Download 5.Applied behavior analysis and autism

Autism and ABA
Annie Baghdayan, PhD, BCDA-D, LBA
The National Center for Disability Education & Training
University of Oklahoma
OPC Statewide Conference
Definition of Autism
• A developmental disability significantly affecting:
• Verbal and nonverbal communication
• Social interaction
• Evident before age 3, that adversely affects a child's educational performance.
• Other characteristics often associated with autism are engagement in repetitive activities
and stereotyped movements
• Resistance to environmental change or change in daily routines, and
• Unusual responses to sensory experiences (P.L. 101-476, 2004).
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
What is Autism?
• Autism Spectrum Disorders (ASD) are a group of related
brain-based disorders that are characterized by three
distinctive features.
• Difficulty with social interactions
• Delays/difficulty in verbal and nonverbal communication
• Repetitive behaviors or narrow, obsessive interests
• American Academy of Pediatrics, 2006
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
ASD
Annie Baghdayan, PhD
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OPC Statewide Conference
DSM-5
• The DSM-5 (available since May 2013) proposed one diagnostic
category. It uses the diagnosis of Autism Spectrum Disorder.
• This diagnosis will take the place of the 4 previously separate
disorders:
• Autistic disorder,
• Asperger’s disorder,
• Childhood disintegrative disorder and
• Pervasive developmental disorder not otherwise specified (PDD-NOS)
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Prevalence of Autism
• Autism is increasing at a rate of approximately 10-17% per year.
• Autism Society of America
• In October 2010, 3,062 children ages 3-21 in Oklahoma received special
education services under the Autism category.
• Reported by State of Oklahoma in accordance with section 618 of IDEA, U.S.
Department of Education, Office of Special Education Services
• According to CDC 1 in 68 children are identified with ASD (1 in 42 boys
and 1 in 189 girls).
Annie Baghdayan, PhD
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OPC Statewide Conference
Prevalence of Autism
http://www.cdc.gov/ncbddd/autism/data.html
Why the increase in autism?
• Reasons are not completely clear.
• Theories:
• Increased awareness of autism
• More screening tools and services
• Changes in how autism has been defined and diagnosed.
• Children with milder symptoms are being diagnosed.
• Increased prevalence due to increase in various environmental factors
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Evidence-Based Intervention Strategies
• In 2009, 11 “treatments” or practices with an evidence base
• Reviewed by National Standard Project from National Autism Center
• In 2010, 24 EBPs
• National Professional Development Center (NPDC)
• Included 10 years, 1997-2007
• In 2014, 27 EBPs
• Second review by NPDC
• Included 22 years, 1990-2011
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29,101 possible studies 456 studies
RCT, quasi-experimental, single case design
• Strength of evidence for assessment
• Based on number, type of studies using each EBP
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Annie Baghdayan, PhD
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OPC Statewide Conference
Evidence – Based Practices (2014)
Antecedent-based interventions
Cognitive behavioral intervention*
Differential reinforcement
Pivotal response training
Prompting
Reinforcement
Response interruption/redirection
Discrete trial training
Scripting*
Exercise*
Self-management
Extinction
Social narratives
Functional behavior assessment
Social skills training
Functional communication training
Structured play groups*
Task analysis
Modeling*
Naturalistic interventions
Parent-implemented intervention
Technology-aided intervention/instruction*
Time delay
Video modeling
Peer-mediated instruction/intervention
Visual supports
Picture Exchange Communication System
* Added from 2014 literature review
What is Applied Behavior Analysis?
• Applied Behavior Analysis - ABA is the use of scientific principles of learning and
motivation to teach effectively
• The core concept is that the consequences of what we do affect what we learn and what
we will do in the future
• Positive reinforcement: behaviors that produce a good outcome are more likely to occur
in the future
• People are motivated by what they get out of what they do
• Examples: money, feeling good for helping someone, approval from others,
satisfaction of a good book, etc.
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Positive Reinforcement
• The ABA approach to autism is to identify what motivates each individual
child
• Every child is different
• Teaching must use what is motivating to the child, not what we think should be
motivating to the child
• Then we teach the child by teaching new skills in very small steps and
rewarding the child with positive reinforcement when they make an effort at
learning
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Annie Baghdayan, PhD
4
OPC Statewide Conference
Effectiveness of ABA
• ABA assumes that if a child is not learning, it is NOT the child’s fault, it is our
fault
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We must change the way we are teaching
We must continue to try different ways of teaching until we find one that works
ABA is the best method for finding what works
We do not blame the child if learning does not happen
We believe it’s our responsibility to figure out how to teach whatever the child
needs to learn
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Why Is ABA Effective For
Children with Autism?
• Is consistent with general principles of learning:
• Task analysis:
• Breaks complex material into smaller, more teachable units. Provides numerous structured
opportunities for a child to learn a new skill before advancing to the next skill
• Stimulus Control:
• Highlights relevant stimuli while simultaneously minimizing extraneous stimuli
• Prompting and prompt fading procedures
• Errors are minimized while correct responses are maximized
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Why Is ABA Effective For
Children with Autism?
• Is consistent with general principles of learning:
• Reinforcement
• All students have an individualized motivational system
• Generalization
• Promotes skills across settings, instructors, and situations
• Maintenance
• Skills are functional and therefore continually used by students
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Annie Baghdayan, PhD
5
OPC Statewide Conference
Discrete Trial Training (DTT)
• Breaks down learning opportunities into well-controlled, discrete teacher-student
interactions
Instruction → Correct Response → Reward
OR
Instruction → Incorrect Response → Correction
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Discrete Trial Training (DTT)
• Provides structure for the learning interaction
• Provides a very large number of learning opportunities in a small amount of
time
• Is proven by hundreds of studies to be an effective teaching procedure
• https://www.youtube.com/watch?time_continue=30&v=4qRe6JQLBTM
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Natural Environment Training
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Naturalistic behavioral teaching procedures go by many names:
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Incidental Teaching, Pivotal Response Teaching,
Basic approach:
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Teach in the natural environment
Set up situations where the child will be motivated (e.g., toy out of reach)
Wait for child to initiate
Prompt the correct behavior
Reinforce it
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Annie Baghdayan, PhD
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OPC Statewide Conference
Natural Environment Training
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Much more natural approach than DTT
Less structured
Looks more like typical interactions
Great for teaching play and social skills
Great for establishing generalization of skills learned in DTT
Some children prefer NET over DTT
Proven by dozens of studies to be an effective teaching procedure
https://www.youtube.com/watch?v=mnkEZaAHGrA
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Behavioral Interventions
• Behavioral interventions teach individuals with ASD
functional alternative behaviors to reduce problem
behaviors in their environment (Wilczynski, Rue, Hunter,
& Christian, 2012).
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Behavioral Interventions
• Prompting - an antecedent stimuli added to the environment to elicit a
correct response (Ulke-Kurkcuoglu, 2015).
• Example:
• Verbal cues – clap hands
• Modeling – adult claps hands
• Physical guidance – adult physically guides child to clap hands
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Annie Baghdayan, PhD
7
OPC Statewide Conference
Behavioral Interventions
• Chaining- Breaking down complex tasks into sequence of discrete responses (Cooper,
Heron, & Heward, 2007).
• Examples:
• Forward chaining – sequence of steps are taught in their natural order
• Child receives reinforcement when step is performed correctly
• Total-task chaining – sequence of steps are taught in natural their natural order
• Child receives training throughout learning process
• Backward chaining - Last step of behavior chain is completed first
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Self-Management
• Teaches individuals with ASD to self-regulate their own behaviors to gain
greater independence (Lee, Simpson, & Shogren, 2007).
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Goal setting - sets own goals
Self-monitoring - records occurrence of targeted behavior
Self-evaluation - compares one’s performance to targeted goal
Self-reinforcement - self-administered or by teacher
© Copyright 2016 University of Oklahoma Board of Regents. All Rights Reserved
Functional Communication Training (FCT)
• Purpose is to decrease maladaptive
behaviors by giving learner
communicative response that acts as a
replacement behavior (Mancil &
Boman, 2010).
Annie Baghdayan, PhD
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OPC Statewide Conference
FCT Steps
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Identify maladaptive behavior
Conduct functional assessment to discover function of behavior
Determine more appropriate response that serves same function
Teach and reinforce more appropriate replacement behavior
(Mancil & Boman, 2010).
Web Resources
Families
1.
www.autismspeaks.org -One of the leading autism science and advocacy organizations. Autism Speaks
provides a comprehensive resource guide for all states. The site also boasts an impressive list of apps that
parents may find useful, including games that focus on communication and social skills.
2.
www.autism-society.org -Another great site that includes helpful resources for those with autism, family
members, as well as professionals. Autism Society also gives updates on the latest autism news and press
releases.
3.
www.disabilityscoop.com – Sign up for Disability Scoop’s e-mail news to receive the most current updates
on developmental disabilities. Disability Scoop’s experts have been cited by multiple online news sites,
including USA Today and People.com.
4.
www.autism.healingthresholds.com – Healing Thresholds includes information on many different therapy
treatments for children with autism. The site focuses on the top 12 used by parents, but also includes
useful information on nearly 100 additional therapies.
Book Resources
Families
• Understanding Autism Spectrum Disorder (ASD) : 36-page booklet that
provides answers to questions parents have about autism including: symptoms,
diagnosis, treatment strategies, and transitioning to adulthood.
• Autism Spectrum Disorders: What Every Parent Needs To Know This awardwinning book is an invaluable resource for parents and caregivers of children who
have been diagnosed with an ASD. This book helps parents understand how ASD
is defined and diagnosed and provides information on the most current types of
behavioral and developmental therapies.
Annie Baghdayan, PhD
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OPC Statewide Conference
Web Resources
Professionals
Autism Internet Modules http://www.autisminternetmodules.org
Adapted Learning https://www.adaptedlearning.com/default.aspx
Geneva Center http://www.elearning.autism.net/cc/index.php
Organization for Autism Research http://www.researchautism.org
National Autism Center http://www.nationalautismcenter.org
National Inst. of Health, Autism Research Network
http://www.autismresearchnetwork.org/AN/
Contact Us
Annie Baghdayan, PhD, BCBA-D, LBA
[email protected]
The National Center for Disability Education & Training
http://ncdet.ou.edu/
University of Oklahoma
3200 Marshall Ave.
Norman, OK 73072
Annie Baghdayan, PhD
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