Behavior Support Program Part 2: Alternative Curriculum

Kaye Otten, PhD, BCBA, Ali Sweitzer, M.Ed., BCBA Author

11/04/2021 Added

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Behavior Supports Part 2, AC

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[00:00:04.500]Hello, this is a after-the-fact recording
[00:00:09.500]of the series that we've been doing
[00:00:13.480]through the Autism Educators Network
[00:00:15.210]called "You Have to Build the Plane as You Fly It!:
[00:00:17.187]"Core Components of an Evidence Based
[00:00:18.867]"Behavior Support Program."
[00:00:20.730]This is part two, which we originally did on October 6th,
[00:00:24.830]and this would be the alternative curriculum program.
[00:00:28.450]I'm going to share my screen here.
[00:00:37.561]So this particular breakout room was led by myself,
[00:00:42.320]Kaye Otten, and Ali Sweitzer, who is on that slide.
[00:00:48.870]Let me get it going here, all right.
[00:00:52.090]She's not with me today.
[00:00:53.910]As I said, we're recording this after the fact,
[00:00:56.160]but you can make note of her email there
[00:00:58.430]and my email as well.
[00:01:00.270]I am, just to give you a quick update,
[00:01:04.830]I am a private consultant,
[00:01:06.220]but I work collaboratively with the Autism Educators Network
[00:01:10.460]to provide this series of support webinars.
[00:01:14.260]So, a little bit odd doing this without an audience,
[00:01:17.470]but hopefully you'll find it helpful.
[00:01:20.180]So, we're focusing today on instruction and reinforcement,
[00:01:25.930]which really kind of go together,
[00:01:27.950]especially when you're talking
[00:01:29.090]about an alternative curriculum classroom.
[00:01:32.340]Really, we learn, as individuals, we learn in two main ways,
[00:01:38.850]which is either we're directly taught something
[00:01:41.190]and it becomes a little bit more rule governed, right?
[00:01:43.380]So we break things into steps
[00:01:45.740]and we directly teach each step,
[00:01:47.470]or we learn from our experiences
[00:01:49.390]and what gets reinforced happens again and again, right?
[00:01:54.150]So that's the definition of reinforcement.
[00:01:56.060]It happens after the behavior and makes it more likely
[00:01:58.110]that behavior will happen again in the future.
[00:02:00.510]And so, as we reinforce certain skills
[00:02:03.210]that our learner is going to learn them
[00:02:05.480]because they're going to engage in them
[00:02:07.260]more and more and more.
[00:02:08.930]The analogy I like to use is learning a sport
[00:02:13.100]or learning a musical instrument, right?
[00:02:15.140]The more that you do it over and over and over,
[00:02:17.270]the more fluent that particular skill becomes.
[00:02:20.160]So, I decided that these two concepts
[00:02:23.200]would go together in our second session of the series
[00:02:29.710]because they are so intertwined.
[00:02:31.470]So when we're thinking about the alternative curriculum,
[00:02:33.900]one of the most important things is to pair, pair, pair!
[00:02:37.900]And by pair, I mean, the learner
[00:02:42.910]should find you reinforcing as the educator.
[00:02:46.480]So the more that we can know what reinforces them,
[00:02:50.120]what they enjoy doing
[00:02:51.600]across all kinds of different modalities, if you will,
[00:02:56.370]the more that we do that with them,
[00:02:57.930]or we're paired with that, we're in the same location,
[00:03:00.750]the more that they are going to see us
[00:03:02.520]as a sign of their world getting better
[00:03:05.320]and they will be less likely
[00:03:07.320]to want to engage in escape behaviors.
[00:03:09.500]So be creative and think outside the box, right?
[00:03:12.210]When we're thinking about what might reinforce a student,
[00:03:15.650]you know, everybody is very familiar with things
[00:03:17.700]like edibles, toys and activities they enjoy,
[00:03:21.920]but also think about, you know,
[00:03:23.330]what kinds of large motor activities,
[00:03:28.310]different textures, different sensory activities,
[00:03:31.770]that type of thing,
[00:03:32.603]when we're thinking about expanding their reinforcers
[00:03:35.390]as much as we possibly can.
[00:03:37.490]And then watch what they do when they have free access.
[00:03:39.300]So, so many people say,
[00:03:40.237]"Well, I can't find anything that reinforces them."
[00:03:42.740]I say, "If you just put them in a room
[00:03:44.187]"with a bunch of options, what would they do
[00:03:46.877]"if you had no demands placed on them, right?"
[00:03:50.500]So most kids are going to gravitate towards something,
[00:03:53.250]look at what they're approaching,
[00:03:54.790]what they're staying away from, you know,
[00:03:57.080]what they're staying away from
[00:03:57.940]would definitely not to be reinforcing.
[00:04:00.550]As far as when you pair, don't forget to be super animated
[00:04:05.590]and almost overdo it, right?
[00:04:09.510]A lot of times when I'm seeing people try to pair,
[00:04:12.040]they really are kind of doing it half-heartedly.
[00:04:14.290]So don't forget to be fun and animated.
[00:04:16.270]And we're going to talk about how to calculate
[00:04:19.280]a variable schedule of reinforcement.
[00:04:23.820]So I wanted to show you, we also have a link,
[00:04:27.216]if you have this handout and you should,
[00:04:29.280]if you didn't receive it from Annette,
[00:04:30.960]go ahead and email me directly,
[00:04:33.026]kayeotten@mac.com.
[00:04:39.550]If you click on this live link,
[00:04:41.030]it should take you out to a Google document folder, right?
[00:04:46.840]And in here we have all kinds of different things.
[00:04:49.237]We have reinforcement visuals, we have data sheets.
[00:04:53.150]I have a caregiver interview
[00:04:54.730]that I have combined multiple different sources into one
[00:05:00.440]that you can use to just get a sense
[00:05:02.440]of what types of things, I do not want to take a tour.
[00:05:07.330]So rather than have three,
[00:05:08.450]four different kinds of interviews,
[00:05:09.660]I've compiled them all into one, what I like to use.
[00:05:14.140]We also have a reinforcer handy hints.
[00:05:16.900]So if you look at that, what types of things,
[00:05:19.550]as far as visually, auditory, tactile, vestibular,
[00:05:25.210]what kinds of smells, what kinds of oral motor or tastes.
[00:05:28.300]So just getting yourself to think a little more broadly
[00:05:32.000]about some of the ways that we can find reinforcers.
[00:05:36.780]I'm going to go back into that link.
[00:05:42.130]And then this is, I do this when I have paraprofessionals
[00:05:47.350]or RBTs that are working with kiddos,
[00:05:49.720]I just give them a blank one,
[00:05:51.800]and then as they're interacting with the kid
[00:05:53.760]and they find something that they hit on,
[00:05:56.340]just jotting that down
[00:05:57.220]just to get started with how do we start developing
[00:06:00.300]a really varied reinforcement menu options.
[00:06:08.250]And some of these things are going to be in the handout,
[00:06:12.650]but the ones that really, I couldn't just put on one slide,
[00:06:15.620]I went ahead and put those in there for you.
[00:06:19.470]And then in here in the data sheets,
[00:06:22.800]we have an observation data sheet, items and activities.
[00:06:28.980]How speed of approach, strength of response,
[00:06:33.010]total engagement time, frequency,
[00:06:35.450]to start getting a sense of what are those things
[00:06:37.810]that they prefer.
[00:06:47.250]And then again, just looking at approach, escape,
[00:06:50.390]those types of things.
[00:06:52.920]So feel free to go ahead and explore that Google file.
[00:07:04.620]I want to give credit where credit is due.
[00:07:06.790]A lot of these I adapted from PaTTAN.
[00:07:08.027]If you're not familiar with PaTTAN,
[00:07:09.780]it's the Pennsylvania Training
[00:07:10.830]and Technical Assistance Network,
[00:07:12.230]and one of their directors is Amiris Dipuglia,
[00:07:16.040]who I had the fortune of having train me
[00:07:20.230]in some of the ways that they set up a verbal behavior
[00:07:23.330]or alternative curriculum program.
[00:07:26.830]So I kind of took these and I always adapt things
[00:07:30.560]for my own needs, but, all of these
[00:07:33.090]are going to be available for you in your resources,
[00:07:35.910]tips for pairing, tips for reinforcement,
[00:07:40.099]a classroom visual to remind all of the adults
[00:07:44.480]in the classroom about differential reinforcement,
[00:07:47.040]positive reinforcement,
[00:07:48.100]and then a sheet on pairing for group activities,
[00:07:52.510]because we have a lot of these kiddos
[00:07:53.940]that we expect to go into a group situation,
[00:07:57.030]whether it be general education classroom,
[00:07:58.580]or with other students that get special education services
[00:08:06.280]and they don't know how to sit in a group,
[00:08:07.746]they don't have those basic group learning behaviors.
[00:08:12.970]So tips for pairing.
[00:08:15.380]When you're pairing, reinforcement should be thick, right?
[00:08:17.820]Reinforcement should be free
[00:08:18.840]because you want to give them the highest level
[00:08:20.700]of free reinforcement possible while you are there
[00:08:23.390]pairing with that big payoff for them.
[00:08:26.620]Pair your voice and the child's name with reinforcement.
[00:08:29.620]We don't want our voice to be aversive
[00:08:31.217]and we don't want their name to be aversive.
[00:08:33.860]So rather than using their name when you're redirecting
[00:08:36.730]and potentially showing signs of worsening conditions,
[00:08:41.250]we want to use their name when we're having fun,
[00:08:43.770]when they're in a reinforcing,
[00:08:45.630]when their world is getting better,
[00:08:47.520]when they're having that party.
[00:08:50.030]Be aware of their behavior and signs of interest.
[00:08:52.260]Like I talked about, the approach behavior
[00:08:53.790]but also eye contact, right?
[00:08:56.040]Anytime they're turning or orienting their body
[00:08:59.450]towards something, that could be a sign of interest.
[00:09:01.870]So all of that stuff we want to reinforce.
[00:09:05.454]Any kind of interaction and engagement.
[00:09:07.350]If they're smiling, if they're laughing,
[00:09:08.740]think about what you do with a little infant, right?
[00:09:12.470]Anything that they're doing that shows joint attention,
[00:09:15.320]we're trying to, you know, make eye contact with them
[00:09:18.220]with our faces and with the tone of our voice
[00:09:21.140]should be excited.
[00:09:22.240]So always think of it kind of in that same way.
[00:09:26.320]Narrate the activities rather than instruct.
[00:09:28.260]So instructions can be aversive.
[00:09:30.090]So you might just start noticing things
[00:09:32.318]that you're seeing going on and do that
[00:09:34.597]in a positive voice tone.
[00:09:36.017]"So you really look like you're having fun
[00:09:37.927]"playing with that truck.
[00:09:39.127]"And, oh, I love that smile."
[00:09:41.180]You know, those types of things,
[00:09:42.400]rather than always thinking,
[00:09:43.987]"I'm going to give an instruction
[00:09:45.567]"and they're going to need to comply with that instruction."
[00:09:48.570]And then evaluate yourself, right?
[00:09:50.275]If the student is constantly trying to get away from you,
[00:09:54.050]if you're coming over to them and they're retreating,
[00:09:57.050]if you are working in a table and you're coming to the table
[00:10:00.110]and immediately that's a sign of,
[00:10:01.667]"Oh, no, I don't want to do that task."
[00:10:04.290]We know that, one, we've become aversive
[00:10:05.870]and the things we're wanting them to do is aversive,
[00:10:09.140]and you're going to set yourself up for big power struggle.
[00:10:11.680]So when people say,
[00:10:12.857]"Well, they just look like they're playing and having fun."
[00:10:14.640]Yes, they do,
[00:10:15.540]because that's what we want it to look like, right?
[00:10:18.350]We're feeding in demands, we are not wanting,
[00:10:22.690]learning to be something that they want to avoid or escape.
[00:10:28.060]When undesired behaviors occur,
[00:10:29.470]we want to withhold reinforcement for three to five seconds.
[00:10:32.310]So it doesn't have to be for super long time
[00:10:35.130]and we don't necessarily need
[00:10:36.450]to be doing huge compliance tasks
[00:10:38.570]to get them back on the right track,
[00:10:40.240]we're just withholding and then we're looking for things
[00:10:42.900]to reinforce and we can get the behavior momentum going back
[00:10:45.880]in the right direction.
[00:10:47.970]Don't turn reinforcement activities into a task
[00:10:50.200]that you're demanding for them to complete, right?
[00:10:52.830]It should it be free.
[00:10:54.320]Avoid associating yourself with the aversive events.
[00:10:56.630]We kind of talked about that.
[00:10:57.760]Avoid saying things like stop, no, and don't, right?
[00:11:01.160]So that has often had a history with them of aversives.
[00:11:06.410]So if we can just remove our reinforcement
[00:11:09.240]and then re-present things and look for things to reinforce
[00:11:12.610]to get that instructional control.
[00:11:15.420]And then avoid asking lots of questions
[00:11:17.780]unless that's a target that has been faded in
[00:11:21.070]because a lot of times answering questions
[00:11:24.774]have been demands in the past.
[00:11:27.887]So our goal is instructional control.
[00:11:29.350]So this is a fairly brief video.
[00:11:31.520]This was Mike Miklos, who is another BCBA
[00:11:37.300]that works at PaTTAN.
[00:11:40.619](gentle music)
[00:11:45.688]In this section, we're going to talk about establishing
[00:11:48.650]and maintaining instructional control
[00:11:51.550]during the intensification process.
[00:12:10.950]For example, a child will be much more likely
[00:12:13.910]to cooperate if the place where teaching--
[00:12:18.400]I'm going to restart that, I muted myself
[00:12:20.490]so it did not record the first part.
[00:12:23.680]So I'm going to go ahead and restart that, my apologies.
[00:12:31.087](gentle music)
[00:12:35.960]In this section, we're going to talk about establishing
[00:12:39.100]and maintaining instructional control
[00:12:42.010]during the intensification process.
[00:12:51.020]All right.
[00:12:52.150]Instructional control involves conditioning
[00:12:55.300]the instructional setting as a source of reinforcement
[00:13:00.070]for the learner.
[00:13:01.590]For example, a child will be much more likely to cooperate
[00:13:05.520]if the place where teaching occurs
[00:13:08.980]has been paired with some of their favorite things.
[00:13:11.713]Puzzle. Puzzle.
[00:13:13.700]Say, "Boo!" Boo!
[00:13:15.318]Do this one, bubbles. Bubbles.
[00:13:19.003]All right, have your puzzle.
[00:13:21.170]The important variables to consider
[00:13:22.900]when establishing instructional control
[00:13:25.410]include considering the student's motivation.
[00:13:29.230]Candy, girl, for that, you get two candies.
[00:13:34.300]Fading in demand.
[00:13:44.524]Using errorless teaching techniques.
[00:13:47.083]Hippo. Hippo.
[00:13:48.390]What is it? Hippo.
[00:13:50.560]Try this.
[00:13:53.210]What is it? Hippo.
[00:13:55.006]Good job.
[00:13:55.880]Fast-paced instruction.
[00:13:57.980]Match, yeah, do this one.
[00:14:01.020]Where's the granola bar?
[00:14:03.130]And where's the elephant?
[00:14:04.720]What is that?
[00:14:06.196]Now, match.
[00:14:08.160]There you go, buddy.
[00:14:09.310]Good job.
[00:14:10.685]And interspersing both easy and hard tasks.
[00:14:13.430]What opens and closes?
[00:14:15.760]What is a Cranium Cariboo?
[00:14:19.620]Yeah, what is it? Cranium Cariboo.
[00:14:22.990]Do this.
[00:14:25.180]Touch your back?
[00:14:27.240]What is this?
[00:14:29.430]What is it? Cranium Cariboo.
[00:14:31.720]And ensuring the problem behavior
[00:14:33.500]does not contact reinforcement.
[00:14:35.550](child crying) Touch your nose.
[00:14:39.990]Problem behavior often occurs because teaching conditions
[00:14:44.120]have in the past been paired with worsening conditions
[00:14:47.770]for the students.
[00:14:49.420]In other words, in the past,
[00:14:51.270]instruction may have been too hard for the students.
[00:14:54.200]Instruction may have been paired
[00:14:55.580]with the removal of reinforcers.
[00:15:00.775]Good, give me the bird.
[00:15:03.610]Where's the bird's beak?
[00:15:07.288]Okay, that's the beak.
[00:15:08.290]What's this?
[00:15:13.980]I noticed when the student started engaging
[00:15:16.840]in problematic behavior, Mike did not say no or stop.
[00:15:20.350]He didn't give it any attention whatsoever.
[00:15:22.320]All he did was remove reinforcement for a couple seconds
[00:15:25.850]and then look for something else to reinforce
[00:15:28.160]to get the student back on track
[00:15:29.590]and pretty soon he was wiping his eyes
[00:15:31.220]and getting back on track.
[00:15:32.680]So one of the most common mistakes that teachers make,
[00:15:36.770]educators make is of saying no, stop,
[00:15:39.290]giving it a lot of attention
[00:15:40.530]and then also pairing that with an aversive,
[00:15:43.010]pairing ourselves with that aversive.
[00:15:47.335]Touch this.
[00:15:49.365]Touch this, here we go.
[00:15:52.808]Our job as teachers is to establish a structure
[00:15:57.380]as a set of improving conditions for students.
[00:16:01.761]Yeah!
[00:16:04.933]By pairing instruction with reinforcement, we change.
[00:16:11.433]In this section, we're going to talk
[00:16:13.050]about establishing and maintaining.
[00:16:15.000]I am goofing up, okay.
[00:16:16.760]So I started playing it twice.
[00:16:18.340]So, there at the end, even though he was engaged,
[00:16:25.360]he probably had behavior, he was giving him some easies
[00:16:28.390]so that he could get him back on track
[00:16:29.760]and look for something to reinforce,
[00:16:31.010]and then that differential reinforcement.
[00:16:32.410]So that huge celebration, big, big affect,
[00:16:35.440]very animated there at the end.
[00:16:38.570]Instruction from something that is to be escaped
[00:16:42.680]into an opportunity for things to get better.
[00:16:46.853]Good job.
[00:16:47.838]The goal of instructional control
[00:16:49.840]is to get the students to want to learn.
[00:16:54.830]Yes, you are.
[00:16:56.440]For more information, visit the PaTTAN website.
[00:17:01.720]And what a concept, getting the students to want to learn.
[00:17:06.220]So, I don't know where we ever got this idea
[00:17:08.490]that learning should be a, you know,
[00:17:13.120]very, very unenjoyable task
[00:17:16.170]because, actually, learning is fun.
[00:17:17.310]So we need to get back to teaching and learning being fun.
[00:17:20.490]So make sure that you have a variety of reinforcers
[00:17:23.130]right before you start.
[00:17:24.190]So, you know, so many times I see,
[00:17:26.720]I want to go in and do some modeling or something
[00:17:28.760]and I'm like, "Okay, where are the reinforcers?"
[00:17:30.330]And they have to scramble to find something
[00:17:33.060]or they give me a bucket of something
[00:17:35.130]and I can't get the student to engage.
[00:17:38.030]I can't get them interested.
[00:17:39.110]I'm like, "These are not reinforcing, right?"
[00:17:40.740]Just because we think they're reinforcing
[00:17:42.510]or it should be reinforcing doesn't mean they are.
[00:17:44.560]So it's worth time, it's worth resources
[00:17:49.820]to make sure that we have a variety of valuable reinforcers
[00:17:53.639]across a variety of different modalities.
[00:17:57.740]Don't require too much effort from the learner, right?
[00:17:59.860]So making sure that we're shaping those responses up,
[00:18:02.980]so you're not expecting them to jump, you know,
[00:18:06.220]huge leaps and bounds.
[00:18:07.710]They're just starting to go in the right direction.
[00:18:10.350]Reinforce immediately following the target response,
[00:18:13.120]or as immediately as possible.
[00:18:15.390]Vary what you deliver and how you deliver it, right?
[00:18:17.680]So it shouldn't be the same thing every time,
[00:18:19.420]I see that happening a lot.
[00:18:20.940]You know, what are you going to work for?
[00:18:22.280]And the kid picks, you know, out of just one or two things
[00:18:25.130]and it doesn't stay exciting.
[00:18:28.280]Vary the schedule and keep it unpredictable.
[00:18:30.160]We're going to talk a little bit
[00:18:30.993]about a slot machine, right?
[00:18:32.584]So casinos have this figured out, how reinforcement works.
[00:18:36.630]So if you sit down at a slot machine
[00:18:38.730]and it pays you off a lot at the beginning,
[00:18:41.030]hopefully like every time at the beginning
[00:18:43.040]until we get that behavioral momentum going,
[00:18:45.460]and then it's unpredictable,
[00:18:46.740]you never know when it's going to happen,
[00:18:48.680]you're going to stay at that slot machine.
[00:18:49.880]As long as it's happening enough, that's paying you off.
[00:18:53.658]Differentially reinforce,
[00:18:54.670]give more reinforcement when you get better responses.
[00:18:57.080]So we saw in the video where Mike, you know,
[00:18:59.820]at the end, gave a great big reaction, right?
[00:19:03.280]So that's more reinforcement, it's bigger, it's better.
[00:19:07.360]Stop delivering
[00:19:08.250]before the child loses motivation completely, right?
[00:19:10.650]You want them to leave wanting more.
[00:19:13.170]So, you don't want them to see satiate
[00:19:15.010]and then end your session.
[00:19:16.180]You want them to be, that's a very common mistake.
[00:19:19.540]Well, they're doing really well
[00:19:20.470]so I'm just going to ask them to do a couple more
[00:19:22.240]and then you satiate them, and that definitely sets us back.
[00:19:26.340]So, when they're giving strongest and responding,
[00:19:29.250]it's okay to stop delivering or stop the work session
[00:19:34.590]while they're still motivated.
[00:19:37.470]Right, because that power of potential reinforcers
[00:19:40.020]is constantly changing.
[00:19:41.400]If you think about your own reinforcement,
[00:19:45.090]I'm really hungry right now, I haven't eaten much all day.
[00:19:47.500]So food is going to be super reinforcing for me here
[00:19:50.300]when I finish this video,
[00:19:51.950]but after a Thanksgiving meal, right,
[00:19:54.240]and somebody wants me to have pie and I'm like,
[00:19:55.747]"No way, I need a break."
[00:19:57.550]Right, I've satiated on it.
[00:19:58.950]So deprivation, having too little or reduced,
[00:20:02.300]that item is going to be really, really powerful
[00:20:04.560]because they haven't had access to it for a long time.
[00:20:07.020]Right, they're starving for it.
[00:20:08.840]And then satiation, they've had too much of it, right?
[00:20:11.570]It's lost its value.
[00:20:13.760]So it's not going to be reinforcing to them at that moment,
[00:20:17.350]and that's constantly changing.
[00:20:18.460]So we can't say this thing is reinforcing.
[00:20:21.370]Like, it might not be.
[00:20:22.460]So actually I tend to use that in a misleading way
[00:20:25.980]where I say, "Where are the reinforcers?"
[00:20:27.950]Well, you don't know if it's a reinforcer or not.
[00:20:29.570]It's a potential reinforcer, right?
[00:20:30.913]It's a common reinforcer.
[00:20:35.120]And I'm thinking about that variable ratio schedule.
[00:20:38.190]So when we say VR,
[00:20:40.260]that means how many trials do you give them?
[00:20:43.510]How many tasks do you give them?
[00:20:45.570]How many SDs, right, before they access that reinforcement.
[00:20:49.730]So we want it to stay low enough
[00:20:52.910]to minimize that challenge and behavior,
[00:20:53.743]and we want it to be the slot machine,
[00:20:56.080]variable or unpredictable, right?
[00:20:58.640]So it should be at an average,
[00:20:59.920]you can't say they have a VR of three
[00:21:02.810]and it happens every third time.
[00:21:04.410]That would be a fixed ratio, and when we do a fixed ratio,
[00:21:07.850]then learners start to realize
[00:21:10.040]that it's going to happen every three times, right?
[00:21:12.390]And we don't get a strong and steady responding
[00:21:14.280]because we don't have that surprise factor.
[00:21:16.570]So we want it to be an average.
[00:21:18.130]If they have a VR of three, that means an average of three.
[00:21:21.020]So maybe sometimes that's two, maybe sometimes that's five,
[00:21:22.307]and maybe sometimes it's three, maybe sometimes it's four.
[00:21:25.270]Right, but it kind of hovers around that VR number.
[00:21:31.120]So when we figure out a student's VR,
[00:21:33.770]and I would definitely recommend
[00:21:35.430]actually calculating it, right?
[00:21:38.190]So you're going to do a series of what we call run-throughs.
[00:21:41.800]So a run-through is first direction to reinforcement.
[00:21:46.610]So we want to see how many times they cooperate
[00:21:50.920]and remain successful.
[00:21:52.030]They don't engage in any problem behaviors.
[00:21:54.110]So as soon as you see any sort of non-engagement,
[00:21:58.190]they're looking away, they're pushing their table back,
[00:22:01.630]right, it might be something a little bit more elevated
[00:22:04.760]like I pushed it off the table,
[00:22:07.500]or I made some kind of a noise that indicates,
[00:22:11.344]you know, I'm frustrated or I want to escape,
[00:22:13.940]that's where you would stop
[00:22:15.080]and you would record how many trials.
[00:22:19.490]Repeat this three to five times
[00:22:21.390]and then you're going to calculate the average
[00:22:23.750]and set that beginning VR slightly lower.
[00:22:25.750]So for example, if you did a,
[00:22:27.810]and I'm going to show you a video here in a minute,
[00:22:29.200]if you did a run-through of four, right?
[00:22:33.200]And then the second time they did six
[00:22:35.580]and the third time they did three,
[00:22:37.490]I'm going to add those together, that makes it 13,
[00:22:40.330]I did three run-throughs.
[00:22:41.960]I divide it, you get a 4.3.
[00:22:44.540]So I would set it at a four, possibly a three,
[00:22:48.180]definitely not higher.
[00:22:54.450]So this takes you, right,
[00:22:55.900]I left this as a link that took you out to the web
[00:22:57.830]because it takes you right to the PaTTAN website
[00:23:00.890]to the videos.
[00:23:01.890]So you have all of these videos to select from,
[00:23:05.500]it takes you right to that page.
[00:23:06.810]Because if I try to search for it,
[00:23:08.390]sometimes it's hard to find it.
[00:23:10.240]So you can watch all these videos that will be helpful,
[00:23:13.220]but I'm going to show you the intermittent or the VR,
[00:23:17.410]right, the unpredictable reinforcement,
[00:23:19.280]the slot machine reinforcement.
[00:23:20.870]So that's the one we're going to look at.
[00:23:25.896](gentle music)
[00:23:30.670]In this section, we're going to talk
[00:23:32.330]about intermittent reinforcement
[00:23:34.490]as it is used in intensive teaching.
[00:23:38.640]The intermittent schedule of reinforcement
[00:23:41.570]we will be considering is the variable ratio schedule,
[00:23:45.640]otherwise known as the VR.
[00:23:49.460]Oh, I'm going going to give you a head squeaky.
[00:23:52.150]I noticed they actually wrote the VR
[00:23:54.630]for that student on the dry erase board.
[00:23:56.830]When I go into an alternative curriculum classroom
[00:23:59.730]and I don't see VRs posted,
[00:24:01.810]that is a sign we probably haven't calculated the VR.
[00:24:05.980]So once you've calculated the VR so that everybody knows
[00:24:09.360]about where they should be hovering around
[00:24:12.530]as far as number of trials,
[00:24:13.880]definitely have that posted somewhere.
[00:24:17.520]Science of behavior analysis has established
[00:24:20.750]that skills will be acquired quickest
[00:24:23.630]if every incidence of the response is reinforced.
[00:24:28.330]This is known as a continuous schedule reinforcement.
[00:24:32.250]What am I doing?
[00:24:35.270]Yes, have a pretzel.
[00:24:40.410]Give me the star. (exclaims)
[00:24:46.180]However, behavior that has been reinforced
[00:24:49.240]every time is more prone to fading away
[00:24:53.530]if reinforcement stops.
[00:24:55.400]Behavior fading because it is not reinforced
[00:24:58.990]is known as extinction.
[00:25:01.130]What is it? Heart.
[00:25:03.660]Behavior that is reinforced intermittently
[00:25:06.340]occurs at strong and steady rates,
[00:25:09.340]and is less prone to extinction.
[00:25:10.730]What is it? Heart.
[00:25:12.670]Nice job.
[00:25:13.970]During the intensive teaching process,
[00:25:16.420]we attempt to establish an intermittent schedule
[00:25:19.820]of reinforcement as early as possible.
[00:25:22.840]This means that reinforcement will not occur
[00:25:25.690]after every teaching trial.
[00:25:27.890]Where's the boat? Boat.
[00:25:30.769]Find the airplane. Airplane.
[00:25:33.020]What's this? Ship.
[00:25:35.298]What about this one?
[00:25:37.337]Nice.
[00:25:38.990]We begin to establish a variable ratio
[00:25:42.010]schedule reinforcement for students
[00:25:44.110]by considering the length of run-throughs.
[00:25:47.430]A run-through begins with the first direction given,
[00:25:51.800]in other words, the first discriminative stimulus,
[00:25:54.920]and ends with delivery of reinforcement
[00:25:58.480]following the last trial in that sequence.
[00:26:01.694]Find that one.
[00:26:03.585]Yeah, you're right.
[00:26:06.530](computer beeping)
[00:26:11.940]Sorry about that.
[00:26:18.213](gentle music)
[00:26:25.119]Okay, we're going to get back into it,
[00:26:27.050]having all kinds of problems. (gentle music)
[00:26:28.810]Aden, come on up.
[00:26:36.500]In this section, we're going to talk about inter--
[00:26:54.440]Behavior that is reinforced intermittently
[00:26:57.120]occurs at strong and steady rates
[00:27:00.110]and is less prone to extinction.
[00:27:01.530]What is it? Heart.
[00:27:03.460]Nice job.
[00:27:04.760]During the intensive teaching process,
[00:27:07.210]we attempt to establish an intermittent schedule
[00:27:10.890]of reinforcement as early as possible.
[00:27:13.710]This means that reinforcement will not occur
[00:27:16.490]after every teaching trial.
[00:27:18.680]Where's the boat? Boat.
[00:27:21.700]Find the airplane. Airplane.
[00:27:23.800]What's this? Ship.
[00:27:26.102]What about this one?
[00:27:28.198]Nice.
[00:27:29.870]We begin to establish a variable ratio
[00:27:32.780]schedule reinforcement for students
[00:27:34.900]by considering the length of run-throughs.
[00:27:38.220]A run-through begins with the first direction given,
[00:27:42.570]in other words, the first discriminative stimulus,
[00:27:45.690]and ends with delivery of reinforcement
[00:27:49.290]following the last trial in that sequence.
[00:27:52.481]Find that one.
[00:27:54.371]Yeah, you're right.
[00:28:05.093]Okay, you're right.
[00:28:07.920]The initial variable ratio schedule
[00:28:11.000]of reinforcement for students is set
[00:28:14.070]based on the average number of trials
[00:28:16.980]which a student can cooperate and remain successful.
[00:28:23.066]Okay, very nice.
[00:28:25.120]The variable ratio schedule of reinforcement
[00:28:27.750]is determined by calculating average number of trials
[00:28:32.310]across a series of run-throughs
[00:28:35.103]That's the frog.
[00:28:37.120]Tell me something you eat. Pizza.
[00:28:39.380]Say, "Lives in the zoo." Lives in the zoo.
[00:28:42.720]Give yourself a token.
[00:28:47.320]What is it? Cow.
[00:28:49.203]A shirt is a piece of? Clothing.
[00:28:51.740]What am I doing? Knocking, knocking.
[00:28:54.100]What am I doing? Knocking.
[00:28:56.140]Do this.
[00:28:58.310]Tell me something that flies. Airplane.
[00:29:00.600]What am I doing? Knocking.
[00:29:02.780]Remember, that a prompt and a transfer
[00:29:05.890]are the same as one teaching trial.
[00:29:08.460]Give me the hot dog.
[00:29:12.450]What is it? Cereal.
[00:29:14.560]What's this? Hair.
[00:29:17.520]These are my? Eyes.
[00:29:19.427]Meow says a? Cat.
[00:29:21.228]Meow says a? Cat.
[00:29:24.220]Say, "Ohio." Ohio.
[00:29:26.170]These are? French fries.
[00:29:27.850]Meow says a? Cat.
[00:29:30.137]Give yourself a token.
[00:29:34.110]Touch your head.
[00:29:35.935]What is it? Apple.
[00:29:38.090]What flies in the sky? Birds.
[00:29:41.245]Give yourself a token.
[00:29:43.498]And that is your last one, here's your marker.
[00:29:45.810]We had 20 teaching trials and four run-throughs,
[00:29:48.830]that gives us a VR of five.
[00:29:52.160]The variable ratio schedule
[00:29:54.340]for any one student will change over time
[00:29:58.030]as their instructional performance becomes better.
[00:30:02.310]For more information, visit the PaTTAN website.
[00:30:10.430]Okay.
[00:30:12.110]So for the sake of figuring that out,
[00:30:16.550]they didn't engage in problem behavior
[00:30:18.650]just for the sake of doing the math.
[00:30:20.950]But when you do it in real life,
[00:30:22.760]typically we will do the, I mean,
[00:30:25.740]you wouldn't want it to be incredibly long obviously,
[00:30:28.400]but that just kind of gives you an example
[00:30:30.800]of how you might calculate that.
[00:30:32.910]Not perfect, but it gives you an idea.
[00:30:36.050]All right, so here's some visuals that we have on that link
[00:30:40.480]to put up in your classroom to remind people
[00:30:43.880]about differential reinforcement, right?
[00:30:45.510]So just be able to print this off,
[00:30:47.670]love to have those anchor charts, just to remind people,
[00:30:51.150]you can certainly put the verbal operands
[00:30:53.190]and the colors, those kinds of things
[00:30:54.540]if you've been through the PaTTAN program,
[00:30:55.950]but regardless of if you've been through it or not,
[00:31:00.320]differential reinforcement is an important concept.
[00:31:02.410]So better reinforcement, more quality and quantity
[00:31:04.750]for better, quicker, more independent responding.
[00:31:07.210]Want to be a bigger payoff as those responses get better,
[00:31:12.470]get more fluent.
[00:31:14.970]Because shaping, providing differential reinforcement
[00:31:18.400]for closer approximations to the target behavior
[00:31:22.320]is that behavior science concept.
[00:31:24.420]So we're not expecting them
[00:31:25.620]to jump off the top of the mountain.
[00:31:26.970]We're expecting them to eat that elephant
[00:31:28.572]one bite at a time.
[00:31:30.340]So as they're getting closer, right,
[00:31:33.600]to what we actually want,
[00:31:34.910]we're going to be reinforcing that.
[00:31:36.750]Just like every time you exercise that muscle,
[00:31:39.150]it gets stronger and stronger and stronger and stronger
[00:31:41.070]until you finally reach that target
[00:31:43.305]that you're looking for.
[00:31:45.030]And this is another visual.
[00:31:46.960]If problem behavior occurs
[00:31:48.630]because the child wants something, right,
[00:31:50.880]that I want something,
[00:31:52.180]something is added after the behavior that they like,
[00:31:56.030]we do not want to intermittently reinforce
[00:31:58.670]that problem behavior, right?
[00:31:59.770]So we don't want to pay that off,
[00:32:01.440]do not give them what they want, remain neutral,
[00:32:03.810]not aversive, neutral, withdraw that reinforcer,
[00:32:07.650]your attention, right?
[00:32:09.770]Three to five seconds,
[00:32:10.910]and then look for something to reinforce
[00:32:12.500]and pair that with enthusiasm.
[00:32:13.950]So, you know, back when I was taught discrete trial
[00:32:18.670]back in the 1900s, that's the joke I always make,
[00:32:22.820]we were taught to do the informational no,
[00:32:24.930]where if they did something we didn't want them to do,
[00:32:27.570]we did a, "No," or "Wrong."
[00:32:29.810]Right, and that was a type of aversive,
[00:32:31.570]and what they found in behavioral sciences
[00:32:32.830]is that's not necessary, right?
[00:32:34.230]Just removing the reinforcement
[00:32:36.560]is enough to change that behavior over time.
[00:32:42.940]And also think about pairing
[00:32:44.560]as far as when they're going into group activities.
[00:32:46.860]So this is a protocol for that.
[00:32:49.380]It's important part of preparing them
[00:32:52.170]when they're going into a time
[00:32:53.950]when they have to share attention with more than one person
[00:32:56.610]or sit in a group for a period of time.
[00:33:01.270]Lots of times they've never been exposed to it.
[00:33:03.110]So we want to pair the actual sitting in the group time,
[00:33:07.140]being with the group with known reinforcers, excuse me.
[00:33:12.720]So actually at the beginning,
[00:33:15.180]so you might be sitting there beside them,
[00:33:16.720]you might have a, you know, a little bag of M&Ms
[00:33:19.340]or you might have the fidget they like, something like that,
[00:33:22.120]and as they are doing what they're supposed to do in group,
[00:33:26.120]we want to be reinforcing them quite often.
[00:33:29.360]You know, that continuous schedule reinforcement
[00:33:32.180]or as continuous as possible.
[00:33:33.980]And then once they are able to tolerate the activity,
[00:33:37.220]we're going to fade that away
[00:33:38.370]so that it's more a variable intermittent.
[00:33:41.680]Also pairing that with a social reinforcement,
[00:33:45.150]because we want that social reinforcement
[00:33:46.870]to eventually become conditioned.
[00:33:48.220]So as we're giving them the primary reinforcer,
[00:33:50.900]the edible or whatever it is that,
[00:33:52.210]we are giving them a high five, thumbs up,
[00:33:54.620]pat on the back, right?
[00:33:55.640]We don't want to be doing something
[00:33:56.780]that's disruptive of the group,
[00:33:58.470]but there's certainly things that we can do
[00:34:00.120]that doesn't have sound that goes along with it,
[00:34:02.980]or is it going to disrupt the group in any way?
[00:34:06.010]And then if they are turning around and asking for
[00:34:09.130]or manding for their reinforcement,
[00:34:11.000]we're going to put them on an extinction, right?
[00:34:13.050]This isn't a manding session.
[00:34:15.030]The behavior we want to reinforce
[00:34:16.660]is actually being appropriate in a group activity.
[00:34:19.510]So we're going to put that on extinction,
[00:34:21.330]but then we're going to pay him off strong and steady
[00:34:24.400]and then fading to intermittent
[00:34:26.160]just for being appropriate in the group.
[00:34:32.137]So when we're talking about skill instruction,
[00:34:36.630]we don't want to teach it in isolation, right?
[00:34:38.920]So just like learning the musical instrument or the sport,
[00:34:45.410]we want to practice, practice, practice, practice
[00:34:47.540]across settings, across people
[00:34:49.690]so that they're not just doing it
[00:34:51.740]in a very controlled situation.
[00:34:54.840]So we're not talking about task completion, right?
[00:34:58.390]When we're talking about reinforcing behavior,
[00:35:01.660]it's not you're working and then you're done
[00:35:03.200]and you get reinforcement,
[00:35:04.230]we're reinforcing that actual attending behavior, right,
[00:35:07.370]or whatever that behavior is that we're targeting.
[00:35:09.570]And the patent system has different behavior protocols
[00:35:13.920]for common behaviors and the actual have the data systems,
[00:35:16.880]the protocols all developed.
[00:35:20.400]Go to this link here.
[00:35:23.050]So, Ali showed us,
[00:35:25.163]this is a autism programming system,
[00:35:29.340]I can't remember where the C stands for, wish she was here,
[00:35:32.300]but basically they have throughout the whole day.
[00:35:36.000]So if you look at this schedule, you have, you know,
[00:35:40.440]they're 15-minute intervals,
[00:35:42.950]or sometimes it's even less, five-minute intervals,
[00:35:45.130]whatever it might be, what are they doing?
[00:35:47.380]They're entering the building, having a visual to match it,
[00:35:51.303]thinking about what skills are being targeted to teach
[00:35:54.210]during that period of time,
[00:35:56.700]any structure that you provide in the environment
[00:35:59.180]or modifications that you make,
[00:36:00.810]what's going to be the reinforcement during that time?
[00:36:03.750]Is there any kind of sensory strategy?
[00:36:07.160]How are you going to communicate with them?
[00:36:09.230]And then, what are you going to do when they're done?
[00:36:11.880]So yeah, data collection and then what to do when done.
[00:36:16.140]So that's a huge thing
[00:36:17.850]because we don't want there to be unstructured downtime,
[00:36:20.540]that's certainly an antecedent to problem behavior.
[00:36:22.980]So this just kind of provides that map,
[00:36:27.300]lesson plan, if you will, for every single time of the day.
[00:36:32.750]So we're always having some kind of a target behavior
[00:36:36.160]or target skill that we're teaching, right?
[00:36:38.960]And sometimes we have data collection, sometimes we don't,
[00:36:41.300]you know, sometimes different columns are left blank
[00:36:46.380]if they're not applicable.
[00:36:48.630]And then she has a link there to the all done
[00:36:51.320]or walk with me protocol,
[00:36:52.780]that's one of the PaTTAN protocols.
[00:36:59.410]And I'm going to screw up a thing again, right, here we go.
[00:37:07.810]And then the different behavior protocols that are included,
[00:37:12.030]and then we have a link to the folder
[00:37:13.940]with different protocols.
[00:37:15.250]Walk with me one that Ali just had, the wait,
[00:37:19.570]giving up the reinforcer, interruption-transition,
[00:37:22.370]accepting now, and come here.
[00:37:24.520]Some of these things will,
[00:37:26.030]if you're familiar with Greg Hanley's work,
[00:37:27.850]some of those will sound familiar.
[00:37:30.130]Other protocols might be delaying, which is a wait, right?
[00:37:34.220]So there's a lot of similarities in that,
[00:37:38.090]so we have the, oh, it says, I'm going to need access.
[00:37:41.840]Well, you guys will have access
[00:37:43.510]because I'm signed in in the wrong account.
[00:37:47.030]So again, here we go.
[00:37:58.170]I'm gonna switch.
[00:38:03.620]Thanks for bearing with me, this is interesting.
[00:38:14.800]Let's try it again.
[00:38:22.777](computer beeps)
[00:38:35.280]Well, you guys will have it there.
[00:38:38.650]So, if you have the handout,
[00:38:44.950]so I apologize for that,
[00:38:46.150]but we have all of those protocols in there.
[00:38:50.890]All right, that is the end.
[00:38:52.700]I hope that you guys found this helpful.
[00:38:54.350]I'm going to go back to the beginning again so you can get
[00:38:57.650]my email and Ali's email.
[00:39:01.270]If you have questions about it
[00:39:02.650]or if you don't get access or whatever,
[00:39:05.810]if you have difficulties with the folders,
[00:39:08.440]I'm always happy to help, and I know Ali is as well.
[00:39:10.550]So hopefully, that was helpful,
[00:39:12.760]and I hope you join us for our third session,
[00:39:15.890]which will be on November 3rd.
[00:39:18.820]All right, thanks.

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Behavior Support Program Part 2: Alternative Curriculum

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