8

Summary

This 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

00:00

📚 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.

05:01

🔍 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.

10:03

🗣️ 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.

15:03

🎯 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.

20:04

🏫 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.

Keywords

💡Applied Behavior Analysis (ABA)

Applied Behavior Analysis is a scientific approach to understanding and improving behavior. It is based on the principles of learning and behavior, which are systematically applied to teach new skills or behaviors. In the video, ABA serves as the foundational framework for various teaching methods discussed, including shaping, chaining, and task analysis. The video emphasizes how ABA principles are used to develop effective teaching strategies for learners, particularly those with autism spectrum disorder.

💡Shaping

Shaping is a teaching method in ABA that involves reinforcing closer and closer approximations of a target behavior. It allows for the gradual development of a complex behavior by reinforcing successive approximations. In the video, shaping is used to prevent ratio strain and to guide learners gently towards a predetermined goal. An example given is reinforcing a client for walking longer distances, starting with just 2 feet and gradually increasing to 10 feet.

💡Chaining

Chaining is another ABA method where reinforcement is provided after two or more behaviors are performed in sequence. This technique is particularly useful for teaching complex tasks that involve multiple steps. The video explains how chaining can be used to break down tasks into smaller, manageable steps and then teach them in a specific order. An example provided is teaching a client to wash their hands by first shaping the behaviors of scrubbing and rinsing separately and then chaining them together.

💡Task Analysis

Task analysis is a teaching method that involves breaking a complex task into smaller steps and then teaching those steps in a sequence. This method is highlighted in the video as a way to teach complex tasks through chaining. The video gives an example of teaching a client to complete a puzzle by breaking it down into steps and then chaining those steps together, which allows the client to learn the task in a structured manner.

💡Ratio Strain

Ratio strain refers to the process where a behavior does not contact a reinforcer often enough, leading to the learner giving up or engaging in challenging behavior. The video discusses how shaping can prevent ratio strain by setting intermediate goals and reinforcing progress towards a target behavior, thus maintaining learner motivation and engagement.

💡Echoic

The echoic is a type of verbal behavior in ABA, characterized by the repetition of a verbal stimulus. It is one of the four basic verbal operants and is the first verbal behavior typically taught because it involves imitation of speech. The video uses the example of a client repeating the word 'cat' or 'watermelon' after a behavior technician says it, followed by reinforcement.

💡Mands (Mand)

Mands, short for 'manding,' are verbal operants that involve asking for something. They are initiated by a motivating operation and specify a reinforcer. The video explains how mands are taught after a client has mastered echoics, using the example of a client saying 'cookie' to ask for a cookie. Mands are crucial for communication and are taught to increase pro-social behaviors.

💡Tacts

Tacts are a type of verbal behavior that involve labeling or describing a stimulus in the environment. They are socially reinforced and do not have a point-to-point correspondence with the stimulus. The video gives examples such as saying 'look, a bird' upon seeing a bird or 'something is burning' when smelling smoke. Tacts are important for teaching descriptive language skills.

💡Intraverbal

Intraverbals are a type of verbal behavior that is not directly related to the stimulus but is instead a response to a verbal stimulus that is different from the stimulus itself. They are often used in conversational contexts, like answering questions. The video provides examples such as a child responding 'go' to 'ready, set' or a client saying 'a bed' when asked 'what do you sleep in?' Intraverbals are taught to enhance the client's ability to engage in more complex verbal interactions.

💡TEACCH

TEACCH stands for Treatment and Education of Autistic and related Communication handicapped CHildren. It is a structured teaching method that emphasizes visual learning strategies and environmental modifications to support individuals with autism. The video discusses how TEACCH uses visual schedules, timers, and token boards to create structured learning environments that cater to the visual learning strengths of individuals with autism.

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

please exit this video and return to

your course to complete the next

assignments