize a behavioral interview tool with a partner. Students will practice asking questions and recording responses. Respondents should think of a student they are familiar with but provide only de-identified information.

Students should discuss experience with the class and what their next steps in the process would include.

Review the different types of behavior

Resources

Slides 7.4 and 7.5: Functions of Behavior (1 of 2; 2 of 2)

Slide 7.6: Behavior Support Plan (B SP) (1 of 2)

Resources Slide 7.7: Behavior Support Plan (B SP) (2 of 2) Slide 7.8: Step 1: Identify the Problem Behavior

Slide 7.9: Step 2: Conduct Screening Slide 7.10: Step 3: Conduct an F BA

Behavioral Interview Form Practice

Slide 7.11: 45 .

Chapter 7 Determining the Function of Behavior

Activity rating scales outlined in the text. Ask students to identify similarities and differences between the tools.

With the same partner, ask students to explain the role of an indirect assessment and administer a behavior rating scale.

Respondents should think of a student they are familiar with but provide only deidentified information. Students should discuss experience with the class and what their next steps in the process would include.

Summarize the advantages, disadvantages, and recommended practices for indirect assessment.

Students can relate what they learned from the practice exercises and provide new insights.

Explain how a scatter plot can be used to collect data for a functional assessment.

Review example data sheet and ask students to develop hypotheses of the function from the provided data.

Explain how A-B-C data can be collected to analyze problem behaviors during a functional assessment. Review example data sheet and ask students to develop hypotheses of the function from the provided data.

Show a video depicting a problem behavior and ask students to collect A-BC data as they watch the video. Ask students to provide hypotheses of the function from the obtained data.

Summarize the advantages, disadvantages, and recommended practices for direct assessment. Students can relate what they learned from the practice exercises and provide new insights.

Resources Behavior Rating Scales

Activity Discuss the fourth step in developing a behavior support plan, functional

Resources Slide 7.16: Step 4: Conduct a Functional Analysis

Behavior Rating Scale Practice

Slide 7.12: Indirect Assessments

Slide 7.13: Scatter Plot Data

Slide 7.14: A-B-C Data Sheet

Pearson eText Video 7.2

Slide 7.15: Descriptive Assessments

46 .

Chapter 7 Determining the Function of Behavior

Activity analysis. Clarify why a functional analysis is more rigorous than an F BA. Discuss key components of a functional analysis and common variations.

Discuss the various conditions in a functional analysis. Clarify the contingency for problem behavior (i.e., produces isolated reinforcer). Discuss method of identifying the function.

Discuss the fifth step in developing a behavior support plan.

Review the various procedures that may be used to address behaviors according to their function. Review each procedure briefly and ask students to describe what form the procedures would take according to the various functions.

Define and discuss the use of positive behavior supports. Relate to the core procedures of applied behavior analysis.

Review the applications of PBS at a school-wide level. Illustrate using video examples.

Have students work in groups to develop a behavior support plan for a fictional student.

Resources

Slides 7.17, 7.18, 7.19: Standard Functional Analysis (1 of 3; 2 of 3; 3 of 3) Slide 7.20: Step 5: Develop Behavior Support Plan Slide 7.21: Matching Components to Functions

Slides 7.22, 7.23, and 7.24: Positive Behavior Supports (1 of 3; 2 of 3; 3 of 3) Slides 7.25 and 7.26: School-wide Design in PBS (1 of 2; 2 of 2) Pearson eText Video 7.5 Textbook Figure 7.8

Homework Assignments and Resources I.

II. III. IV.

V.

For the behavior-change project: ask students to identify at least one form of indirect assessment and one form of descriptive assessment. Ask students to write a paragraph to indicate why those forms will be appropriate for their project.

Assign the functional behavior assessment activity presented on Handout 7.1.

Ask students to find online or create video examples of different types of functional analysis conditions.

Assign an article (examples included below) related to contemporary research on functional behavior assessment procedures. Ask students to present their findings to the class.

Ask students to identify a research article that includes a functional analysis and present the article to the class. Students should identify the target behavior, describe the contingency in each condition, then summarize the findings in the article.

47 .

Chapter 7 Determining the Function of Behavior

VI.

Assign Application Exercises 7.1, 7.2, 7.3, and 7.4.

Video Resources I.

Pearson eText Videos 7.2 and 7.5

Text Resources I.

II.

III.

IV.

V.

VI.

Floyd, R. G., Phaneuf, R. L., and Wilczynski, S. M. (2005) Measurement properties of indirect assessment methods for functional behavioral assessment: A review of research. School Psychology Review, 34(1), 58–73. https://doi.org/10.1080/02796015.2005.12086275 Pence, S. T., and Peter, C. C. S. (2018). Training educators to collect accurate descriptive-assessment data. Education and Treatment of Children, 41(2), 197– 221. https://doi.org/10.1353/etc.2018.0008 Lydon, S., Healy, O., O’Reilly, M. F., and Lang, R. (2012). Variations in functional analysis methodology: A systematic review. Journal of Developmental and Physical Disabilities, 24(3), 301–326. https://doi.org/10.1007/s10882-012-9267-3 Hanley, G. P., Jin, C. S., Vanselow, N. R., and Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47(1), 16–36. https://doi.org/10.1002/jaba.106 Jessel, J., Hanely, G. P., and Ghaemmaghami, M. (2020). On the standardization of the functional analysis. Behavior Analysis in Practice, 13, 205–216. https://doi.org/10.1007/s40617-019-00366-1 Handout 7.1: Functional Behavior Assessment Activity

48 .

Chapter 7 Determining the Function of Behavior

Handouts Handout 7.1: Functional Behavior Assessment Activity Directions: Identify a student or another individual with whom you come into regular contact and conduct a functional assessment of their behavior.

1. Make a chart and write down: a. Setting events b. Antecedents c. Behavior d. Consequences e. Function of behavior 2. Identify patterns of behavior.

3. Conduct an A-B-C analysis of the behavior.

Once completing #’s 1–3, summarize your findings in a summary statement that identifies setting events, antecedents, behaviors, and their functions. For example: 1. When Jack is prompted to stop playing with the computer in the computer area, he is likely to tip over his chair, yell, and then stomp over to his desk and refuse to complete any other assignments.

2. During free time when there is a great deal of stimulation and noise in the classroom, Maria is likely to isolate herself in a corner, rock and engage in self-injury in the form of hitting.

Based on your findings of your A-B-C analysis, describe how you would intervene given the results of your assessment.

49 .

Chapter 8 Arranging Consequences That Increase Behavior

Chapter 8 Arranging Consequences That Increase Behavior Chapter Objectives After reading this chapter, students will understand: 1. Strategies that result in increases in target behavior.

2. The definition of reinforcement and how its use results in increases in behavior.

3. The difference between primary and secondary reinforcers.

4. The variations between schedules of reinforcement.

5. How schedule thinning helps decrease dependence on artificial reinforcers and helps students learn to delay gratification.

6. The differences between positive, negative, and natural reinforcement.

Chapter Summary and Outline This chapter introduces strategies that result in behavioral increases. Definitions and examples of reinforcers are presented as well as specific procedures for selecting and using various reinforcers. Schedules of reinforcement and examples of their varying levels of effectiveness are also presented. The authors present a discussion on how to decrease the use of reinforcers yet maintain targeted levels of behavior and how to effectively use negative reinforcement in the classroom setting.

I.

Positive Reinforcement a. Choosing Effective Reinforcers b. Making Reinforcers Contingent c. Making Reinforcement Immediate d. Types of Reinforcers

II.

Contracting

III.

Variations in Administration of Reinforcers a. Group Contingencies and Peer Mediation b. Schedules of Reinforcement

IV.

Negative Reinforcement a. Inadvertent Use b. Appropriate Means of Escape c. Using Negative Reinforcement for Instruction

V.

Natural Reinforcement

VI.

Summary

50 .

Chapter 8 Arranging Consequences That Increase Behavior

VII.

Discussion Questions In Class Activities

Activity Provide an overview of the chapter’s learning objectives.

Hold a class discussion on the controversy surrounding the use of reinforcement.

Resource Slide 8.2: Learning Objectives See textbook for discussion.

Activity Define positive reinforcement, emphasizing the three components of the definition: contingent, presentation, immediately.

Discuss the factors one must consider when choosing an effective reinforcer.

Describe the different types of preference assessments and their relative strengths and weaknesses. Have students practice the different procedures, briefly, with a partner.

Discuss how a teacher might determine potential reinforcers for a student.

Resource Slide 8.3: Positive Reinforcement

Define and provide examples of primary reinforcers. Define and discuss the impact of deprivation and satiation on the effectiveness of primary reinforcers.

Discuss ways to prevent or delay satiation.

Discuss and define sensory reinforcers as a form of primary reinforcers. Describe the different sensory systems and types of related reinforcers that could be used with students.

Define and provide examples of secondary reinforcers. Give an overview of the various categories of secondary reinforcers.

Define tangible reinforcers.

Discuss the Premack Principle as applies to activity reinforcers. Define and discuss

Slide 8.4: Choosing an Effective Reinforcer Slides 8.5, 8.6, 8.7: Preference Assessments (1 of 3; 2 of 3; 3 of 3) Pearson eText Videos 8.2 and 8.3 Review Hall and Hall’s nine-step sequence for selecting reinforcers as described in the text.

Slide 8.8: Primary Reinforcers

Slide 8.9: Seven Ways to Prevent/Delay Satiation Slide 8.10: Sensory Reinforcers

Slide 8.11: Secondary Reinforcers

Slide 8.12: Tangible Reinforcers Slides 8.13 and 8.14: Activity Reinforcers (1 of 2; 2 of 2)

51 .

Chapter 8 Arranging Consequences That Increase Behavior

Activity the limitations associated with activity reinforcers.

Define and discuss the advantages of generalized reinforcers.

Define and discuss token reinforcers.

Discuss the necessary components of an effective token system and the things students will want to know about their token system.

Ask students to identify examples of how they have used token reinforcers in their classrooms.

Ask students to develop a token system in class. Have them refer to the text including the four things their students will need to know when a token system is implemented. Ask them to identify the exchange system, how tokens are earned, what reinforcers are available, and the required behaviors.

Describe the five steps of the C ICO system and relate to general token systems. Have students identify key differences.

Define and discuss social reinforcers.

Describe the elements of effective social reinforcer delivery in the classroom. Ask students to identify elements they could improve on in their classrooms.

Define contracting and discuss components of a contract.

Activity Ask students to develop a contract for a peer in class. Have them refer to the text for relevant components and visual examples.

Discuss the difference between contingencies for individuals as opposed to contingencies for groups. Review the three variations of group contingencies.

Relate to the current classroom as illustrating the examples.

Describe the three variations of the

Resource

Slide 8.15: Generalized Reinforcers Slides 8.16 and 8.17: Token Reinforcers (1 of 2; 2 of 2) Pearson eText Video 8.4 Student led discussion

Textbook section on token reinforcement.

Slide 8.18 Check-In, Check-Out (CICO) System

Slide 8.19: Social Reinforcers

Slide 8.20: Contracting

Resource Textbook section on contracting

Slide 8.21: Variations in Contingencies

Slide 8.22: 52 .

Chapter 8 Arranging Consequences That Increase Behavior

Activity interdependent group-oriented contingencies and provide examples relating to the current class.

Define and discuss the use of continuous schedules of reinforcement.

Define and discuss the use of intermittent schedules of reinforcement. Define the various forms of ratio and interval schedules of reinforcement.

Discuss the variations including limited hold, response duration, and lag schedules.

Discuss how schedules of reinforcement are thinned. Refer to the visual from the textbook and have students describe how they would move from dense to leaner schedules.

Define and discuss negative reinforcement. Discuss how inadvertent use may become established in classrooms between teachers and students. Review methods to teach replacement behaviors for escape and change procedures to reduce motivation for escape.

Define natural reinforcement.

Review the scenarios at the end of the chapter. Discuss how reinforcement went wrong in each of the scenarios.

Resource Interdependent Group-oriented Variations Pearson eText Video 8.5 Slide 8.23: Continuous Schedule of Reinforcement (CRF) Slides 8.24 and 8.25: Intermittent Schedule of Reinforcement (1 of 2; 2 of 2) Slide 8.26 Variations of Schedules of Reinforcement Slide 8.27: Thinning Schedules of Reinforcement

Slides 8.28 and 8.29: Negative Reinforcement (1 of 2; 2 of 2)

Slide 8.30: Natural Reinforcement Textbook scenarios at the end of the chapter.

Homework Assignments and Resources I. II. III.

IV.

Assign Handout 8.1 Identifying Reinforcement Schedules.

Ask students to find online or create video examples of different types of preference assessments.

Assign an article (examples included below) related to contemporary research on preference assessment procedures. Ask students to present their findings to the class.

Ask students to identify a research article that includes a preference assessment and present the article to the class. Students should identify the type of preference assessment, way a selection was recorded, types of stimuli assessed, and method of identifying highly preferred and low preferred items.

53 .

Chapter 8 Arranging Consequences That Increase Behavior

V.

VI.

Ask students to create a teaching plan that includes a) selecting the type of reinforcement contingency, b) type of reinforcer selected, c) schedule of reinforcement for acquisition, and d) plan to thin schedule of reinforcement.

Assign Application Exercises 8.1, 8.2, 8.3, and 8.4.

Video Resources I.

Pearson eText Videos 8.2, 8.3, 8.4, and 8.5.

Text Resources I. II.

III.

IV.

V.

Assign Handout 8.1 Identifying Reinforcement Schedules.

Morris, S. L., and Vollmer, T. R. (2020). A comparison of picture and GIF‐based preference assessments for social interaction. Journal of Applied Behavior Analysis, 53(3), 1452–1465. https://doi.org/10.1002/jaba.680 Brogan, K. M., Rapp, J. T., Sennott, L. A., Cook, J. L., and Swinkels, E. (2018).

Further analysis of the predictive effects of a free-operant competing stimulus assessment on stereotypy. Behavior Modification, 42(4), 543–583. https://doi.org/10.1177/0145445517741476 Leaf, J. B., Leaf, R., Leaf, J. A., Alcalay, A., Ravid, D., Dale, S., . . . and Oppenheim-Leaf, M. L. (2018). Comparing paired-stimulus preference assessments with in-the-moment reinforcer analysis on skill acquisition: A preliminary investigation. Focus on Autism and Other Developmental Disabilities, 33(1), 14–24. https://doi.org/10.1177/1088357616645329 Curiel, H., Curiel, E. S., Li, A., Deochand, N., and Poling, A. (2018). Examining a web-based procedure for assessing preference for videos. Behavior Analysis in Practice, 11(4), 406–410. https://doi.org/10.1007/s40617-018-0210-7

54 .

Chapter 8 Arranging Consequences That Increase Behavior

Handouts Handout 8.1: Identifying Reinforcement Schedules 1. When the New York Yankees win 13 out of 13 games, on what kind of reinforcement schedule do they have their fans?

2. For every three correct responses on his match-to-sample task, Jose gets a small spoonful of butterscotch pudding.

3. Maria’s teacher has had her on a program for some time to decrease her talking out without permission. At this point, Maria is praised by the teacher when she raises her hand to get permission to speak following the 4th, 9th, 16th, 2nd, 12th, 8th, and 19th times this occurs.

4. Dysfluency or post-reinforcement pauses may occur when a student is on a schedule of reinforcement.

5. Under a schedule of reinforcement, the target behavior is reinforced on the average of a specified number of correct responses.

6. Interval schedules are generally used in

situations.

7. Herman has difficulty staying on task. Initially, the teacher reinforced him at the end of every two minutes of continuous on-task behavior. He was on a schedule. Later the teacher moved to a schedule in which Herman’s on-task behavior was reinforced intermittently and (to him) unpredictably.

8. Mr. Brown was reinforcing his pre-school class on a FR2 schedule for coming when he called them. He changed over the weekend to a V R10 schedule that resulted by the end of the day in his standing alone on the playground after calling the children.

In trying to the schedule, Mr. Brown went too quickly and the schedule suffered from .

9. Moving from a dense to a sparse schedule of reinforcement should be done systematically and gradually much like a design.

55 .

Chapter 9 Arranging Consequences That Decrease Behavior

Chapter 9 Arranging Consequences That Decrease Behavior Chapter Objectives After reading this chapter, students will understand: 1. The various procedures to decrease or eliminate inappropriate or maladaptive behaviors.

2. The guidelines for using reinforcement-based strategies, extinction, punishment, and aversives to decrease a behavior.

3. The differences between the various types of differential reinforcement.

4. The impact of extinction procedures on behavior.

5. “Punishment” and “punishers” and understand how these differ from “reinforcement” and “reinforcers.”

6. Response cost and time-out procedures.

7. The difference between nonexclusionary, and exclusionary time-out procedures.

8. The advantages and disadvantages to using aversive procedures.

9. “Overcorrection” and understand how it may be used to decrease undesirable behaviors.

Chapter Summary and Outline This chapter addresses the behavioral procedures used to decrease behaviors. Details and guidelines for effectively using reinforcement-based strategies, extinction, response cost, time-out, and aversives to decrease a behavior are provided. In addition, the authors discuss when and how procedures should be used as well as the legal and ethical guidelines that must be followed.

I.

Procedural Alternatives for Behavior Reduction

II.

Level I : Reinforcement-Based Strategies a. Differential Reinforcement of Lower Rates of Behavior b. Differential Reinforcement of Other Behaviors c. Differential Reinforcement of Alternative Behavior and Incompatible Behavior d. Noncontingent Reinforcement

III.

Level II : Extinction a. Delayed Reaction b. Increased Rate c. Controlling Attention d. Extinction-Induced Aggression e. Spontaneous Recovery 56 .

Chapter 9 Arranging Consequences That Decrease Behavior

f. Imitation or Reinforcement by Others g. Limited Generalizability h. Sensory Extinction IV.

Punishment

V.

Level III : Removal of Desirable Stimuli a. Response-Cost Procedures b. Time-Out Procedures

VI.

Level IV : Presentation of Aversive Stimuli a. Types of Aversive Stimuli b. Disadvantages of Aversive Stimuli

VII.

Overcorrection a. Restitutional Overcorrection b. Positive-Practice Overcorrection

VIII.

Summary

IX.

Discussion Questions In Class Activities

Activity Provide an overview of the chapter’s learning objectives.

Discuss the principles that should guide the intervention or strategy selected for behavior reduction.

Introduce the four levels of options for reducing inappropriate behaviors Provide an overview of the various differential reinforcement systems.

Explain how reinforcement-based procedures can lead to reductions in target behaviors.

Define differential reinforcement of lower rates of behavior. Describe the optimal conditions of use, advantages, and disadvantages of the approach. Describe the variations and provide examples.

Define differential reinforcement of other behaviors. Describe the optimal conditions of use, advantages, and

Resource Slide 9.2: Learning Objectives Slide 9.3: Guiding Principles and Requirements Slides 9.4 and 9.5: Hierarchy of Procedural Alternatives for Behavior Reduction (1 of 2; 2 of 2) Slide 9.6: Level I : Strategies of Differential Reinforcement

Slides 9.7 and 9.8: Differential Reinforcement of Lower Rates of Behaviors (DRL) (1 of 2; 2 of 2) Slides 9.9 and 9.10: Differential Reinforcement of Other Behaviors 57 .

Chapter 9 Arranging Consequences That Decrease Behavior

Activity disadvantages of the approach. Describe the variations and provide examples.

Define differential reinforcement of alternative behavior. Describe the optimal conditions of use, advantages, and disadvantages of the approach.

Define differential reinforcement of incompatible behavior. Describe the optimal conditions of use, advantages, and disadvantages of the approach.

Review the criteria that should be considered by teachers before implementing DRI and DRA procedures.

Define noncontingent reinforcement.

Describe the optimal conditions of use, advantages, and disadvantages of the approach.

Provide Handout 9.1 and ask students to role play the various differential reinforcement procedures with a partner.

Define extinction. Describe the optimal conditions of use, advantages, and disadvantages of the approach. Highlight how extinction procedures will vary according to behavior function.

Discuss the various characteristics of behaviors undergoing extinction. Direct students to the text to further discussion.

Ask students to share examples from their own lives or practice in classrooms.

Review the six considerations teachers should make before implementing extinction procedures in their classroom.

Activity Define punishment and highlight the effect of punishment to decrease future instances of behavior.

Discuss the third level of procedures for behavior reduction. Define response-cost procedures. Describe the optimal conditions of use, advantages, and disadvantages of the approach.

Resource (DRO) (1 of 2; 2 of 2) Pearson eText Video 9.1 Slide 9.11: Differential Reinforcement of Alternative Behavior (DRA) Slide 9.12: Differential Reinforcement of Incompatible Behavior (DRI) See text for information

Slide 9.13: Noncontingent Reinforcement

Handout 9.1

Slides 9.14 and 9.15: Level II : Extinction (1 of 2; 2 of 2)

Slide 9.16: Characteristics of Behavior Under Extinction

Slide 9.17: Considerations for Extinction

Resource Slide 9.18: Punishment Slide 9.19: Level III: Response-cost Procedures

58 .

Chapter 9 Arranging Consequences That Decrease Behavior

Activity Define time-out. Describe the optimal conditions of use, advantages, and disadvantages of the approach.

Describe the two main variations of timeout and the sub-variations of each. Use video examples to illustrate variations of time-out.

Define unconditioned and conditioned aversive stimuli. Discuss examples of each and parameters for consideration in educational settings. Clarity that unconditioned aversive stimuli are rarely if ever considered an option in any type of educational setting.

Discuss the fourth level of procedures for behavior reduction. Define presentation of aversive stimuli. Describe the use under the most extreme circumstances, advantages, and substantial disadvantages of the approach.

Hold a class discussion on the use of aversive stimuli to reduce inappropriate behaviors. Ask students to respond to the question: “Is the use of aversive procedures ever acceptable?”

Discuss the minimum guidelines for using aversive stimuli and refer to prior discussion.

Resource Slide 9.20: Level III : Time-out Procedures Slide 9.21: Time-out Variations Pearson eText Videos 9.3 and 9.5 Slides 9.22 and 9.23: Types of Aversive Stimuli (1 of 2; 2 of 2)

Slides 9.24 and 9.25: Level IV : Presentation of Aversive Stimuli (1 of 2; 2 of 2)

Slides 9.26 and 9.27: Minimum Guidelines for Using Aversive Stimuli (1 of 2; 2 of 2) Slides 9.28 and 9.29: Level IV : Overcorrection (1 of 2; 2 of 2)

Define overcorrection and the common variations. Describe the advantages and substantial disadvantages of the approach.

Conduct a discussion on the ethical use Slide 9.30 of physical restraint. Discuss conditions Comments on Physical Restraint under which it may or may not be applied.

Discuss necessary levels of oversight and training. Ask students to relate to their personal experiences in practice.

Homework Assignments and Resources I. II.

Assign the behavior reduction activity presented on Handout 9.2.

Assign a recent literature review on one of the differential schedules of reinforcement (examples below).

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Chapter 9 Arranging Consequences That Decrease Behavior

III. IV. V.

VI.

Have students write a one-page response discussing the difference between time-out and extinction procedures.

Have students conduct a review of professional organizations and their positions on the use of aversive procedures and present findings to the class.

Ask students to identify a research article that includes a punishment procedure and present the article to the class. Students should identify the target behavior, describe the contingency in each condition, then summarize the findings in the article.

Assign Application Exercises 9.1, 9.2, 9.3, and 9.4.

Video Resources I.

Pearson eText Videos 9.1, 9.3, and 9.5

Text Resources I. II. III.

IV.

V.

Handout 1: Using Differential Reinforcement Procedures Handout 2: Identify the Behavior Reduction Strategy Weston, R., Hodges, A., and Davis, T. N. (2018). Differential reinforcement of other behaviors to treat challenging behaviors among children with autism: A systematic and quality review. Behavior Modification, 42(4), 584–609. https://doi.org/10.1177/0145445517743487 MacNaul, H. L., and Neely, L. C. (2018). Systematic review of differential reinforcement of alternative behavior without extinction for individuals with autism. Behavior Modification, 42(3), 398–421. https://doi.org/10.1177/0145445517740321 Meindl, J. N., Ivy, J. W., Glodowski, K. R., and Noordin, K. (2019). Applying standards of effectiveness to noncontingent reinforcement: A systematic literature review. Behavior Modification. https://doi.org/10.1177/0145445519865073

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Chapter 9 Arranging Consequences That Decrease Behavior

Handouts Handout 9.1: Using Differential Reinforcement Procedures For each scenario, one student will play the role of the student and another student will play the role of a teacher. The student will occasionally engage in instances of the target behavior identified for reduction. The teacher will use the indicated reinforcement schedule when the target behavior occurs. The teacher will utilize the contingency detailed for the differential reinforcement procedure. Role plays should continue approximately two minutes per scenario.

Target Behavior Identified for Reduction

Reinforcement Schedule for Target Behavior

Differential Reinforcement Procedure

Tapping a pencil

Extinction

DRL

Calling out

Extinction

DRO

Swiping materials Continuous off table reinforcement schedule

DRA

Scratching arm

Extinction

DRI

Ripping materials

Extinction

NCR

Contingency

If two or less instances in interval of 20 s, provide high-five.

If a whole interval of 20 s elapses with no occurrences of the target behavior, provide a fist bump.

Present a work task and immediately prompt the student to say “break,” allow a break from demands for 20 s on a continuous reinforcement schedule.

Remind the student to keep their hands in their pocket, provide reinforcement on a fixed interval of 15 s.

Provide attention on a variable interval 10 s schedule.

Handout 9.2: Identify the Behavior Reduction Strategy Review the scenario and identify the behavior reduction strategy described. Write the answer below.

1. Julio was interrupting students in class during free play. The teacher removed his ribbon for two minutes. During that time, Julio was not permitted to engage with highly preferred activities and was provided limited attention.

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Chapter 9 Arranging Consequences That Decrease Behavior

2. Mara teased her peers in class. Her teacher provided her a page of happy face stickers. Each time she engaged in teasing her teacher removed a happy face sticker. Any remaining happy face stickers could be traded for preferred treats at the end of the class period.

3. Tobias requested to use the bathroom at excessive rates, often during less preferred class periods. His teacher set an initial goal of using the bathroom once per class period and discussed the goal with Tobias. If he met the criteria, he could earn five minutes of computer time at the end of the class period.

4. During breaks from structured activities, Aimee taps materials at a high rate. Her teachers identify several behaviors that are mutually exclusive with the tapping and provide her a token each time she demonstrates one of the behaviors.

5. Mikey engages in explosive, disruptive problem behavior when he is asked to transition away from the computer to complete an academic task. His teacher presents a transition statement then immediately prompts Mikey to ask for “My way” and then allows him more time doing what he wants to do on the computer.

6. Raina becomes highly escalated when she hears loud sounds. She rips things off the walls, throws chairs, and has injured other students and staff members in the past. When a loud sound occurs, the team clears the room of other students to preserve their safety and the teacher monitors Raina until she is calm.

7. Oscar frequently throws classroom materials. His teacher verbally reprimands him when the behavior occurs.

8. Liam engages in highly dangerous self-injury in the form of banging his head on hard surfaces. When four minutes pass without any instances of self-injury, his teacher provides Liam a delicious edible and lots of praise.

62 .

Chapter 10 Differential Reinforcement: Antecedent Control and Shaping

Chapter 10 Differential Reinforcement: Antecedent Control and Shaping Chapter Objectives After reading this chapter, students will understand: 1. The role of differential reinforcement in establishing simple discriminations.

2. How prompts are used to occasion behaviors.

3. How modeling and physical guidance are used.

4. Fading techniques such as most-to-lest, lest-to-most, graduated guidance, and time delay.

5. How chaining and task analyses are used to teach complex behaviors.

Chapter Summary and Outline This chapter presents a discussion on the skills and strategies for facilitating individual engagement in previously learned appropriate behaviors at appropriate times and in appropriate settings. Strategies for establishing stimulus control are described as well as the strategies for developing discrimination skills. Additionally, readers gain information on the basic forms of prompting strategies and strategies for teaching complex behaviors through behavioral chaining and task analyses.

I.

Antecedent Influences on Behavior

II.

Differential Reinforcement for Stimulus Control

III.

Principles of Discrimination a. Discrimination Training

IV.

Prompts a. Rules as Verbal Prompts b. Instructions as Verbal Prompts c. Hints as Verbal Prompts d. Self-Operated Verbal Prompts e. Visual Prompts

V.

Modeling

VI.

Physical Guidance a. Other Tactile Prompts

VII.

Fading a. Most-to-Least Prompting b. Graduated Guidance 63 .

Chapter 10 Differential Reinforcement: Antecedent Control and Shaping

c. Time Delay d. Least-to-Most Prompting e. Effectiveness of Methods for Fading Prompts f. Effective Prompting VIII.

Teaching Complex Behaviors a. Task Analysis b. Chaining c. How to Manage Teaching Chains

IX.

Differential Reinforcement for Shaping

X.

Summary

XI.

Discussion Questions In Class Activities

Activity Provide an overview of the chapter’s learning objectives.

Define key terms and concepts from the chapter including stimulus control, discrimination, discriminative stimulus, and nondiscriminative stimulus.

Relate key terms to examples shown for ball and cup. Ask students to identify which stimuli should function as the discriminative stimuli and which should function as the nondiscriminative stimuli.

Ask students to complete the handout related to identifying what is/should be the discriminative stimulus and identifying what is/should be the non-discriminative stimulus for the example behaviors.

Define the behavior analytic view of a concept and use the example to illustrate.

Ask students to provide additional examples.

Introduce instructional procedures and fading strategies that will be reviewed individually.

Define and discuss the various kinds of prompts used in discrimination teaching.

Demonstrate or show examples of the various types of verbal prompts.

Resource Slide 10.2: Learning Objectives Slide 10.3: Definitions

Slide 10.4 Simple Discrimination

Handout 10.1

Slide 10.5: Concept Formation

Slide 10.6: Instructional Procedures Slide 10.7: Prompts Pearson eText Video 10.1 64 .

Chapter 10 Differential Reinforcement: Antecedent Control and Shaping

Activity Define modeling including the characteristics of an effective model and limitations associated with modeling.

Review video modeling and show examples.

Define physical guidance and conditions under which it should be used. Describe tactile prompts.

Define fading and the issues with fading too quickly or too slowly. Define and discuss most-to-lest prompting.

Demonstrate or show examples.

Define and discuss graduated guidance.

Demonstrate or show examples.

Define and discuss time delay.

Demonstrate or show examples.

Define and discuss least-to-most prompting. Demonstrate or show examples.

Discuss the guidelines summarized on the slides and expanded upon in the chapter text. Ask students to relate to their current practices and identify areas for improvement.

Define and discuss how to teach complex tasks using task analysis and chaining.

Describe the variations of chaining and illustrate with examples.

Activity Define and discuss shaping and methods for developing a successful shaping program. Demonstrate or show examples.

Use the handout and have students serve as teachers for one another and follow the teaching plans.

Resource Slide 10.8: Modeling Pearson eText Video 10.4 Slide 10.9: Physical Guidance Slide 10.10: Fading

Slide 10.11: Graduated Guidance Slide 10.12: Time Delay Slide 10.13: Least-to-Most Prompting Pearson eText Video 10.3 Slide 10.14: Guidelines for Effective Prompting

Slide 10.15: Teaching Complex Behaviors

Resource Slide 10.16: Shaping Pearson eText Video 10.5 Handout 10.2

Homework Assignments and Resources I. II.

Ask students to find online or create video examples of different types of prompt and/or prompt fading strategies.

Have students canvas the community and gather examples of visual prompts and how they are used. Students should share these examples in class.

65 .

Chapter 10 Differential Reinforcement: Antecedent Control and Shaping

III. IV. V.

VI.

VII.

VIII.

Students should identify a target skill, define it, select a prompt method, select a fade method, select reinforcement systems, and create a data sheet.

Students should write a task analysis for a new skill and develop a data sheet for gathering performance data on each step.

Locate and review studies in which forward or backward chaining was used for teaching a skill. Have students write a short review of these studies and present them in class.

Locate and review studies in which most-to-least or least-to-most prompting systems were used. Have students critique each study and present their findings in class.

Assign studies using various prompting and fading strategies (see below).

Students should report the target behavior, prompting strategy, and method of fading.

Assign Application Exercises 10.1, 10.2, 10.3, and 10.4.

Video Resources I.

Pearson eText Videos 10.1, 10.3, 10.4, and 10.5

Text Resources I. II. III.

IV.

V.

VI.

VII.

VIII.

Handout 10.1: Components of Simple Discrimination Handout 10.2: Using Prompting Reinforcement Procedures Van Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R., and Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and Other Developmental Disabilities, 25(4), 195– 208. https://doi.org/10.1177/1088357610380412 Cihak, D., Fahrenkrog, C., Ayres, K. M., and Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103– 115. https://doi.org/10.1177/1098300709332346 Mechling, L. C., and Stephens, E. (2009). Comparison of self-prompting of cooking skills via picture-based cookbooks and video recipes. Education and Training in Developmental Disabilities, 218–236.

Bouck, E. C., Satsangi, R., Bartlett, W., and Weng, P. L. (2012). Promoting independence through assistive technology: Evaluating audio recorders to support grocery shopping. Education and Training in Autism and Developmental Disabilities, 462–473.

Ivy, S. E., Hatton, D. D., and Wehby, J. H. (2018). Using graduated guidance to teach spoon use to children with severe multiple disabilities including visual impairment. Research and Practice for Persons with Severe Disabilities, 43(4), 252–268. https://doi.org/10.1177/1540796918808519 Leaf, J. B., Leaf, J. A., Alcalay, A., Kassardjian, A., Tsuji, K., Dale, S., . . . and Leaf, R. (2016). Comparison of most-to-least prompting to flexible prompt fading for children with autism spectrum disorder. Exceptionality, 24(2), 109–122. https://doi.org/10.1080/09362835.2015.1064419 66 .

Chapter 10 Differential Reinforcement: Antecedent Control and Shaping

Handouts 10.1: Handout 10.1: Components of Simple Discrimination Review each table and indicate which antecedent stimulus is or should be the discriminative stimulus ( SD ) and which antecedent is or should be the nondiscriminative stimulus (S-delta; S  ) for the indicated response.

Antecedent Presents a spoon

Response “Fork”

Consequence No Praise

Presents a fork

“Fork”

Praise

Antecedent

Response

Consequence

Presents a spoon

“Spoon”

Praise

Presents a fork

“Spoon”

No Praise

Antecedent

Response

Consequence

“What shape has 3 sides?”

“Triangle”

Praise

“What shape has 4 sides?”

“Triangle”

No Praise

Antecedent

Response

Consequence

“What shape has 3 sides?”

“Square”

No Praise

“What shape has 4 sides?”

“Square”

Praise

Antecedent “Give me the cat”

Response “Gives cat”

Consequence Praise

“Give me the dog” _________

“Gives dog”

No Praise

Antecedent “Give me the cat” “Give me the dog” _________

Response “Gives dog” “Gives cat”

Consequence Praise No Praise

67 .

Chapter 10 Differential Reinforcement: Antecedent Control and Shaping

10.2: Handout 10.2: Using Prompting Reinforcement Procedures For each scenario, one student will play the role of the student and another student will play the role of a teacher. The student will typically follow the prompt to emit the correct response, though on some instances the student will make an error and allow the teacher to correct the error. The teacher will use the indicated prompt procedure and fading strategy. The teacher will use the indicated reinforcement schedule when the target behavior occurs. Role plays should continue approximately two minutes per scenario.

Target Behavior to be Taught

Reinforcement Schedule for Target Behavior Writing letter A CRF until 3 when told “Write consecutive correct, A” the VR2 Vocally labeling a CRF for correct cup/bottle when responses, extinction shown the item for prompted and asked, responses “What is it?”

Clapping when FR 2 told to clap, waving when told to wave Drawing a circle CRF for best when asked approximations, “What does a extinction for circle look like?” responses less than best approximation List 5 jungle VR3 animals when asked “What animals live in the jungle?”

Prompt Procedure

68 .

Prompt Fading Strategy

Physical Guidance

Graduated Guidance

Vocal Modeling

Time Delay of 2 s

Physical Guidance

Most-to-least

Video model (teacher can record video on smartphone to use) Verbal hints

Simultaneous for two trials, then leastto-most

Least-to-most

Chapter 11 Providing for Generalization of Behavior Change

Chapter 11 Providing for Generalization of Behavior Change Chapter Objectives After reading this chapter, students will understand: 1. The differences between stimulus generalization, maintenance, and response generalization.

2. The importance of teaching for generalization.

3. The relevant research related to generalization.

4. Which techniques are effective for assessing or programming generalization.

Chapter Summary and Outline This chapter describes the principle of generalization and its importance in the overall scheme of applied behavior analysis and behavior change. The chapter reviews different types of generalization and strategies teachers should use to promote generalization of skills in their students.

I.

Generalization a. Stimulus Generalization b. Maintenance c. Response Generalization

II.

Training Generalization a. Train and hope b. Sequentially modify c. Introduce to naturally maintaining contingencies d. Train sufficient exemplars e. General case programming f. Using multiple settings, teachers, and activities g. Train loosely h. Use indiscriminable contingencies i. Program common stimuli j. Mediate generalization and train to generalize

III.

Summary

IV.

Discussion Questions

69 .

Chapter 11 Providing for Generalization of Behavior Change

In Class Activities Activity Provide an overview of the chapter’s learning objectives.

Introduce the terminologies used to describe types of generalization.

Define stimulus generalization and review an example and nonexample. Discuss critical components of stimulus generalization and importance of purposeful planning.

Define maintenance and review an example and nonexample. Discuss critical components of maintenance and importance of purposeful planning.

Activity Define response generalization and review an example and nonexample.

Discuss critical components of response generalization and importance of purposeful planning.

Discuss questions a teacher should ask when assessing and programming for generalization. Ask students to provide examples of contexts in which they have targeted generalization.

Discuss the guidelines to facilitate generalization. Ask students to provide examples of instances in which they have or have not followed these guidelines.

Introduce the techniques described in the literature for assessing or training for generalization.

Define the train and hope method of training for generalization. Lead a class discussion on the problems with “train and hope” for students with moderate to severe disabilities.

Define the sequential modification method as relates to generalization.

Describe how this technique can be applied and provide examples.

Define the introduce to natural

Resource Slide 11.2: Learning Objectives Slide 11.3: Types of Generalization Slide 11.4: Stimulus Generalization

Slide 11.5: Maintenance

Resource Slide 11.6: Response Generalization

Slide 11.7: Questions for Programming Generalization

Slide 11.8: Guidelines to Facilitate Generalization

Slide 11.9: Techniques for Assessing and Training for Generalization Slide 11.10: Train and Hope

Slide 11.11: Sequentially Modify

Slide 11.12: 70 .

Chapter 11 Providing for Generalization of Behavior Change

Activity maintaining contingencies method as relates to generalization. Describe how this technique can be applied and provide examples.

Define the train sufficient exemplars method as relates to generalization.

Describe how this technique can be applied and provide examples.

Define the train loosely method as relates to generalization. Describe how this technique can be applied and provide examples.

Define the indiscriminable contingencies method as relates to generalization.

Describe how this technique can be applied and provide examples.

Define the program common stimuli method as relates to generalization.

Describe how this technique can be applied and provide examples.

Define the train to generalize and mediate generalization methods as relates to generalization. Describe how these techniques can be applied and provide examples.

Present video examples of teaching sessions. Ask students to identify various techniques for promoting generalization that are used in the video or could be used to teach the target skills.

Provide the handout and ask students to work in pairs or small groups to create a plan to incorporate several generalization techniques. Students will present their teaching plans to the class.

Resource Introduce to Natural Maintaining Contingencies

Slide 11.13: Train Sufficient Exemplars

Slide 11.14: Train Loosely

Slide 11.15: Use Indiscriminable Contingencies

Slide 11.16: Program Common Stimuli

Slide 11.17: Train to Generalize and Mediate Generalization

Pearson eText Videos 11.1, 11.2, 11.3, 11.4, and 11.5

Handout 11.1

71 .

Chapter 11 Providing for Generalization of Behavior Change

Homework Assignments and Resources I. II. III.

IV.

Assign the generalization activity presented on Handout 11.2.

Assign an article (examples included below) related to contemporary research on promoting generalization. Ask students to present their findings to the class.

Ask students to identify a research article that includes an assessment of generalization and present the article to the class. Students should identify the target behavior, describe the technique used to promote generalization, then summarize the findings in the article.

Assign Application Exercises 11.1, 11.2, and 11.3.

Video Resources I.

Pearson eText Videos 11.1, 11.2, 11.3, 11.4, and 11.5

Text Resources I.

II.

III.

IV.

V. VI.

Price, R., Marsh, A.J. and Fisher, M.H. Teaching Young Adults with Intellectual and Developmental Disabilities Community-Based Navigation Skills to Take Public Transportation. Behavior Analysis Practice, 11, 46–50 (2018). https://doi.org/10.1007/s40617-017-0202-z Schnell, L. K., Vladescu, J. C., Kodak, T., and Nottingham, C. L. (2018).

Comparing procedures on the acquisition and generalization of tacts for children with autism spectrum disorder. Journal of Applied Behavior Analysis, 51(4), 769– 783. https://doi.org/10.1002/jaba.480 Ramirez, L. H., Hawkins, R. O., Collins, T. A., Ritter, C., and Haydon, T. (2019).

Generalizing the effects of group contingencies across instructional settings for students with emotional and behavioral disorders. School Psychology Review, 48(1), 98–112. https://doi.org/10.17105/SPR-2017-0122.V48-1 Root, J. R. (2019). Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder. Research in Autism Spectrum Disorders, 57, 1–6. https://doi.org/10.1016/j.rasd.2018.09.005 Handout 11.1: Planning for Generalization Handout 11.2: Identifying Techniques to Promote Generalization

72 .

Chapter 11 Providing for Generalization of Behavior Change

Handouts Handout 11.1: Planning for Generalization Review the teaching programs below and identify a minimum of three additional techniques that can be included to promote generalization. Include a brief summary of what the technique would entail for each context.

Target Behavior 1: Materials: Instruction: Reinforcement Contingency:

Folding shirts T-shirts from the school store “Time to fold” Token is earned on CRF schedule, tokens exchanged once 10 earned for primary reinforcer.

Blank

Generalization Technique: Generalization Technique: Generalization Technique: Target Behavior 2: Materials: Instruction: Reinforcement Contingency:

Blank

Blank

Purchasing items Pretend coins and bills “Let’s buy [item]” Student earns computer time when purchasing task is completed.

Blank

Generalization Technique: Generalization Technique: Generalization Technique:

Blank

Blank

Target Behavior 3: Materials: Instruction: Reinforcement Contingency: Generalization Technique: Generalization Technique: Generalization Technique:

Vocally labeling colors Color bears “What color is it?”

VR3 schedule for edible reinforcers

Target Behavior 4: Materials: Instruction: Reinforcement Contingency:

Completing consecutive leisure activities Puzzles, string beads, and coloring pages “Time to do your activities” Teacher provides a sticker on a FR1 schedule after each activity is completed.

Blank

Blank

Blank

Blank

Generalization Technique: Generalization Technique: Generalization Technique:

Blank

Blank

73 .

Chapter 11 Providing for Generalization of Behavior Change

Handout 11.2: Identifying Techniques to Promote Generalization Review the scenario and identify the generalization technique(s) described. Write the answer below.

1. Hector’s teacher was targeting requesting turns from a peer. His teacher practices the skill first with Mei as the peer. When the skill is mastered with Mei, the teacher targets the skill with Hugo. When mastered with Hugo, the teacher targets the skill with Lucy.

2. Kali’s teacher was targeting recruiting attention adults following work completion (e.g., raising a hand, asking for them to check her work). When the behavior occurred, an adult approached and provided social attention for appropriate work completion.

3. Cedric’s teacher was targeting a data entry vocational task. The teacher intermittently and unpredictably provided points when a page of data was entered.

4. Ana’s teacher was targeting ordering food from a restaurant. The teacher initially practiced the skill with Ana at school in the cafeteria. When mastered, they went to the community and practiced the skill at a local restaurant.

5. Trey’s teacher was targeting preparing food following a recipe. The teacher allowed Trey to pick what he wanted to prepare and consume what he prepared when it was complete.

6. Mohammed’s teacher was targeting listener vocabulary by asking him to point to various pictures when named. His teacher used varying instructions (e.g., “point to [item],” “show me [item],” “where’s [item]?”) and presented the pictures in varying arrangements.

7. Caleb’s teacher was targeting labeling pictures of classroom items using his speech generating device. His teacher presented different examples of each item (e.g., a red pencil, a long pencil, a short pencil). This continued until Caleb correctly responded the first time a new exemplar of a target item was presented.

8. Zynique’s teacher was targeting increasing gross motor activity on the playground.

Her teacher observed other students using the gross motor equipment on the playground to identify which activities were most popular. The teacher made a list of activities and taught Zynique to complete an activity then cross it off the list. When the list was complete the teacher provided enthusiastic praise paired with access to a preferred item.

9. Xavier’s teacher was targeting reading sight words. His teacher created index cards with target words written in black. His teacher used the instruction, “read it.”

Sometimes after a teaching session, the teacher would probe sight word reading in different materials in the classroom.

74 .

Chapter 12 Teaching Students to Manage Their Own Behavior

Chapter 12 Teaching Students to Manage Their Own Behavior Chapter Objectives After reading this chapter, students will understand: 1. Why including self-management procedures in instruction is important for promoting student independence.

2. The importance of goal setting and involving students in this process.

3. Strategies to teach students to self-record their own behavioral data.

4. Why self-recording changes behavior.

5. The importance of teaching students to evaluate their own performance.

6. How self-reinforcement assists students in managing their own behavior.

7. The difference between self-reinforcement and self-punishment.

8. The benefits of teaching students to self-instruct.

9. The use of self-management skills for students who are at risk or who have mild or severe disabilities.

Chapter Summary and Outline This chapter examines those skills that teach individuals to manage their own behaviors. The procedures discussed in this chapter place the responsibility for behavior change on the student. The phases of self-management are described in detail with examples of studies applying the strategies.

I.

Behavior and Its Function

II.

A Common Experience

III.

Preparing Students to Manage Their Own Behavior a. Goal Setting b. Self-Monitoring c. Self-Evaluation d. Self-Reinforcement e. Self-Punishment f. Self-Instruction

IV.

Self-Management for Special Populations a. Self-Management for Learners with Severe Disabilities b. Self-Management for Learners with Mild Disabilities c. Self-Management for Students at Risk

75 .

Chapter 12 Teaching Students to Manage Their Own Behavior

V.

Summary

VI.

Discussion Questions In Class Activities

Activities Provide an overview of the chapter’s learning objectives.

Discuss Kazdin’s (2001) rationale for selfmanagement.

Discuss the recommendations outlined in the text for providing students opportunities to practice the skills related to self-management. Use video to illustrate.

Activities Provide an overview of the steps of selfmanagement.

In the process of increasing selfmanagement the first step is to set goals.

Discuss the importance of setting goals that are specific, challenging, achievable, and immediate.

Define self-monitoring and discuss the two forms of self-recording (cued and noncued). Discuss the potential mechanisms of self-monitoring on behavior. Review technological innovations that relate to self-monitoring.

Ask students to nominate any forms of self-monitoring they use.

Discuss the steps of teaching selfmonitoring. Use video examples to illustrate.

Show different forms of data sheets from the text. Connect to the steps of selfmonitoring and consider how data collection would be taught for students.

Discuss self-evaluation and the various forms self-evaluation can take. Highlight the relationship between self-evaluation and discriminating target behaviors. Use video examples to illustrate.

Define and discuss self-reinforcement

Resources Slide 12.2: Learning Objectives Slide 12.3: Rationale for Self-Management Slide 12.4: Preparing for Self-Management Pearson eText Video 12.1

Resources Slide 12.5: Steps in Self-Management Slide 12.6: Goal Setting

Slide 12.7: Self-Monitoring (1 of 2)

Slide 12.8: Self-Monitoring (2 of 2) Pearson eText Videos 12.2 and 12.5 Textbook Figures 12.1, 12.2, 12.3, 12.4, and 12.5

Slide 12.9: Self-Evaluation Pearson eText Videos 12.3 and 12.4 Slide 12.10: 76 .

Chapter 12 Teaching Students to Manage Their Own Behavior

Activities and self-punishment. Describe transition from teacher-controlled contingencies to student-controlled contingencies.

Define self-instruction. Discuss Meichenbaum and Goodman’s (1971) five-step program for self-instruction.

Discuss the factors that influence selfinstruction. Ask students to connect these factors to the feedback functions hypothesized to influence selfmanagement.

Review methods of self-management for learners with disabilities. Describe what self-management skills might look like for individuals with severe disabilities, mild disabilities, and students at-risk. Utilize examples indicated in the text.

Resources Self-Reinforcement and Self-Punishment

Slide 12.11 Self-Instruction Slide 12.12: Factors That Influence Self-Instruction

Slide 12.13: Self-Management for Special Populations

Homework Assignments and Resources I.

II.

III.

IV.

V.

Conduct a review of the literature and locate studies in which self-management procedures were used to target skills outside of education (e.g., weight, fitness, food intake, medical conditions). Identify specifically what components of selfmanagement were used, the target behavior, and summarize the results.

Develop a self-management system in which a student is able to manage his or her own behavior. The project should include an operational definition, data sheet, system of prompting or cuing, and reinforcement contingency.

Develop a self-management system for yourself. The project should include an operational definition, data sheet, system of prompting or cuing, and reinforcement contingency.

Assign an article (examples included below) related to contemporary research on self-management procedures in educational settings. Ask students to present their findings to the class.

Assign Application Exercises 12.1, 12.2, 12.3, and 12.4.

Video Resources I.

Pearson eText Videos 12.1, 12.2, 12.3, 12.4, and 12.5

77 .

Chapter 12 Teaching Students to Manage Their Own Behavior

Text Resources I.

II.

III.

IV.

V.

Markelz, A. M., Taylor, J. C., Kitchen, T., Riccomini, P. J., Catherine Scheeler, M., and McNaughton, D. B. (2019). Effects of tactile prompting and selfmonitoring on teachers’ use of behavior-specific praise. Exceptional Children, 85(4), 471–489. https://doi.org/10.1177/0014402919846500 Roberts, G. J., Solis, M., and Chance, B. (2019). Embedding self-regulation into reading interventions to support reading and behavior outcomes. Teaching Exceptional Children, 52(2), 78–86. https://doi.org/10.1177/0040059919874306 Wells, J. C., Sheehey, P. H., and Sheehey, M. (2017). Using self-monitoring of performance with self-graphing to increase academic productivity in math. Beyond Behavior, 26(2), 57–65.

65. https://doi.org/10.1177/1074295617711207 Xu, S., Wang, J., Lee, G. T., and Luke, N. (2017). Using self-monitoring with guided goal setting to increase academic engagement for a student with autism in an inclusive classroom in China. The Journal of Special Education, 51(2), 106– 114. https://doi.org/10.1177/0022466916679980 Aljadeff-Abergel, E., and Ayvazo, S. (2020). Teaching social skills in physical education: A self-management package intervention. Education and Treatment of Children, 43, 153–170. https://doi.org/10.1007/s434-020-00012-4

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Chapter 13 Putting It All Together

Chapter 13 Putting It All Together Chapter Objectives After reading this chapter, students will understand: 1. The components of classroom structure that will assist in establishing stimulus control.

2. The importance of the physical arrangement of the classroom.

3. The importance of effectively using instructional time.

4. The importance of verbal structure of the classroom.

5. Differentiate between rules and procedures.

Chapter Summary and Outline This chapter provides a rationale of the impact classroom arrangement has in helping to maintain stimulus control. The authors discuss classroom arrangement from the perspective of physical structure, time structure, and verbal structure. They also provide examples of the principles taught throughout the book in various instructional settings.

In Class Activities Activity Provide an overview of the chapter’s learning objectives.

Summarize the different forms of classroom structure that will be discussed with respect to creating appropriate stimulus control for students.

Discuss the importance of physical arrangement of a classroom and review steps to ensure an effective physical arrangement. Ask students to discuss how each variation may influence student attention to relevant instructional stimuli.

Discuss the importance of structuring class time to ensure students are engaged during the school day. Describe contributions of schedules and timers to creating strong stimulus control. Ask students to brainstorm strategies to maximize instructional time.

Describe the components of a lesson plan. Ask students to share strategies they use or have used to prepare for instruction.

Resource Slide 13.2: Learning Objectives Slide 13.3: Classroom Structure

Slides 13.4 and 13.5: Physical Arrangement (1 of 2; 2 of 2)

Slide 13.6: Time Structure

Slide 13.7: Instructional Structure (1 of 2)

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Activity Review the components of effective instruction.

Discuss the importance of providing students with clear rules. Review the importance of specificity, economy, and relationship to consequences.

Differentiate between rules and procedures. Discuss the importance of both within the classroom.

Discuss effective teacher characteristics that are identified by students. Relate teacher to a conditioned reinforcer.

Present videos of different educators in various types of settings. Ask students to identify the various components of classroom structure executed well and components that could be improved.

Resource Slide 13.8: Instructional Structure (2 of 2) Slide 13.8: Verbal Structure

Slide 13.7: Rules and Procedures Slide 13.8: Teacher Characteristics Pearson eText Videos 13.1, 13.2, 13.3, 13.4, 13.5, and 13.6

Homework Assignments and Resources I. II. III. IV. V.

Have the students develop a mock classroom, including a sketch of the physical arrangement, a sample classroom schedule, and a list of classroom rule.

Ask students to create a classroom observation data that could be measure effective deployment of the various forms of classroom structure.

Ask students to create and share a de-identified lesson plan for one of their students.

Assign an article on strategies to create various types of activity schedules for students (see below).

Assign Application Exercises 13.1, 13.2, 13.3, and 13.4.

Video Resources I.

Pearson eText Videos 13.1, 13.2, 13.3, 13.4, 13.5, and 13.6.

Text Resources I.

II.

MacDuff, G. S., Krantz, P. J., and McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26(1), 89–97. https://doi.org/10.1901/jaba.1993.26-89 Reinert, K.S., Higbee, T.S., and Nix, L. D. (2020). Creating digital activity schedules to promote independence and engagement. Behavior Analysis in Practice, 13, 577–595. https://doi.org/10.1007/s40617-020-00437-8

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III.

Rehfeldt, R. A., Kinney, E. M., Root, S., and Stromer, R. (2004). Creating activity schedules using Microsoft® PowerPoint®. Journal of Applied Behavior Analysis, 37(1), 115–128. https://doi.org/10.1901/jaba.2004.37-115

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