UofL_Stripe Laura Ferguson, M.Ed., BCBA . Understanding Behavior Strategies for Individuals with ASD Kentucky Autism Training Center UofL_Logo_Curtain_Inside Pervasive Developmental Disorders (PDD) Autistic Disorder Childhood Disintegrated Disorder Rett’s Disorder Asperger’s PDD-NOS Autism: Diagnostic Criteria for Eligibility DSM-IV •Qualitative impairment in SOCIAL INTERACTION •Qualitative impairments in COMMUNICATION •RESTRICTED and STEREOTYPED behaviors, interests and activities Kentucky Autism Training Center UofL_Logo_Curtain_Inside Motivation •Motivation makes us all different from one another. •All born with unlearned motivators: –Hunger –Thirst –Removal of pain –warmth Kentucky Autism Training Center UofL_Logo_Curtain_Inside Motivators •Soon individuals develop motivators that are specific to them. •In a young child it often begins with gaining attention. •Some children may demonstrate a limited range of motivators, or atypical motivators. •Motivators change constantly Kentucky Autism Training Center UofL_Logo_Curtain_Inside Kentucky Autism Training Center UofL_Logo_Curtain_Inside •Motivation is essential but sometimes challenging •Often because individuals with autism have restricted repertoires of interest, it is difficult to maintain motivation Why is motivation important? Kentucky Autism Training Center UofL_Logo_Curtain_Inside Motivation is influenced by: .Learning history .Expectations of success .Environment Individual’s motivation Response requirement weakens Motivation •Common issue is an individuals loss of interest in determined reinforcers, when the requirement is to work in order to obtain that reinforcer. •Response effort is correlated with the value of a reinforcer. Kentucky Autism Training Center UofL_Logo_Curtain_Inside Response requirements •Examples of this in adults…. You may offer me $500 to run a mile, and I will comply with the demand to run the mile. Then you change the requirement and tell me I know have to run 25 miles for $500. This changes the value of that reinforcer!!! Kentucky Autism Training Center UofL_Logo_Curtain_Inside Kentucky Autism Training Center UofL_Logo_Curtain_Inside .Determine reinforcers .Determine the skill level of each student .Determine antecedent events that evoke challenging behavior What steps can we take? Kentucky Autism Training Center UofL_Logo_Curtain_Inside WHERE DO WE START? Pairing yourself with reinforcement UofL_Logo_Curtain_Inside Kentucky Autism Training Center .In order to gain instructional control you have to be first established as the “giver” of all things good. .This means that you deliver all reinforcement .How do we arrange the environment to do this? UofL_Logo_Curtain_Inside Kentucky Autism Training Center .Initially you should hand out reinforcers for free .Avoid using “go play” the the reinforcer for responding .May want to put things up on high shelves meaning you do not want the child to get free access to the reinforcers. WHY? How do we pair ourselves with reinforcement? UofL_Logo_Curtain_Inside Kentucky Autism Training Center .Preference Assessments .Observe the child in their natural environment .Use reinforcer surveys How do we find out what is motivating to the child? Kentucky Autism Training Center UofL_Logo_Curtain_Inside •It is often difficult for individuals on the autism spectrum to effectively communicate preferences. •Therefore it is important that as we allow them to indicate these preferences when possible. •The best way is through preference assessments Preference Assessments Let’s Explore (Positive) Reinforcement!! Kentucky Autism Training Center UofL_Logo_Curtain_Inside Reinforcement A stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions. Kentucky Autism Training Center UofL_Logo_Curtain_Inside Reinforcement Most important and widely applied principle of behavior analysis. Fundamental building block for the selection of operant behavior. *Reinforcement theory states that reinforced behavior will be repeated, and behavior that is not reinforced is less likely to be repeated Kentucky Autism Training Center UofL_Logo_Curtain_Inside Positive Reinforcement Positive reinforcement – when a response is followed immediately by the presentation of a stimulus, and as a result similar responses occur more frequently. (Cooper and Heron, 2007) Kentucky Autism Training Center UofL_Logo_Curtain_Inside Example of Positive Reinforcement Johnny eats his peas at dinner. His mother gives him a gummy bear. The next time Johnny has peas on his plate he eats all his peas. (Cooper and Heron, 2007) Kentucky Autism Training Center UofL_Logo_Curtain_Inside Kentucky Autism Training Center UofL_Logo_Curtain_Inside Let’s Talk Behavior Management! Managing Challenging Behavior •The first step to addressing problem behavior is to discover the reason it is occurring. •In order to do this we need to look at the problem behavior as a form of communication. •If we can determine the reasons for the behavior we can apply meaningful strategies to help prevent it. Kentucky Autism Training Center UofL_Logo_Curtain_Inside ABC’s A B C Antecedent Behavior Consequence Kentucky Autism Training Center UofL_Logo_Curtain_Inside It is also important to look at the function Four functions of behavior: –Access to tangibles –Attention –Escape –Automatic Reinforcement Kentucky Autism Training Center UofL_Logo_Curtain_Inside Let’s look at some ABC’s Antecedent Behavior Consequence Child sees a cookie Child hits parent Parent gives child cookie Worksheet is given to child Child throws the worksheet Worksheet is removed Kentucky Autism Training Center UofL_Logo_Curtain_Inside Functions •If we can determine the function then we can effectively treat the behavior. •If we do not treat by the function then we may strengthen the behavior. Kentucky Autism Training Center UofL_Logo_Curtain_Inside Why is it important to look at the Antecedents and Consequences •For individuals with autism why a behavior is occurring is not always clear. •If we assume a behavior is occurring because of one stimulus and it is really occurring because of another stimulus we may treat these behaviors incorrectly. •This may lead to strengthening of inappropriate behaviors. Kentucky Autism Training Center UofL_Logo_Curtain_Inside Consequent Interventions Differential Reinforcement (DR) One of the most powerful tools in a teacher’s intervention repertoire. It stands at the foundation for learning Kentucky Autism Training Center UofL_Logo_Curtain_Inside DRO Differential Reinforcement of Other Behaviors (DRO) Reinforcement is delivered contingent on the absence of problem behavior during or at specific times Kentucky Autism Training Center UofL_Logo_Curtain_Inside Examples of DRO •It is observed that a child scratches himself every minute. So a reinforcement system is put into place to reinforce him after 45 seconds of not scratching himself. Trainers gradually increase the time required for reinforcement until scratching decreased to zero episodes. Kentucky Autism Training Center UofL_Logo_Curtain_Inside DRA •Differential Reinforcement of Alternative Behaviors (DRA) Reinforcement is given for occurrences of behavior that provides a desirable alternative to the problem behavior, but is not always incompatible with it. (Cooper and Heron, 2007) Kentucky Autism Training Center UofL_Logo_Curtain_Inside Time Out Kentucky Autism Training Center UofL_Logo_Curtain_Inside Time out from positive reinforcement The withdrawal of the opportunity to access reinforcement or the removal of a reinforcer for a specified time, contingent on the occurrence of a problem behavior Time Out Kentucky Autism Training Center UofL_Logo_Curtain_Inside Considerations The “time-in” environment must be reinforcing All relevant parties must be informed of the behaviors leading to time out In Summary Kentucky Autism Training Center UofL_Logo_Curtain_Inside When behavior issues occur: .Determine the function first .Implement a strategy based upon that function .Remember to reinforce appropriate behaviors Kentucky Autism Training Center UofL_Logo_Curtain_Inside Thank you so much for coming!! Questions?? Questions? Contact info: Laura Ferguson Laura.ferguson@louisville.edu C:\Documents and Settings\djvitt01\Desktop\Space Camp.jpg Center contact info: Telephone: (502) 852-4631 Fax: (502) 852-7148 E-mail: katc @ louisville.edu https://louisville.edu/education/kyautismtraining UofL_Logo_Curtain_Inside Kentucky Autism Training Center