Download B3-Utilizing-ABA-in - PATH International

www.thehealinghorses.com
Slide 1
INTRODUCTION TO
APPLIED BEHAVIORAL ANALYSIS
___________________________________
___________________________________
In EAAT
___________________________________
Dr. Karolina LaBrecque
www.thehealinghorses.com
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2
___________________________________
Karolina LaBrecque, PhD

PhD in Physical Education with specialization in physical therapy

MS in Psychology

20 years experience with horses

10+ years experience in hippotherapy and therapeutic horseback riding

Introduced 300+ students to EAAT

International Speaker

Author

Mentor for therapists

Coach for Parents and People with Disability

PATH International, CHA, and European certified both able body and EAAT
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 3
___________________________________
ABA
The science in which procedure derived from the principles of
behavior are systematically applied to:
 improve socially significant behavior to a meaningful degree and;
 to demonstrate experimentally that the procedures employed
were responsible for the improvement in behavior.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 4
___________________________________
ABA
The study of the effect of the external environment on behavior.
External environment in combination with genetics and one’s
physiology are the causes of behavior.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5
___________________________________
ABA-DEFINITIONS
ENVIRONMENT
Complex dynamic universe of events that differs from instance to
instance.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 6
___________________________________
ABA
 In this theory the internal processes (thoughts, feelings) are the
RESULTS of the organism interaction with external environment.
 Events cause internal processes and behaviors, so the internal
processes are not considered to be the cause of behavior.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 7
___________________________________
ABA-DEFINITIONS
BEHAVIOR
Observable, measurable action of person or any living organism.
IF A DEAD MAN CAN DO IT,
IT IS NOT A BEHAVIOR
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8
___________________________________
ABA-DEFINITIONS
REPERTOIRE
 All behaviors the person can do.
 Set or collection of knowledge and skills a person has learned that
are relevant to a particular setting or task.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 9
___________________________________
ABA-DEFINITIONS
BEHAVIOR
ABA maintain that behavior is the result of the interaction of the
organism and the environment and more specifically the behavior of
the organism and the environmental events that precede and follow
the behavior.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 10
___________________________________
ABA-DEFINITIONS
TARGET BEHAVIOR
Behaviors indentified to change must be significant to the person and
contribute to the quality of their daily life.
 Is it relevant?
 Does it increase person access to their environment?
 Is it age appropriate?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 11
___________________________________
ABA-DEFINITIONS
STIMULUS
___________________________________
Measurable event in the environment that has some
effect on the behavior.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 12
___________________________________
ABA-DEFINITIONS
STIMULUS
 Any environmental event or change;
 The organism must come into contact with stimuli
in order for behavior to be affected or changed in
some way-
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 13
___________________________________
ABA-DEFINITIONS
CLASSIC CONDITIONING (Pavlov)
Learning to link two stimuli in a way that helps us anticipate an event to which we have a
reaction.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 14
Associative Learning
Classical Conditioning
How it works: after repeated exposure to
two stimuli occurring in sequence, we
associate those stimuli with each other.
Result: our natural response to one stimulus
now can be triggered by the new, predictive
stimulus.
Stimulus 1: See
lightning
Stimulus 2: Hear
thunder
Here, our response to thunder
becomes associated with
lightning.
After Repetition
Stimulus: See lightning
___________________________________
___________________________________
___________________________________
___________________________________
Response: Cover ears to avoid sound
___________________________________
___________________________________
___________________________________
Slide 15
Before Conditioning
Neutral stimulus:
a stimulus which does not trigger a response
Neutral
stimulus
(NS)
No response
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 16
___________________________________
Before Conditioning
Unconditioned stimulus and response:
a stimulus Rhich triggers a response naturally,
before/Rithout any conditioning
Unconditioned
response (UR):
dog salivates
Unconditioned
stimulus (US): yummy
dog food
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 17
___________________________________
During Conditioning
The bell/tone (N.S.) is repeatedly presented Rith the food (U.S.).
Neutral
stimulus (NS)
Unconditioned
stimulus (US)
Unconditioned
response (UR):
dog salivates
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 18
___________________________________
After Conditioning
The dog begins to salivate upon hearing the tone (neutral stimulus
becomes conditioned stimulus).
Conditioned (formerly
neutral)
stimulus
Did you follow the changes?
The UR and the CR are the same
response, triggered by different events.
The difference is whether
conditioning was necessary for the
response to happen.
The bS and the CS are the same
stimulus.
The difference is whether the
stimulus triggers the conditioned
response.
Conditioned
response:
dog salivates
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 19
Acquisition
Acquisition refers to the initial stage of
learning/conditioning.
What gets “acquired”?
 The association between a neutral stimulus
(NS) and an unconditioned stimulus (US).
How can we tell that acquisition has occurred?
 The UR now gets triggered by a CS
(drooling now gets triggered by a bell).
Timing
Cor the association to be acquired,
the neutral stimulus (bS) needs to repeatedly
appear before the unconditioned stimulus
(US)…about a half-second before, in most cases.
The bell must come right before the food.
19
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 20
Acquisition and Extinction
 The strength of a CR grows with conditioning.
 Extinction refers to the diminishing of a conditioned response. If the US (food)
stops appearing with the CS (bell), the CR decreases.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 21
Spontaneous Recovery [Return of the CR]
After a CR (salivation) has been conditioned and then extinguished:
 following a rest period, presenting the tone alone might lead to a spontaneous
recovery (a return of the conditioned response despite a lack of further
conditioning).
 if the CS (tone) is again presented repeatedly without the US, the CR becomes
extinct again.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 22
___________________________________
ABA-DEFINITIONS
CLASSIC CONDITIONING (Pavlov)
Summary
 NS & US presented BEFORE the response (0.5 sec) to produce conditioning;
 NS becomes CS and elicits the response;
 US presented 0.5 sec after CS for optimal conditioning;
___________________________________
___________________________________
 Remove US after CS (Present CS alone) to extinguish the response;
___________________________________
 “Behavior is Elicited”
___________________________________
___________________________________
___________________________________
Slide 23
___________________________________
ABA-DEFINITIONS
OPERANT CONDITIONING
Automatic process that refers to the selective effects
of CONSEQUENCE on behaviors.
Includes:
 Reinforcement
 Punishment
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 24
___________________________________
Operant Conditioning
Operant conditioning involves
adjusting to the consequences of our
behaviors. Examples:
 We may smile more at work after this
repeatedly gets us bigger tips.
 We learn how to ride a bike using the
strategies that don’t make us crash.
How it works:
An act of chosen behavior (a “response”)
is followed by a reward or punitive
feedback from the environment.
Results:
 Reinforced behavior is more likely to
be tried again.
 Punished behavior is less likely to be
chosen in the future.
___________________________________
___________________________________
___________________________________
wesponse: balancing
a ball
Consequence:
receiving food
.ehavior
strengthened
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 25
___________________________________
ABA-DEFINITIONS
OPERANT CONDITIONING
Involves the voluntary muscle
Antecedent
Behavior
Consequence
Discriminative Stimuli ›response of behavior › reinforcing stimulus
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 26
___________________________________
ABA-DEFINITIONS
OPERANT CONDITIONING-ABC
Antecedent
Behavior
Consequence
Discriminative Stimuli ›Response or Behavior › Reinforcing Stimulus
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 27
___________________________________
ABA-DEFINITIONS
OPERANT CONDITIONING (Pavlov)
Summary
 Reinforcer delivered .5 sec AFTER the response for optimal conditioning
 Conditioned (secondary) reinforcer (NS) established by pairing with Unconditioned
(primary) Reinforcer 0.5 sec after NS
___________________________________
___________________________________
 NS becomes the Conditioned Reinforcer and is presented .5 sec after the response to
reinforce behavior
 Remove Reinforcer after the response to extinguish the behavior
___________________________________
 “Behavior is Emitted”
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 28
Operant and Classical Conditioning are Different Corms
of Associative Learning
Operant conditioning:
Classical conditioning:


involves respondent beOavior,
reflexive, automatic reactions sucO as
fear or craving

tOese reactions to unconditioned stimuli
(US) become associated witO neutral
(tOenconditioned) stimuli

involves operant behavior, chosen
behaviors which “operate” on the
environment
these behaviors become associated with
consequences which punish (decrease) or
reinforce (increase) the operant behavior
___________________________________
___________________________________
___________________________________
There is a contrast in the process
of conditioning.
The experimental (neutral) stimulus
repeatedly precedes the respondent
behavior, and eventually triggers that
behavior.
The experimental (consequence) stimulus
repeatedly follows the operant behavior, and
eventually punishes or reinforces that
behavior.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 29
___________________________________
CONSEQUENCE:
Positive refers to the presentation of stimulus event.
Negative refers to removal of stimulus event.
It has nothing to do with our judgment of positive or negative effects of
stimulus…it is just adding or subtracting…..
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 30
___________________________________
CONSEQUENCE:
Reinforcement: increases the behavior
• Positive reinforcement: a stimulus appears after
behavior (adding something nice)
• Negative reinforcement: a stimulus is takes away after
behavior (taking away something unpleasant)
Punishment: decreases the behavior
• Positive punishment: a stimulus appears after behavior
(adding something unpleasant)
• Negative Punishment : a stimulus is takes away after
behavior (taking away something pleasant)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 31
31
A cycle of mutual
reinforcement
Children who have a temper tantrum when
they are frustrated may get positively
reinforced for this behavior when parents
occasionally respond by giving in to a child’s
demands.
Result: stronger, more frequent tantrums
Parents who occasionally give in to tantrums
may get negatively reinforced when the child
responds by ending the tantrum.
Result: parents giving-in behavior is
strengthened (giving in sooner and more
often)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 32
A Human Talent:
Responding to Delayed Reinforcers
 Dogs learn from immediate reinforcement; a treat
five minutes after a trick won’t reinforce the trick.
 Humans have the ability to link a consequence to a
behavior even if they aren’t linked sequentially in
time.
 A piece of paper (paycheck) can be a delayed
reinforcer, paid a month later, if we link it to our
performance.
 Delaying gratification, a skill related to impulse
control, enables longer-term goal setting.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 33
Why we might work
for money
 If we repeatedly introduce a neutral
stimulus before a reinforcer, this stimulus
acquires the power to be used as a
reinforcer.
 A primary reinforcer is a stimulus that meets a
basic need or otherwise is intrinsically
desirable, such as food, sex, fun, attention, or
power.
 A secondary/conditioned reinforcer is a
stimulus, such as a rectangle of paper with
numbers on it (money) which has become
associated with a primary reinforcer (money
buys food, builds power).
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 34
Shaping Behavior
Reinforcing Successive Approximations
Shaping: guiding a creature toward the behavior by reward
behavior that comes closer and closer to the desired behavior.
___________________________________
___________________________________
___________________________________
Shaping the teacher: Students
could smile and nod more when the
instructor moves left, until the
instructor stays pinned to the left
wall.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 35
___________________________________
ABA-CHANGING BEHAVIOR
Shaping
1.
2.
3.
4.
Behavior is taught on continue schedule (reinforcing every time
behavior occurs);
Reinforcing successive approximations to the desired response;
For each lever achieved only higher or new level is reinforced
and prior forms are not reinforced.
After establishing behavior reinforcement schedule is gradually
reduced to intermittent schedule.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 36
Different Schedules of tartial/Intermittent
weinforcement
We may schedule our
reinforcements based on
an interval of time that
has gone by.
 Fixed interval schedule:
 Every so often
 Variable interval schedule:
 Unpredictably often
We may plan for a
certain ratio of rewards
per number of
instances of the
desired behavior.
 Fixed ratio schedule:
 Every so many behaviors
 Variable ratio schedule:
 After an unpredictable number of
behaviors
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 37
Which
reinforcements produce more “responding”
(more target behavior)?
Results of the different schedules of reinforcement
 Fixed interval: sloR,
unsustained responding
Rapid responding
near time for
Rapid responding near
reinforcement
time
for reinforcement
If I’m only paid for my Saturday
Rork, I’m not going to Rork as
hard on the other days.
 Variable interval: sloR,
consistent responding
Variable interval
___________________________________
___________________________________
Fixed
interval
Fixed interval
___________________________________
Steady responding
If I never knoR Rhich day my
lucky lottery number Rill pay off, I
better play it every day.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 38
Effectiveness of the ratio schedules of Reinforcement
___________________________________
Fixed ratio
 Fixed ratio: high rate of
responding
Buy tRo drinks, get one free? I’ll
buy a lot of them!
 Variable ratio: high,
consistent responding, even if
reinforcement stops (resists
extinction)
Reinforcers
Variable ratio
If the slot machine sometimes
pays, I’ll pull the lever as many
times as possible because it may
pay this time!
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 39
___________________________________
Summary: Types of Consequences
Adding stimuli
Subtract stimuli
Outcome
Positive +
Reinforcement
(You get candy)
Negative –
Reinforcement
(I stop yelling)
Strengthens target
behavior
(You do chores)
Positive +
Punishment
(You get spanked)
Negative –
Punishment
(No cell phone)
Reduces target
behavior
(cursing)
uses desirable
stimuli
uses unpleasant stimuli
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 40
___________________________________
ABA-CHANGING BEHAVIOR
Weakening unwanted behavior:
 Punishment
 Extinction
 Teaching a replacement behavior
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 41
ABA-CHANGING BEHAVIOR
Punishment is:
 Effective only if delivered consistently and immediately following
behavior;
 It must start out at intense levels to reduce the occurrence of
the behavior it is contingent upon;
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 42
ABA-CHANGING BEHAVIOR
Punishment is:
 Effective if the reinforcement of target behavior is
reduced/eliminated;
 Effective if reinforcement for alternative behavior is available.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 43
___________________________________
ABA-CHANGING BEHAVIOR
Punishment may cause:
 Aggressive and emotional reactions;
 Modeling of undesirable behaviors;
 Overuse of punishment caused by negative reinforcement of the
punishing person’s behavior (it work so we are quicker to use
punishment again).
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 44
___________________________________
ABA-CHANGING BEHAVIOR
Punishment may cause:
 Escape-individual removes or terminates an ongoing, undesired,
unpleasant or aversive stimulus.
 Avoidance – type of negative reinforcement in which one
prevents an unpleasant or aversive event from occurring (or
postponing it).
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 45
When is punishment effective?
 Punishment works best in natural settings
when we encounter punishing
consequences from actions such as reaching
into a fire.
 In that case, operant conditioning helps us
to avoid dangers.
 Punishment is less effective when we try to
artificially create punishing consequences
for other’s choices;
 Severity of punishments is not as
helpful as making the punishments
immediate and certain.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 46
___________________________________
ABA-CHANGING BEHAVIOR
Ethical considerations for punishment:




Do no harm;
Must be safe;
Cannot be degrading or disrespectful to client;
Positive reducing approaches should be exhausted before
implementing punishment;
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 47
___________________________________
ABA-CHANGING BEHAVIOR
Positive punishment:
 Restitution (put things back in place)
 Restitutional overcorrection (put things back in place and clean
tack room)
 Overcorrection – make space cleaner than you first found it;
 Positive practice -do something correctly over and over;
 Required work- community service.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 48
___________________________________
ABA-CHANGING BEHAVIOR
Negative punishment:
___________________________________
 Usually a removal of something that the person likes;
 “Response cost”- speeding tickets- removal of money of your
pocket
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 49
Don’t think about the beach
___________________________________
___________________________________
Don’t think about the waves, the sand,
the towels and sunscreen, the sailboats
and surfboards. Don’t think about the
beach.
Are you obeying the instruction? Would
you obey this instruction more if you were
punished for thinking about the beach?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 50
Problem:
Punishing focuses on what NOT to do, which does not guide people to
a desired behavior.
 Even if undesirable behaviors do stop, another problem behavior
may emerge that serves the same purpose, especially if no
replacement behaviors are taught and reinforced.
Lesson:
In order to teach desired behavior,
reinforce what’s right more often
than punishing what’s wrong.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 51
More effective forms of operant conditioning The
Power of Rephrasing
 Positive punishment: “You’re playing
video games instead of practicing the
piano, so I am justified in YELLING at
you.”
 Negative punishment: “You’re avoiding
practicing, so I’m turning off your game.”
 Negative reinforcement: “I will stop
staring at you and bugging you as soon as I
see that you are practicing.”
 Positive reinforcement: “After you
practice, we’ll play a game!”
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 52
___________________________________
ABA-CHANGING BEHAVIOR
Behavior must occur for punishment to be
used;
One can shape an non existent behavior with
reinforcement !
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 53
___________________________________
ABA-CHANGING BEHAVIOR
Extinction:
___________________________________
 Process by which behavior is reduced by removing the existing
reinforcer maintaining the behavior.
 Very important to always assess:
___________________________________
 Function of behavior
 What maintains the behavior.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 54
___________________________________
ABA-CHANGING BEHAVIOR
Extinction:
 May result in temporary increase of rate of behavior.
Extinction bursts usually occurs when the extinction has just begun.
If the bursts occurs usually that means that the correct reinforcer has been
identified!
 Spontaneous recovery may occur.
This effects may occur but will subside and eventually not occur if the
extinction is administered as prescribed and with CONSISTENCY
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 55
___________________________________
ABA-CHANGING BEHAVIOR
Extinction vs Punishment
Advantage
___________________________________
Disadvantage
Extinction
Removes the reinforcement;
Avoids using aversive events;
Extinction burst;
Spontaneous recovery.
Punishment
It is quick
No need to identify the function or
reinforcement
Leaves reinforcement contingency that
maintain the behavior;
May cause aggression, aversion etc.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 56
___________________________________
ABA-CHANGING BEHAVIOR
Differential reinforcement
 Used to reduce, increase or maintain rates of particular behavior
depending for desire outcome for individual and significant other.
 Can be used to decrease problem behavior by:
 Providing reinforcement for appropriate behavior or absence of problem
behavior
 By placing the problem behavior on extinction
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 57
___________________________________
ABA-CHANGING BEHAVIOR
Differential reinforcement –teaching
appropriate behavior
___________________________________
1. Providing reinforcement contingent upon either the occurrence
of a behavior other than problem behavior or problem behavior
occurring at reduced rate.
___________________________________
2. Withholding reinforcement for the problem behavior.
___________________________________
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 58
___________________________________
ABA and EAAT
 We already are using the discreet trial methods a lot;
 The use of analysis;
___________________________________
___________________________________
 Lessons need to be very structured;
 Instructor is the leader not the child in most cases;
___________________________________
___________________________________
___________________________________
___________________________________
Slide 59
___________________________________
ABA and EAAT

Remember to reward if the response is correct (favorite
exercise, trot, ability to choose next game etc)

If the response is incorrect we ignore it….negative attention is
also an attention. Simply repeat the exercise

Try to generalize acquired skills
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 60
Want to learn more:
___________________________________
Live seminars or possibility of webinar on topic of:
 A The Power of Horse to Drive Change- the science behind EAAT.
 Behaviors that get in the way of learning-and how to deal with them.
___________________________________
 Solving sensory challenges in ASD.
 Horse as Therapist of Autistic Child.
 Integrating EAAT into different treatment methods.
___________________________________
 A Equestrian Assisted Activities and Therapies: for who and why.
 A Introduction to autism: a short survival guide for parents and
professionals.
http://thehealinghorses.com/
___________________________________
Each can be modified to the needs of your center!
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152
www.thehealinghorses.com
Slide 61
Learn more:
The Healing Horses: Horses as Therapist
On line Workshop
In depth coverage of everything that we talked about today and much more
Neurobiology of autism from horse movement perspective
Analyzing you lesson from ABC perspective
Behaviors that get in the way of learning
___________________________________
___________________________________
___________________________________
Solving sensory challenges in ASD
Practical application of theory
 Research and science based knowledge
 Q& A sessions
___________________________________
http://thehealinghorses.com
___________________________________
___________________________________
___________________________________
Karolina LaBrecque
9789955152