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Summary
TLDRThis video script delves into various teaching methods rooted in Applied Behavior Analysis (ABA), focusing on shaping and chaining for skill development, and verbal behavior techniques. It explores pivotal response treatment and TEACCH program strategies tailored for individuals with autism spectrum disorder, emphasizing visual learning and structured environments to enhance communication and adaptive behavior.
Takeaways
- 📚 Shaping and chaining are two ABA methods often used together to gradually improve behavior towards a target goal and sequence behaviors, respectively.
- 🔄 Shaping prevents ratio strain by reinforcing closer approximations of a target behavior, guiding the learner gently to the end goal.
- 🔗 Chaining reinforces behaviors performed in sequence, useful for teaching complex tasks by breaking them down into smaller steps.
- 🧩 Task analysis involves breaking down complex tasks into smaller steps and chaining them in a specific order, often taught via forward or backward chaining.
- 👶 Verbal behavior includes any behavior reinforced by another person's actions and is categorized into four main verbal operants: echoic, mand, tact, and intraverbal.
- 🗣️ Echoic involves imitating a verbal stimulus, and is fundamental for learning functional language use.
- 🏷️ Tact is used for labeling environmental stimuli and is socially reinforced, helping with understanding and communication about the world.
- 📚 Intraverbal responses do not directly correspond to the stimulus, involving more complex interactions like answering questions.
- 🎨 The Picture Exchange Communication System (PECS) uses picture icons for communication, beneficial for those with autism spectrum disorder.
- 🌟 Pivotal Response Treatment (PRT) focuses on pivotal areas such as motivation, responding to multiple cues, self-management, and social initiation to enhance learning.
- 🏫 The TEACCH method caters to the visual learning strengths of individuals with autism, employing visual schedules, timers, and token boards to structure the learning environment.
Q & A
What are the two teaching methods frequently used together in behavior analytic programs?
-The two teaching methods frequently used together in behavior analytic programs are shaping and chaining.
What is shaping in applied behavior analysis?
-Shaping involves reinforcing closer and closer approximations of a target behavior, starting with what the learner is currently doing and setting intermediate goals to improve the quality of this behavior until it meets a predetermined goal.
Why is it important to prevent ratio strain in learners?
-It is important to prevent ratio strain because it is the process that happens when a behavior does not contact a reinforcer often enough, which can lead to the learner giving up, resisting the lesson, and engaging in challenging behavior.
How does chaining differ from shaping?
-Chaining involves providing reinforcement after two or more behaviors that are performed in sequence, making it a great teaching method for complex tasks, whereas shaping focuses on reinforcing closer approximations of the entire target behavior.
What is task analysis in the context of teaching complex tasks?
-Task analysis is a teaching method that involves breaking a complex task into smaller steps and then chaining these steps together. It is used to teach clients how to put a series of small, mastered behaviors together in a certain order to complete a larger task.
What are the two types of chaining mentioned in the script, and how do they differ?
-The two types of chaining mentioned are forward chaining and backward chaining. Forward chaining starts by teaching the first few steps and gradually fades prompts until the entire task is independent, while backward chaining starts by teaching the last step and works backward, fading prompts until the entire task is independent.
Why is backward chaining more commonly used than forward chaining?
-Backward chaining is more commonly used than forward chaining because it has the last step of the task close to the reinforcer, which leads to a stronger connection between the behavior and the reward, setting learners up for greater success.
What is verbal behavior in applied behavior analysis?
-Verbal behavior is any behavior that is reinforced through the mediation of another person. It is not limited to language and can include asking for something, pointing, grunting, coughing, fanning oneself, rubbing one's tummy, and more, if they are reinforced by another person's behavior.
What are the four basic verbal operants covered in the script, and what do they represent?
-The four basic verbal operants are echoic, mand, tact, and intraverbal. Echoics are copied responses to verbal stimuli, mands are requests for things motivated by desire, tacts are labels for environmental stimuli, and intraverbals are responses to verbal stimuli that do not have point-to-point correspondence.
What are some teaching programs based on the principles of applied behavior analysis mentioned in the script?
-Some teaching programs based on the principles of applied behavior analysis mentioned in the script include the Picture Exchange Communication System (PECS), Pivotal Response Treatment (PRT), and the Treatment and Education of Autistic and related communication handicapped children (TEACCH).
How does the TEACCH methodology leverage the strengths of individuals with autism spectrum disorder?
-The TEACCH methodology leverages the strengths of individuals with autism spectrum disorder by focusing on visual antecedent strategies and environmental cues to increase the likelihood of adaptive behavior and decrease challenging behavior. It involves modifications to the learning environment, consistent schedules and routines, and work systems that allow students to work independently.
Outlines
📚 Applied Behavior Analysis Teaching Methods
This paragraph introduces various teaching methods based on Applied Behavior Analysis (ABA). It begins with shaping and chaining, which are techniques for reinforcing behaviors progressively closer to a target. Shaping helps prevent ratio strain by setting intermediate goals, while chaining reinforces sequences of behaviors. The paragraph also covers methods based on verbal behavior and pivotal response treatment (PRT), as well as the TEACCH method, emphasizing ABA's foundational principles in teaching complex tasks and behaviors.
🔍 Task Analysis and Chaining Techniques
The second paragraph delves into task analysis, a method for breaking down complex tasks into smaller, manageable steps, which are then chained together. It discusses forward and backward chaining as strategies within task analysis, with forward chaining starting with easier steps and fading prompts, while backward chaining begins with the final step. The paragraph highlights the importance of proximity to the reinforcer in backward chaining and the use of prompts and error correction during task analysis.
🗣️ Verbal Behavior and Its Classification
This paragraph explores the concept of verbal behavior in ABA, defined as behaviors reinforced by another person's actions. It categorizes verbal behavior into four main classes: echoic, mand, tact, and intraverbal. Each class is explained with examples, illustrating how they are taught and reinforced differently, with an emphasis on the importance of verbal behavior in communication and social interaction.
🎯 Pivotal Response Treatment and Its Goals
The fourth paragraph focuses on Pivotal Response Treatment (PRT), a play-based, child-initiated approach for individuals with autism spectrum disorder. PRT targets pivotal areas such as motivation, responding to multiple cues, self-management, and social initiation, aiming to improve overall learning and behavior. The paragraph explains how PRT enhances motivation through various techniques and the importance of these pivotal areas in creating learning opportunities.
🏫 TEACCH Program and Visual Learning Strategies
The final paragraph discusses the TEACCH program, designed for individuals with autism who are considered visual learners. It outlines the program's focus on visual antecedent strategies and environmental cues to promote adaptive behavior. The paragraph describes visual schedules, timers, token boards, and token economies as tools used within TEACCH to structure the learning environment and manage behavior effectively.
Mindmap
Keywords
💡Applied Behavior Analysis (ABA)
💡Shaping
💡Chaining
💡Task Analysis
💡Ratio Strain
💡Echoic
💡Mands (Mand)
💡Tacts
💡Intraverbal
💡TEACCH
Highlights
Discussion of additional teaching methods based on applied behavior analysis (ABA).
Introduction to shaping and chaining as frequently used ABA methods.
Explanation of shaping to reinforce closer approximations of a target behavior.
Prevention of ratio strain through gradual behavioral improvement in shaping.
Chaining as a method for reinforcing behaviors performed in sequence.
Task analysis in teaching complex tasks through smaller steps and chaining.
Differentiation between forward and backward chaining techniques.
Importance of task proximity to the reinforcer in backward chaining.
Use of prompts and correction strategies like back step during task analysis.
Overview of verbal behavior and its classification into verbal operants.
Teaching of echoic, the first verbal operant involving imitation of speech.
Demands as verbal operants for asking for things, taught after echoics.
Tacts as verbal operants for labeling environmental stimuli with social reinforcement.
Intraverbals as complex verbal operants requiring different responses to verbal stimuli.
Review of teaching programs for autism spectrum disorder based on ABA principles.
Description of the Picture Exchange Communication System (PECS).
Pivotal Response Treatment (PRT) focusing on child-initiated play-based learning.
The four pivotal skill areas targeted in PRT: motivation, responding to cues, self-management, and social initiation.
TEACCH methodology emphasizing visual learners and environmental cues for individuals with autism.
Use of visual schedules, timers, token boards, and token economies in TEACCH.
Transcripts
in this next video we will discuss some
additional teaching methods
based on the principles of applied
behavior analysis
we will start with two methods that are
frequently used together
shaping and chaining then we will
discuss
methods based on the principles of
verbal behavior and finally we will
review methods
such as pivotal response treatment and
t-e-a-c-c-h
teach which are based on the
foundational
principles of applied behavior analysis
shaping and chaining first we will
discuss
two important teaching methods used in
all behavior
analytic programs these two methods are
known as
shaping and chaining
shaping involves reinforcing closer and
closer approximations of a target
behavior
with shaping we can start with what the
learner is currently doing
and then set intermediate goals to
improve the quality
of this behavior until it meets a
predetermined goal
by not expecting too much too fast from
our learners
we can prevent ratio strain ratio strain
is the process that happens when a
behavior does not
contact a reinforcer often enough
this can lead to the learner giving up
resisting the lesson
and instead engaging in challenging
behavior
in the first example of shaping on this
slide our client is only taking one step
to start and we want them to walk
10 feet to shape this behavior we can
start by providing a reinforcer
after the client walks 2 feet
then five feet and finally ten feet
in the second example our client is only
saying the sound
ba and we want them to say the word
balloon
we can shape this behavior by first
providing a reinforcer
after the client says boom then
and finally balloon using these examples
imagine if you decided to only provide a
reinforcer
after the client walks 10 feet or says
the word
balloon given where the client is
starting
it's likely we would go a long time
without seeing our target behaviors
and therefore a long time without
providing reinforcement
and how that might affect client
behavior
instead with shaping we can show the
client that they are on the right track
guide them gently to the end goal and
keep learning fun
engaging and reinforcing
chaining involves providing
reinforcement after two or more
behaviors that are performed in sequence
this is a great teaching method for
complex tasks
we will sometimes shape a few behaviors
first and then chain them together to
complete a larger goal
for example if a client is only
scrubbing their hands with soap for one
second
and rinsing for one second we might
shape these two behaviors
separately so that they are scrubbing
and rinsing for a longer period of time
and then put them together in a sequence
to help the client
learn to wash their hands in the first
example of chaining on this slide we are
chaining the sounds
in a word the client says um then
brel and then la umbrella
and you only provide praise after all
three sounds are said in succession
notice how this is different from our
example of shaping the word balloon
on our previous slide in our shaping
example
we provided reinforcement after closer
approximations
of the entire word in this example we
are breaking the word down into
syllables
and then providing reinforcement when
these syllables are said
in order in the second example on this
slide we are chaining the steps to clean
up trash
first the client gets the trash then
walks
to the trash can and finally they throw
away the trash
you only grant access to play after all
three steps are completed
in order when we use chaining in this
manner
to teach complex tasks with many steps
we are teaching via task analysis
task analysis is a teaching method that
involves breaking a complex
task into smaller steps and then
chaining these steps
together this type of teaching is a
great way to teach a client how to put a
bunch of small
mastered behaviors together in a certain
order to complete a larger task
learning to complete a puzzle is a great
example of a
task that can be taught via task
analysis
to complete the puzzle the client must
put one piece in at a time
and we can teach the client to put in
heart and then circle
and then star and that specific order to
complete the task
your skill acquisition plan for a task
analysis lesson
will include a list of steps to teach
and the order to teach them in
your supervisor determines these steps
based on both the task
and the client needs all of the steps in
your task analysis will
already be mastered on their own if any
step
is not yet mastered you will first teach
this step separately
and then insert it back into the task
forward chaining is used when task
analysis teaching when the first few
steps are easier than the last
in forward chaining we fade prompts from
the first step
then the second and so on until the
entire task
is independent in this example of
forward chaining we have a puzzle with
three pieces
and we decide to teach them from left to
right
we first tell the client to do the
puzzle and wait some time for them to
place the star independently
once the star is in we prompt putting in
the circle
and then the triangle we may also
complete the other two steps for the
client
rather than prompting
backward chaining is the most common
method of teaching
via task analysis in backward chaining
we fade prompts from the last step
then the second to last and so on until
the entire task is independent in the
example of backward chaining on this
slide
we prompt or complete putting in the
start and circle
and then wait for the client to place
the triangle
and the puzzle independently before
providing praise
and a reward once the client is placing
the triangle consistently
we would only prompt the star and then
wait for the client to place the circle
and triangle independently before
providing praise and
reward backward chaining is used more
frequently than forward chaining
because of the proximity of the last
step to the reinforcer
imagine doing the first step and then
having to wait for all the other steps
to be done before receiving praise
or reward for a job well done this is
what happens in forward chaining
if we're not careful this can be
confusing and lead to
ratio strain now imagine doing the last
step
and then immediately receiving praise or
reward
which is how we teach using backward
chaining
this leads to a stronger connection
between the behavior
and reward and in general sets our
learners up for great success
just like with other teaching methods
your supervisor will provide you with
the hierarchy of
prompts and the skill acquisition plan
when prompting during task analyses we
typically stand
behind the client so that our presence
doesn't become
a controlling stimulus we want the
client to perform the task
even when we are not present gesture
visual and physical prompts are most
commonly used during this type of
teaching method
verbal prompts are avoided because they
may interrupt the behavior chain
and be difficult to fade
most programs use what we call a back
step to correct
errors during a task analysis a back
step
involves having the client to complete
the step just before the error
and then prompting the correct response
in this example the client gets the
trash and walks to the trash can
but then makes an error let's say he
throws the trash on the floor
to correct this error we would intervene
by walking the client back to where we
started with the trash in hand
have them walk back to the trash can and
then prompt them
to throw the trash in the trash can to
prompt this step we might point to the
trash can or provide physical guidance
depending on what is the least intrusive
prompt
necessary for success once the task is
complete
we would provide praise and a reinforcer
such as
access to play we would then likely
practice this task
again later in the session to see if the
client can do the entire task
independently
now we will discuss verbal behavior and
how we teach
different verbal operants
verbal behavior is any behavior that is
reinforced through the
mediation of another person by this
definition it is not limited
to language examples can include
asking for something pointing grunting
coughing fanning yourself rubbing
your tummy and more these examples are
verbal behavior if they are reinforced
by another person's behavior
verbal behavior is classified into
functional classes called
verbal operands over the next few slides
we will cover four basic verbal operands
and how we teach these operants
to clients
the first verbal operant we will discuss
is the echoic
echoics are preceded by a verbal
stimulus and are said to have
point-to-point correspondence
with this preceding verbal stimulus this
means that something is spoken
and then copied this is the first verbal
operant we work on because our clients
need to know how to say a word before
they can use it functionally
in the first example on this slide a
behavior technician says
cat the client says cat and the behavior
technician says
good job in the second example on this
slide a behavior technician
says watermelon the client says
watermelon and the bt gives a high five
in both examples the words uttered by
the technician
and the client are exactly the same and
the response is followed by general
social praise
the next verbal operant we will discuss
is demand
mans are preceded by a motivating
operation
and specify a reinforcer more simply put
mans are essentially asking for things
that we want
behavior technicians typically work with
clients on mans
once they have mastered the word as in
ecoeg
for example a technician would first
teach the client to say cookie
as an echoic and then once the client
can say the word cookie
the technician would teach the client to
say cookie
to ask for a cookie in the first example
on the slide you are hungry when you see
that a friend has an
extra cookie you ask can i have one of
those cookies and your friend gives you
a cookie
in the second example on this slide a
child sees that a favorite toy is out of
reach
the child says help while reaching for
the toy
and the parent gives the child her
favorite toy
in both examples there is first
motivation
and place and the response is followed
by the item
specified in the manned in these
examples
that item is a cookie and a toy
the next verbal operant we will discuss
is the tact
tacks are preceded by an environmental
stimulus and they are always socially
reinforced more simply put tax are
labeling things that you see hear smell
feel and taste technicians typically
work on tax
after echoics but at the same time as
man's
in the first example on this slide you
see a blue bird
and say look a bird in response
a friend says wow that's pretty in the
second example
on this slide you smell something
burning and say
something is burning in response your
sister runs
the kitchen and thanks you in both cases
you are labeling something that you
sense and the response
is followed by a social interaction in
these examples that interaction is your
friend
commenting on the bird and your sister
thanking you
the last verbal operant we will discuss
is
the intraverbal intraverbals are
preceded by a verbal stimulus and do not
have point-to-point correspondence with
this stimulus
more simply put someone says something
and you say something different and
responds
answering questions and filling in the
blanks are common examples
of intraverbals in the first example
on this slide a dad says ready set his
son says
go and then his dad picks him up and
swings him around
in the second example on this slide a
behavior technician
asks what do you sleep in a client says
a bed and then the technician provides
praise
in both examples the words uttered by
the technician and client do not match
and the response is followed by general
social praise
finally we will review several teaching
programs
commonly found in classrooms and other
therapies for
individuals with autism spectrum
disorder
these teaching methods are all based on
the basic principles
of applied behavior analysis the
programs we will review
are the picture exchange communication
system
the pivotal response treatment in the
classroom based program known as
teach the picture exchange communication
system
or pex is a system that teaches
individuals to communicate using picture
icons this system of communication is
often preferred
over sign language for individuals with
autism spectrum disorder
as it can be universally understood by
anyone with whom the individual needs to
communicate
this communication system can be used
for all verbal operants
if a client can read then an alternative
to pex
is the textual exchange communication
system
or text instead of pictures this system
uses written words that the client can
hand
to listeners there are specific steps
phases
and procedures that must be followed
when using pex
you will receive additional training in
this teaching method if you are placed
with a client
who requires pecs pivotal response
teaching or prt is a play-based
child-initiated treatment for
individuals with autism spectrum
disorder
prt was developed by the cogols from
research in the 1970s and 1980s
they based this treatment on the
behavior principle of operant
conditioning focusing primarily on
reinforcement
in contrast to discrete trial teaching
and natural environment teaching
prt targets general skill areas seen as
pivotal
for learning rather than specific
discrete behaviors
the goals of prt include developing
communication and language skills
increasing pro-social behaviors and
replacing repetitive or restrictive
patterns
of behavior the four pivotal skill areas
targeted in prt
are motivation response to multiple cues
self-management and social initiation
we will learn more about these four
pivotal areas over the next four slides
first is the pivotal area of motivation
motivation is defined as a high rate of
responding and initiating during
sessions with positive effects happiness
and enthusiasm this is seen as a central
pivotal area that affects
all other learning when targeting
motivation technicians attempt to
increase the value of social reinforcers
via pairing share control with the
client
responding to cues regarding changes
and motivation such as signs of boredom
they do this in several ways first
during prt
technicians reinforce attention to tasks
other ready-to-learn skills and attempts
at pro-social interactions
next they infuse sessions with choices
very tasks presented during the session
and use natural reinforcers to avoid
satiation
finally technicians intersperse new
skills with mastered skills to keep
success high and provide a thick
schedule of reinforcement
to keep the learner engaged
next is the pivotal area of responding
to multiple cues
skills in this domain are defined as
responding to a wide variety of relevant
environmental cues this is how pivotal
response treatment approaches
generalization across stimuli and
responses
when targeting this pivotal skill
technicians
vary stimuli and increase the number of
different
cues available vary the activities
during which
different skills are practiced and start
with the continuous schedule of
reinforcement before fading to an
intermittent
schedule that more closely matches the
natural learning environment
next is the pivotal area of
self-management
the main goal of this area in early
intervention is to target improved
self-regulation decrease challenging
behavior
and promote independent life skills
when targeting self-management
technicians implement
self-management teaching strategies
teach coping skills
and fade prompts from adults for young
children
prt focuses on language and other forms
of communication
as a foundation for more advanced skills
like self-regulation and self-management
finally there is the pivotal aerial of
social initiations
this pivotal skill domain is seen as a
way for an individual to create their
own
learning opportunities during everyday
activities and routines
imagine a toddler bringing a book about
colors to a parent
this behavior from the toddler could
lead to the parent teaching them about
colors
which is an opportunity this learner may
not have had before
when targeting social initiation
technicians use time delay
prompt fading techniques to allow for
independent
initiation reinforce asking questions
such as what's this can you help
and what are you doing and teach how to
gain the attention of
others appropriately by learning social
initiations
individuals with autism spectrum
disorder will have robust
natural learning environments full of
opportunities to practice
and repeat skills
the final teaching methodology we will
discuss is
teach teach stands for the treatment and
education of autistic and related
communication handicapped
children the goal of teach is to provide
environments for individuals with autism
spectrum disorder
that help them to learn function and
grow
teach sees individuals with autism
spectrum disorder as visual learners and
plays to this strength
this teaching method focuses primarily
on visual antecedent strategies and
environmental cues to increase the
likelihood of adaptive behavior
and decrease the likelihood of
challenging behavior
it involves modifications to the
physical and visual structure
of the learning environment consistent
schedules and routines
and work systems where materials cues
responses such that students can work
independently
visual systems used in teach include
visual schedules
timers and token boards in the next few
slides we will take a closer look at
some of these visual strategies
visual schedules are schedules that
depict a list of
activities in picture form these
activities are listed in
sequential order visual schedules can be
useful tools when working with
individuals with impaired language and
communication skills
these types of schedules can also help
individuals
who struggle to structure and manage
time
technicians typically use backward
chaining to teach a client how to use a
visual schedule
schedules can be simple first then
boards
or more complex schedules that cover
entire school days
timers and disengagement warnings are
strategies that are used to ensure
smoother transitions from one activity
to the next
problem behavior often occurs when a
client is required to transition
from a preferred activity to a
non-preferred activity
timers can be visual showing time that
has passed in one color
and time left in another color
disengagement warnings involve giving a
client advanced notice
as to when a transition will occur for
example
when a client is on a break the
technician can let the client know when
there is five minutes of break time left
and then two minutes before finally
telling them that it's time to get back
to work
token boards are visual boards that show
clients how many more correct responses
are required before
reinforcement for every correct response
a client receives a token to place on
the board
when the board is filled they receive a
pre-selected activity
edible or tangible the number of tokens
and form of the tokens
can vary based on client need token
boards are great ways to initially thin
schedules of reinforcement
technicians typically backward chain
token boards in order to teach clients
how to use them
token economies are more complex systems
of reinforcement
tokens are provided for a specific set
of well-defined behaviors
tokens can then be used to purchase
rewards from technicians
parents or teachers at a predetermined
time
prices for items are based on preference
highly preferred items
are expensive class-wide systems using
class bucks are examples of token
economies
tokens can take many forms including but
not limited to
points tickets coins beans
shells and stickers token economies can
be adjusted
as needed to change motivating operants
that drive
behavior that concludes our final video
on aba based teaching methods
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