Autism Class Notes 2

Autism. Class notes Early intervention ABA Principles of Learning as Therapy - ABA is to teach socially significant behaviors in a therapeutic contexts Prompting- Antecedent based therapeutic strategies Treatment planning in ABA typically divided into 2 domains - Skill acquisition; increase in BX, acquisition means learning Behavior reduction: things that interfere with learning, things that interfere with basic relationships o The little motions or actions kids do that inhibit them from focus on accepted behavior o Working with kids who have tantrums. Each tantrum looks different ( this is why you need very specific op. defs. Steps of Changing Behavior 1. Select a target behavior: what am I looking to teach, what do I want the child to do more of/ or less of. a. Create an operational definition for the behavior you are interested in ( observable, measurable language) 2. Collect baseline data; we want data on paper that says the kid did this before the treatment and intervention a. Never prompt correct responses during baseline,never reinforcing correct BX, never error correcting b. But give the learner to have the opportunity to respond to the SD!!! (Antecedent- what is your instructional question/ command) c. PURPOSE: to see if the treatment is working so we can compare it to something originally. 3. Implement your intervention a. Some basic components of intervention b. Reinforcement c. Prompting Learned Associations Antecedent( what is your instructional question/ command) ( SD) → Target Behavior ( what are you looking to teach) (TARGET BX TARGET RESPONSE) → Consequence ( this is where the learning occurs, what happens as a result of the behavior) ( SR) Consequence Based Strategies: Reinforcement Stimulus: something that has the ability to effect someone’s environment Reinforce the BEHAVIOR, not the person Temporal Contiguity: time happening close together - These stimuli should be happening close together Immediate consequence- strongest association Schedules of Reinforcement Acquisition Phase: Continuous reinforcement( while the child is still learning the behavior) - Do I reinforce every single instance of the behavior, or only a few? In this phase you should do it EVERYTIME - - Once the child has showed that they have learned the behavior o Start THINNING the BEHAVIOR ( give less and less reinforcement) ▪ INTERMITTENT REINFORCEMENT There is no universal reinforcer o Run a preference assessment Consequence – Based Strategies: Error Correction - What if the learner responds incorrectly? You can say “No try again” Antecedent Based Strategies: Prompting - Make a command ( this is what we looked at previously) Assists the learner with responding Prompts usually happen immediately after the SD Any stimulus that helps the learner respond correctly HELPFUL HINT to have the CHILD RESPOND This process makes up one learning trial!! Prompting Hierarchy- allows for greater independence Fading is the removal of prompts gradually Less restrictive Full prompt ( always insures that the learner responds correctly- take childs head and moves it to look at the instructor Partial Prompt ( this time you only tap under your eyes after saying “ look at me”. This may not GUARANTEE that the child will complete the BX correctly on their own. No Prompt ( you just have to say the SD “ look at me” and they should act on their own) Prompting - Physical – Gestural – Visual – Verbal What’s the difference btwn a verbal prompt and SD? o SD is an instruction, Prompt is a helping step o SD ( go to your room) Prompt ( pss. open the door) Massed: means a lot, dense, rapid fire - This has been shown to be really effective learning technique There is a lot of structure with this method Instructor has full control over what is going on We use this with early learners DTT videos on YOUTUBE Repetition of learning trials Child provided with the SD ( Antecedent)→ provide a prompt→ child shows behavior or doesn’t show→ there is consequence DTT rapid fire, but separated discretely - one session is 5-10 trials or opportunities given to the child Prompt and SD are not the same. Full prompt: will result in 100% correct responses. Partial Prompt: will make the learner closer to a correct response but giving them some more independence. Fade prompts gradually. To increase independence. Naturalistic Teaching - Not the same emphasis on repetition This is learning in a natural routine. No prompts or consequences in baseline Behavioral skills training - These skills are usually in order but may be switched around too When giving feedback to student or family members (positive first, then the issued constructive what could they do better or differently) Used to teach procedures usually o Staff training Self Management - One individual act as the learner and the interventionist Steps of Early intervention 1. Screening ( will tell family there might be a risk of Autism, reliably detect it at 12 months of age) 2. Diagnosis 3. Baseline Assessment 4. Build rapport ( make them like you and look forward to sessions. 5. Intervention ADOS- Autism Diagnostic Observation Schedule ( FLOWCHART) 1 year- adult - Responding to name Responding to Joint attention and smiling Play- bubbles, blocks, anticipation of routine Birth to 3 years= Early Intervention - Often before a diagnosis is made Evidence of Neuroplasticity Critical periods \ Now ive gotten a child in front of me, what do I do? BUILD RAPPORT is the first concern. Get the child to be excited to see you when you come to them? Pair yourself as a reinforcer. Contingent reinforcer (tie it to a target behavior) Motor Imitation ( Oral, Fine, Gross)