Tag Archives: ABA

5 Tips on Teaching Safety Skills to Children with Autism

Posted on by

By Sarah Kupferschmidt, MA, BCBA. Reposted from the Different Roads Archives

I am passionate about empowering children with special needs and their families with skills and knowledge that they can use to improve their quality of life. This is why I am super excited to be sharing tips and strategies that relate to keeping your child with autism safe on the street. Learning to navigate the real world involves a lot of complex skills that we sometimes take for granted. For example, learning to determine when it is safe to cross the street requires the ability to attend to your environment, the ability to identify moving cars from cars that are still, the ability to identify the signal at the cross walk that lets you know it is safe to cross, among many, many, more. In some cases even more advanced problem solving is required because if the sign says it is safe to cross and a motorist continues through the intersection we need to be able to identify the moving car is approaching and that we need to wait for it to pass before crossing the street. So where do we begin?

Tip #1: The Learner is Never Wrong

I love the saying “the learner is never wrong” because of what it implies. Whenever considering teaching a new skill to a child or student we need to focus on that unique child’s strengths and weaknesses. Where do we need to boost up their skills and what do they already know so that we can capitalize on those strengths. Before going out to teach your child with autism how to cross the street safely, they should have some imitation skills, be able to respond to instructions and attend to you or a teacher amidst a lot of distractions (e.g., cars, background noise and pedestrians, just to name a few). Once you have determined they are ready to learn this important skill you would want to use things that are of interest to them and that you know align with their learning style. For example, are they a visual learner and if so, how can you incorporate visuals to maximize their learning potential in how you go out and practice crossing the street safely?

Tip #2: Simplify the Complex Skills

As mentioned earlier in the post, many of the skills that we use actually have many components, something we take for granted. In this case, teaching how to cross the street might involve the following steps:

  1. Stop at the curb/crosswalk
  2. Look at the crosswalk signal
  3. Decide if it is safe to cross (e.g., does it say ‘walk,’ or does it say ‘stop’)
  4. If the sign says walk, then look both ways
  5. Decide if it is safe (e.g., is there a car moving or not)
  6. Walk safely across the street (e.g., this means walking not running, perhaps holding your hand)

It is important to remember that these steps are just an example of what you might teach. You would individualize this based on the environment in which you live (e.g., if there is a crosswalk sign or crossing guard, or not) and the expectations you have as a family (e.g., to hold the hand or not). Teach this using tools that you know are effective with your unique child. For example, you may decide to print out a visual depiction for each of the steps and show them as you talk about it and practice. This depends on your child’s unique learning style. As with every skill that that we teach, it is never enough to just tell someone or show someone how to do it. We need to actually go out and practice.

Tip #3: Practice, Practice, Practice

Use every opportunity that you have to go out and practice this very important skill. I would also recommend that you set up specific times to go out and practice. You can use the visuals that you printed and go through each of the steps while you are out. If you notice that your child is struggling on a particular step, then practice that particular step at home even more. For example, if your child is not identifying the walk signal when you are out on the street, set up times to go over that at home.

Tip #4: Monitor Progress

In order to see how your child is doing on each of the steps it is a good idea to record how they do on each of the steps. You might print off a checklist with each of the steps that looks something like this:

Street Safety Chart

You would calculate the number of times you recorded a Y over the total number of steps (e.g., in this case 6). For example, if I worked on this with my child and he did all of the steps he would get a 6/6. If he missed a step his overall score would be 5/6 or 83%. This score can then be used to monitor progress. I would also suggest that anytime you go out and practice you highlight whichever step(s) that they missed, if any. This will allow you to see if you need to work on something a little bit more before you go out and practice.

Tip #5: Notice the Good Stuff

Feedback is critical when you are teaching a new skill. Otherwise how is your child going to know how they are doing? This means that when they get it right we need to notice it and we need to be specific about what it is they did well. You can even use the visuals if you have them. You might say something like “I love the way you followed all of the steps of what to do when crossing the street safely! You stopped at the curb, looked at the signal…etc.” You may point to the visual as you tell them. If they missed a step remind them that next time they should try to remember what it is that they missed. Anytime they do one of the steps spontaneously, point it out to them and give lots of praise. Over time we can fade the praise out but it is really important when teaching a new skill, especially at the beginning.

About the Author

Sarah Kupferschmidt, MA, BCBA, is a Board Certified Behavior Analyst (BCBA) who has worked with hundreds of children with autism and their families across Ontario. She has had the privilege of supervising ABA programs and training clinical staff in those programs.  Currently Sarah offers parent coaching and workshops to teach parents but also educators on the most effective ways to teach children using the principles of ABA.  She is also a part-time faculty member at Mohawk College in the Autism Behavioral Science program, in the social sciences program at McMaster University, and an Adjunct Professor at Sage Graduate School. Sarah has appeared as a guest on CP24, CHCH news, Hamilton Life and the Scott Thompson radio show as an authority on autism.

Back to School: Disseminating the Science for Teachers and BCBAs

Posted on by

By Alicia Marshall, MAT, BCBA LBS

The transition back to school and back to a new routine is always an exciting, yet bittersweet time for students and educators. Carefree summer days are in the past, and getting back into a structured daily routine can be an overwhelming process. However, new teachers, new friends, and new settings provide the opportunity to make progress with academic, behavior, and social goals. Even while students and their families should enjoy every precious moment of summer fun, it is also important to set aside some time to prepare for the transition in the new school year.

Getting Proactive

Most school-based BCBAs can attest that the most important aspect of school consultation is assisting educators and other stakeholders to be proactive about behavior instead of reactive. This advice is especially valuable while preparing for a new school year. Teachers and families can begin to discuss and implement proactive strategies in the days prior to the first day of school.

For teachers and school based BCBAs, summer preparation days can be used to discuss simple environmental manipulations that can be made within the classroom. For instance, before students even step foot in the classroom, the teacher and other support staff can arrange seating that is limited from distraction and enhances engagement. A common suggestion from BCBAs is usually to seat students with a history of elopement behavior far away from the exit doors. Some consultants may even suggest preparing some visual supports and schedules ahead of time in order to prepare staff and students. Students thrive with structure and organization, so if the classroom has established expectations the students will find it easier to decide which behaviors lead to rewards and desired activities.

Building Rapport

Antecedent interventions do not only apply to teacher prep days. Chances are, not all students will engage in challenging behaviors on the first day of school. Hence, those first days of school are crucial because they are the opportune times for pairing. Classroom staff should prioritize gaining trust and rapport with students. This process can begin the moment the students arrive at school on the first day. Teachers and staff can begin pairing with students simply by greeting students with a smile and limiting demands. Students should be given the chance to feel happy and relaxed while adjusting to a new environment.

The more the students feel comfortable in the environment, the more likely they are to view the adults in the environment as a reinforcer, or a signal for access to preferred items and activities. When trust and rapport is established, it will also be easier for teachers and staff to engage in activities that may not be highly preferred. Of course the primary focus of the teachers should not be to place increasingly difficult demands on the students. However, establishing themselves as a person that will provide rewards and other motivators, allows the adults in the classroom to assist the students in developing pivotal behaviors that will provide access to a whole world full of reinforcing items and activities.

While students are adapting to the new enrichment, teachers and staff can use the opportunity to informally assess the students’ preferences. Enriching the enrichment with items high on the students’ preference list will not only assist in the pairing process, but can also be used as potential motivators for instances of positive reinforcement scenarios.

Embracing Collaboration

Lastly, the most important aspect of the transition back to school and adjustment to a new environment and routine is collaboration with all key stakeholders. Parents and caretakers, as well as teachers, should be involved and have input on any strategies and goals put in place. The more the students’ parents and caretakers feel involved in the decisions being made for their children, the more likely they are to carry out plans with fidelity. Also, establishing effective collaboration and communication assists with overhaul generalization of behaviors and makes the students’ support system stronger and more successful.

About the Author

Alicia Marshall, MAT, BCBA LBS, started out as a Special Education teacher and made the switch over to full-time BCBA 5 years ago. Alicia received her BCBA coursework at Rutgers and currently works as a Director of Behavioral Health in the Greater Philadelphia area. Alicia is passionate about making learning fun for all stakeholders and to encourage educators to focus on socially significant goals and compassionate care. 

When Alicia is not disseminating the science of ABA, she can be found on the beaches of the Jersey Shore (and occasionally Hawaii) with her husband and two dogs.

The Importance of Teaching WH Questions

Posted on by

By Ashleigh Evans, MS, BCBA

WH questions are essential building blocks of communication. Understanding and responding to questions about who, what, when, where, and why is vital for a child’s language development. BCBAs and educators commonly focus on teaching these pivotal skills for many reasons. Let’s explore why teaching WH questions is important and how it can help shape a child’s language and communication skills.

What are WH Questions?

Before we dive into why WH questions are important, let’s consider what WH questions are. WH questions encompass many different questions that start with the words “who,” “what,” “when,” “where,” and “why. While it doesn’t start with WH, some people also group “how” questions under this umbrella. WH questions include the following.

Who Questions–Questions about people, such as “Who is coming over today?”

What Questions–Questions about things, thoughts, actions, or ideas, such as “What did you think about that movie?”

When Questions–Questions about times, days, or dates, such as, “When is your birthday?”

Where Questions–Questions about places, such as, “Where did you go last night?”

Why Questions–Questions about the reasons or causes for things, such as, “Why do I have to cut the grass?”

It’s important to teach kids to both ask and answer who, what, when, where, and why questions as they navigate their home, social, and academic environments. 

Why is it Important to Teach Kids to Answer WH Questions?

There are many reasons why children should be taught to answer WH questions, including the following.

  • Safety–If a child is ever lost or in another unsafe situation, they may need to communicate critical information, such as, “What’s your name?” “Where do you live?” “Who are your parents?”, etc. It can also provide parents peace of mind when their child can answer key questions about their day.
  • Building friendships and social engagement–Answering WH questions allows a child to engage socially with peers and build meaningful relationships.
  • Academic success–Understanding how to answer WH questions is vital in educational settings, where children are expected to communicate their knowledge through reading comprehension, math equations, and many other subjects.
  • Reciprocating conversations–Answering WH questions helps learners develop conversational skills, including answering and reciprocating questions. This is necessary in many settings, including social, educational, vocational, and at home.
  • Memory and recall–Teaching children to answer WH questions is a pivotal skill that leads to additional skills, such as recalling events.

Why is it important to Teach Kids to Ask WH Questions?

Learning to ask WH questions is equally important as answering them. Let’s explore some pivotal reasons that underscore the significant benefits of teaching children to ask WH questions.

  • Understanding the world around them–Asking WH questions encourages curiosity, fostering an understanding of the world around the child.
  • Academic success–An ability to ask questions aids in academic success, as the child takes an active role in their education by questioning things that expand their knowledge. 
  • Initiating conversations–Teaching children to ask WH questions helps them develop conversational skills, including initiating conversations. This can foster meaningful connections with peers and others in their lives.
  • Problem-solving–Children who can ask WH questions can build upon their knowledge, asking questions that promote critical problem-solving skills.

Resources for Teaching WH Questions

Teaching children with autism and other neurodevelopmental differences to ask and answer WH questions is a complex process with many layers. Many WH questions are abstract, involving time (when questions) or cause and effect (why or how). These can be challenging concepts for neurodivergent children to grasp.

The first step is to teach simple labeling (referred to as tacts in verbal behavior language). Labeling items and activities is a necessary prerequisite skill. For example, before a child can answer the question, “Where is your cup?”, they need to know how to label items, such as “couch,” so they can answer by saying “on the couch.” You can use flashcards to teach your learner to label various objects, including common objects around the home and school, food, clothing, body parts, and more.

As children develop the basic prerequisite WH skills, you can make learning fun and engaging by expanding upon their knowledge through games and activities. The Ask & Answer Social Skills Game is one such engaging game that you can play to help your learners develop skills related to answering WH questions.

For additional considerations on teaching these vital life skills, check out the blog, What Goes Into Teaching Children to Answer WH Questions?

About the Author

Ashleigh Evans, MS, is a Board Certified Behavior Analyst. She has been practicing in the behavior analysis field for over 13 years and opened her own independent practice in early 2022. Her experience has been vast across different age groups, diagnoses, and needs. She is passionate about improving the field through education, reformative action, and better supervisory practices, leading her to create content and resources for families and ABA professionals which can be found on her website, www.abaresourcecenter.com

Easy Data Collection for the Classroom

Posted on by

Get a preview of the helpful tips found in ABA Tools of the Trade by Sam Blanco, PHD, LBA, BCBA.

From the beginning of my career, I have loved data collection. Not only does it help me track what interventions are working and how quickly my students are learning, it also provides excellent structure and organization of what needs to be done on a daily basis. Much of this love of data collection was influenced by my colleague Val Demiri. While Val and I both looked at data as a way to make our lives easier, for many of our colleagues, data appeared to be more of an obstacle than a useful tool. So we set out to change that.

We’re both so thrilled about the release of ABA Tools of the Trade: Easy Data Collection for the Classroom. Our goal is to make data collection easier, more useful, and possible considering the many tasks a teacher is already doing on a daily basis in their classroom. Here are few things we’re really excited to have in the book:

  • An overview of some of our favorite tools for data collection, including why we love them and when they might be useful for you
  • An easy-to-use guide based on the specific behavior challenges you are currently facing, with suggestions for data collection and recommended readings
  • A task analysis of the data collection process that breaks down each step for pre-data collection phase, data collection phase, and post-data collection phase
  • A wealth of strategies to use to address problem behavior before they occur
  • An entire section devoted to BCBA Supervision that not only aligns with Task List 5 but also contains lesson plans and rubrics for assessing supervisees

We hope that by making data collection methods more accessible, we can motivate you to appreciate tools for data collection as much as we do!

About the Author

Sam Blanco, PhD, LBA, BCBA, is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

Focus on Generalization and Maintenance

Posted on by

On more than one occasion, I’ve been in the situation that a student will only demonstrate a skill in my presence. And I’ve heard from other colleagues that they have had similar experiences. This is highly problematic. When it happens with one of my students, there is only one person I can blame: myself.  A skill that a student can only demonstrate in my presence is a pretty useless skill and does nothing to promote independence.

So what do you do when you find yourself in this situation? You reteach, with a focus on generalization. This means that, from the very beginning, you are teaching with a wide variety of materials, varying your instructions, asking other adults to help teach the skill, and demonstrating its use in a variety of environments. Preparing activities takes more time on the front-end for the teacher, but saves a ton of time later because your student is more likely to actually master the skill. (Generalization, after all, does show true mastery.)

Hopefully, you don’t have to do this, though. Hopefully, you’ve focused on generalization from the first time you taught the skill. You may see generalization built into materials you already use.

Another commonly cited issue teachers of children with autism encounter is failure to maintain a skill. In my mind, generalization and maintenance go hand-in-hand, in that they require you to plan ahead and consider how, when, and where you will practice acquired skills. Here are a few tips that may help you with maintenance of skills:

  1. Create notecards of all mastered skills. During the course of a session, go through the notecards and set aside any missed questions or activities. You might need to do booster sessions on these. (This can also be an opportunity for extending generalization by presenting the questions with different materials, phrases, environments, or people.)
  2. Set an alert on your phone to remind you to do a maintenance test two weeks, four weeks, and eight weeks after the student has mastered the skill.
  3. Create a space on your data sheets for maintenance tasks to help you remember not only to build maintenance into your programs, but also to take data on maintenance.

Considering generalization and maintenance from the outset of any teaching procedure is incredibly important. Often, when working with students with special needs, we are working with students who are already one or more grade levels behind their typically developing peers. Failing to teach generalization and maintenance, then having to reteach, is a waste of your students’ time.

Sam Blanco, PhD, LBA, BCBA is an ABA provider for students ages 3-15 in NYC. Working in education for sixteen years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges, and she is the Senior Clinical Strategist at Chorus Software Solutions.

A Spotlight On Executive Function in the Early Childhood Classroom

Posted on by

By: Stephanny Freeman, PhD and Kristen Hayashida, MEd, BCBA

The new year brings opportunities for introducing new ideas and refining existing techniques for young learners. This week, we’re revisiting a blog from our archives that focuses on executive function.

When kindergarten teachers are asked what skills they would like their students to have the beginning of the year, their answers might be surprising!  Parents and caregivers are often concerned with making sure their children can say their ABC’s, count to 10, and know their colors. Some may believe that their children should be reading by the time they start kindergarten.  However, kindergarten teachers often have a different set of priorities, and instead are looking for skills such as:

  • The ability to listen to and follow directions
  • Follow classroom routines
  • Control impulses
  • Resolve a conflict or solve a problem calmly with another child

Kindergarten teachers value these skills because they are critical for school readiness, paving the way for children to be academically and socially successful.  Moreover, children who are behind in these skills can require disproportionate amounts of teachers’ attention, derail classroom activities and routines, and interfere with other children’s learning.

Underlying these school readiness skills are a set of higher order thinking skills collectively referred to as Executive Functions (EFs). EFs are the cognitive control functions that help us inhibit our initial impulses and think before acting.

But while most teachers agree that EF skills are very important, they are not explicitly taught in most early education settings (or at any point in most children’s educational experiences).

What skills are part of executive functioning?

Three key skills are generally agreed upon as the core of EF:

  1. Working memory: holding information in mind to manipulate, work with, or act on at a later time.
  2. Inhibitory control: the ability to regulate one’s attention, behavior, thinking, and emotion particularly in response to distractions or temptations.
  3. Cognitive flexibility: the capacity to shift one’s thinking, such as changing one’s approach to solving a problem if the previous approach is not working or recognizing and responding when the demands of that task have changed.

Seven additional skills are also considered to fall under the umbrella of EF, often relying and building on the three foundational EF skills:

  1. Initiation: the ability to begin a task or activity or to generate ideas independently in order to answer questions, solve problems, or respond to environmental demands.
  2. Fluency: how fluidly one can access and use relevant knowledge or skills.
  3. Planning: the ability to identify and sequence all the different steps needed to achieve a specific goal.
  4. Organization: the capacity to prioritize and make decisions about which tasks to undertake, and the needed resources to complete those tasks.
  5. Problem solving: carrying out the steps to achieve a desired goal, while monitoring progress making necessary adjustments.
  6. Time awareness: part of the broader skill of Time Management, which includes to the ability to anticipate how long tasks might take, to be aware of time constraints, track one’s progress, and adjust one’s behavior in order to complete tasks efficiently.
  7. Emotion regulation: skills including identifying one’s own emotion states and responding appropriately to emotional experiences.

Why do executive function skills matter?

Executive function skills predict a host of short-term and long-term outcomes!

  • They are a stronger predictor of school readiness than IQ.
  • They are also associated with higher achievement in both reading and math throughout children’s schooling.
  • EF skills, when tested in early childhood predict outcomes later in childhood and adolescence, including psychological and physical health.

Because EF skills are so predictive of later outcomes, they are being increasingly recognized as a critically important focus of intervention. 

Early EF training is … an excellent candidate for leveling the playing field and reducing the achievement gap between more- and less-advantaged children.

Diamond and Lee (2011, p. 6)

Can executive function skills improve?

Yes! All young children (typically developing and those with difficulties) can benefit greatly from instruction in EF!  Frequent practice of these skills and gradually raising the difficulty benefits children most in generalization and increasing gains. Practitioners and parents should consider:

  • Providing focused instruction in EF skills.
  • Combining explicit targeted instruction in EF skills with other activities in which they can then apply and practice those skills.
  • Building targeted EF skills into daily routines.
  • Providing multiple opportunities every day, particularly for children with disabilities, to test out and practice EF skills.

Most experts consider the development of self-regulation skills, of which executive functions are the crown jewel, to be the most important objective of high quality preschool—to help children focus attention, be emotionally expressive, not be impulsive, and to engage in purposeful and meaningful interactions with caregivers and other children.

Blair (2017, p.4)

About The Authors

Dr. Stephanny Freeman is a clinical professor at UCLA, a licensed clinical psychologist, and Co-Directs the Early Childhood Partial Hospitalization Program (ECPHP).  For 20 years, she has educated children with ASD and other exceptionalities as a teacher, studied interventions for social emotional development, and designed curriculum and behavior plans in school and clinic settings.

Kristen Hayashida is a Board Certified Behavior Analyst at the UCLA Early Childhood Partial Hospitalization Program (ECPHP).  For the last 10 years she has served as a therapist, researcher and educator of children and families living with autism spectrum disorder through the treatment of problem behavior.

How do you figure out what motivates your students?

Posted on by

This ASAT feature comes to us from Niall Toner, MA, BCBA of the New York State Institute for Basic Research in Developmental Disabilities. To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!

I am a special education teacher working with students with autism. At times I find it difficult to figure out what motivates my students and what they’re interested in. Can you make some suggestions about the best way to do this?

This is an excellent question and one that highlights a challenge often experienced not only by teachers but also by family members of individuals with autism. We know that the interests and preferences of individuals with and without autism vary significantly over time. Also, we know that effective teaching of skills and behavior change are predicated upon the timely use of powerful reinforcement (i.e., positive consequences of skilled behavior that motivate and strengthen that behavior). As discussed below, identifying an individual’s preferences is a critical first step in teaching new skills because these preferences often lead to the identification of powerful reinforcers; but how we do this can be easier said than done, especially when the learner has a limited communication repertoire or very individualized interests. The best way to identify preferences is through ongoing preference assessments.

The value of preference assessments

Since many individuals with autism may have difficulty identifying and communicating their preferences directly, we must consider alternative methods of obtaining this information. At the onset, it is important to keep in mind that what may be rewarding or reinforcing for one individual may not be for another. For example, one child may enjoy bubble play, crackers or a particular cause-and-effect toy while a classmate may find one or more of these uninteresting or even unpleasant. Furthermore, an individual’s preferences change across time. For example, an individual may have demonstrated little use for music at age 11, but she may demonstrate a keen interest in music at age 13.

Preference assessments provide a systematic, data-based approach to evaluating a host of potential interests (e.g., food, toys, activities) for an individual. Although preference assessments do require time and effort up front, their use can decrease the time and energy, required to change behavior in the long run. Research indicates that when caregivers use a presumed preference that, in fact, is not the learner’s actual preference, valuable time, energy and resources are lost (Cooper, Heron, & Heward, 2006).

Types of Preference Assessments

Preference assessment can be conducted in three distinct ways: (1) Interviews and Formal Surveys; (2) Direct observation; and (3) Systematic assessment.

Interviews are a straightforward technique that can be used to gather information quickly. They involve obtaining information from the individual’s parents, siblings, friends, and teachers (and
from the individual, if communicative) by asking both open-ended and comparison questions. Examples of open-ended questions include: “What does he like to do?” “What are his favorite foods?” and “Where does he like to go when he has free time?” Comparison questions might include: “Which does he like better, cookies or crackers?” and “What would he rather do, go for a walk or eat chips?” Resultant information is then compiled in a list and identified items and activities can be piloted out as possible reinforcers.

Formal surveys can also be used to guide these discussions. One widely used survey is the Reinforcement Assessment for Individuals with Severe Disabilities (RAISD; Fisher, Piazza, Bowman, & Amari, 1996). This interview-based survey gathers information about potential reinforcers across a variety of domains (e.g., leisure, food, sounds, smells), and ranks them in order of preference. It should be noted that, although simple and time-efficient, using interviews alone can result in incomplete or inaccurate information. In fact, some studies have shown that, for the same individual, staff interviews did not reveal the same information as using a survey (Parsons & Reid, 1990; Winsor, Piche, & Locke, 1994).

Direct observation involves giving the individual free access to items and/or activities that he or she may like (presumed preferences) and recording the amount of time the individual engages with them. The more time spent with an item or activity, the stronger the presumed preference. In addition, positive affect while engaged with these items and activities could be noted (e.g., smiling, laughing). During these observations, no demands or restrictions are placed on the individual, and the items are never removed. These direct observations can be conducted in an environment enriched with many of the person’s preferred items or in a naturalistic environment such as the person’s classroom or home. Data are recorded over multiple days, and the total time spent on each object or activity will reveal the presumed strongest preferences. Direct observation usually results in more accurate information than interviews but also requires more time and effort.

Systematic assessment involves presenting objects and activities to the individual in a preplanned order to reveal a hierarchy or ranking of preferences. This method requires the most effort, but it is the most accurate. There are many different preference assessments methods, all of which fall into one of the following formats: single item, paired items, and multiple items (Cooper, Heron, & Heward, 2006).

Single item preference assessment (also known as “successive choice”) is the quickest, easiest method. Objects and activities are presented one at a time and each item is presented several times in a random order. After each presentation, data are recorded on duration of engagement with each object or activity.

Paired method or “forced-choice” (Fisher et al., 1992) involves the simultaneous presentation of two items or activities at the same time. All items are paired systematically with every other item in a random order. For each pair of items, the individual is asked to choose one. Since all objects and activities have to be paired together, this method takes significantly longer than the single-item method but will rank in order the strongest to weakest preferences. Researchers found that the paired method was more accurate than the single item method (Pace, Ivancic, Edwards, Iwata & Page, 1985; Paclawskyj & Vollmer, 1995).

The multiple-choice method is an extension of the paired method (DeLeon & Iwata, 1996). Instead of having two items to choose from, there are three or more choices presented at the same time. There are two variations to this method: with and without replacement. In the multiple choice with replacement method, when an object is selected, all other objects are replaced in the next trial. For example, if the individual is given a choice of cookies, crackers, and chips, and he chooses cookies, the cookies will be available for the next trial, but the crackers and chips are replaced with new items. In the without replacement method, the cookies would not be replaced and the choice would only be between the crackers and chips. No new items would be available.

A few final recommendations

When conducting preference assessments, consider testing leisure items/activities and food assessments separately because food tends to motivate individuals more than toys and other leisure items (Bojak & Carr, 1999; DeLeon, Iwata, & Roscoe, 1997). Also, be sure to assess preferences early and often. Preference assessments should be conducted prior to starting any new intervention or behavior change program. And remember that preferences change over time and require continuous exploration. Therefore, assessments should be updated monthly or whenever an individual appears tired of or bored with the preferred items. Keep in mind too, that the identification of one type of preference may provide ideas for other potential reinforcers. For example, if an individual loves a certain type of crunchy cereal, he/she may like other cereals or crunchy snacks. Or if an individual enjoys coloring with crayons, consider exploring whether he/she may enjoy coloring with markers or using finger paints.

Finally, when selecting a preference assessment method, a practitioner or parent should consider the individual’s communication level, the amount of time available for the assessment, and the types of preferred items that will be available. Taken together, these preference assessment methods can provide the valuable information necessary to help motivate and promote behavior change in individuals with autism.

References

Bojak, S. L., & Carr, J. E. (1999). On the displacement of leisure items by food during multiple stimulus preference assessments. Journal of Applied Behavior Analysis, 32, 515-518.

Cooper, J. O., Heron, T. E., & Heward W. L. (2006). Applied Behavior Analysis (2nd ed.). Upper Saddle River, New Jersey: Prentice Hall.

DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of multiple-stimulus presentation format for assessing reinforcer preferences.Journal of Applied Behavior Analysis, 29, 519-533.

DeLeon, I. G., Iwata, B. A., & Roscoe, E. M. (1997). Displacement of leisure reinforcers by food during preference assessments. Journal of Applied Behavior Analysis, 30, 475-484.

Fisher, W. W., Piazza, C. C., Bowman, L. G., & Amari, A. (1996). Integrating caregiver report with a systematic choice assessment. American Journal on Mental Retardation, 101, 15-25.

Fisher, W. W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe to profound disabilities. Journal of Applied Behavior Analysis, 25, 491-498.

Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. A., & Page, T. J. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18, 249-255.

Paclawskyj, T. R., & Vollmer, T. R. (1995). Reinforcer assessment for children with developmental disabilities and visual impairments. Journal of Applied Behavior Analysis, 28, 219-224.

Parsons, M. B., & Reid, D. H. (1990). Assessing food preferences among persons with profound mental retardation: Providing opportunities to make choices. Journal of Applied Behavior Analysis, 23, 183-195.

Windsor, J., Piche, L. M., & Locke, P. A. (1994). Preference testing: A comparison of two presentation methods. Research in Developmental Disabilities, 15, 439-455.

About The Author

Niall Toner MA, BCBA, LBA is a licensed behavior analyst and board certified behavior analyst with over 10 years experience working in the fields of applied behavior analysis and developmental disabilities. Niall is currently the Clinical Director for Lifestyles for the Disabled. Prior to the position he served as a consultant to various organizations including the New York City Department of Education. He also held the position of Assistant Director at the Eden II Programs. Niall has presented locally, nationally and internationally. His interests are Preference Assessments and Functional Analysis, which he presents and publishes.

Originally reposted to Different Roads to Learning on September 28, 2017

Developing Socially Significant Goals

Posted on by

Written by Ashleigh Evans, MS, BCBA. Reposted with permission from Dr. Anton Shcherbakov, BCBA, Co-founder of ThinkPsych

Behavior analysts and other professionals in the ABA field are tasked with the job of creating behavioral and skill acquisition goals for their learners. Choosing behaviors and skills to target can be challenging, with many considerations to make. One vital consideration when developing goals is to determine whether they are socially significant.

What is Social Significance in ABA?

Social significance refers to goals that are, first and foremost, important to the learner. If your learner can verbally communicate what’s important to them, this should take the highest priority. Some clinicians may not consider a learner’s goals due to their age or communication barriers. However, by monitoring for signs of assent, you can learn a great deal about what is important to the learner, even if they cannot verbally answer what goals they want to work on. 

Beyond what’s important to the learner, social significance considers what goals are important to stakeholders and to society as a whole. Socially significant goals are behaviors and skills that will improve your learner’s overall quality of life and well-being. Goals should never be chosen simply for the convenience of others.

Considerations to Determine if a Behavior is Socially Significant

You may find yourself asking a number of questions when contemplating targeting a particular goal. Let’s review several considerations to make when evaluating whether to target a particular goal.

Is this behavior important to my learner? 

As previously stated, this is the most important aspect of social significance. If the skill is something your learner is interested in or a behavior that they are motivated to modify, this would be considered a socially significant goal. Goals that are important to your learner should almost always be prioritized.

Will the skill cause harm or distress?

This may seem like an obvious one, but it’s important to carefully consider. Many ABA practices that were commonplace even just a few short years ago are now known to be potentially harmful, with advocates and autistic adults bringing concerns to light. For example, a lack of eye contact is common in people with autism. Some professionals consider eye contact to be an important social skill to target. However, many autistic individuals report adverse physiological reactions to eye contact. In other words, forcing eye contact may physically hurt. Research on this topic found that autistic adults and teens experience a wide range of reactions when engaged in eye contact including dizziness and headaches, increased heart rate, and nausea. Many also reported sensory overload when making eye contact, resulting in an inability to process and integrate visual and auditory information at the same time. Taking into consideration this information, one would likely determine that eye contact is not socially significant unless it is a skill the individual reports a desire to improve upon. When developing goals, determining whether targeting the skill may cause harm is vital. 

Does the goal support the learner’s social-emotional development?

Social-emotional development is vital for a happy, healthy life. Research has found that a strong foundation of social-emotional skills can significantly improve a child’s future social, emotional, and academic success. 

Social-emotional learning encompasses a wide range of skills related to self-awareness, self-control, social awareness, relationship skills, and responsible decision-making. Due to the social communication challenges that autistic children commonly experience, the development of these skills often takes more strategic planning and effort on the part of therapists, educators, and caregivers. 

Make social-emotional learning enjoyable for your learner by engaging them in games and other preferred activities that support the development of these vital skills. Chat Chains, for example, is a unique game that targets developing conversational skills, teaches emotional awareness, and practices important social skills, all while having fun! 

Will the skill enhance safety?

A staggering 28% of deaths of autistic people result from accidental injury. This includes causes such as suffocation, asphyxiation, and drowning. Of the general population, 6.5% of deaths result from accidental injury. This likely plays a significant role in the drastically reduced life span. The average age of an autistic individual at death is about half that of the general population, 36 years of age. 

While these statistics are bleak, they highlight the need for a focus on skills that will keep your learner safe. Following crucial safety instructions, navigating situations such as getting lost, communicating personal information, identifying hot and poisonous items, and water safety are all socially significant skills that can keep your learner safe. 

Will the skill increase independence?

Promoting independence can build self-esteem, increase the generalization of skills across environments, and improve your learner’s overall satisfaction in their life. There are countless socially significant skills that can promote independence. Teaching communication and self-advocacy skills are arguably the most important skills necessary for enhancing independence. Self-help skills, money management, household chores, and vocational skills are also important to consider when developing goals that will increase your learner’s independence. 

Has the child acquired the necessary prerequisite skills?

Oftentimes, caregivers and professionals have big goals for their children or clients. This might result in jumping the gun a bit in implementing big-picture goals such as toilet training. However, it’s important to consider whether the child has developed the necessary prerequisite skills before targeting a goal. A simple example of this is following multiple-step instructions. Perhaps a parent asks you to target instructions such as putting away their shoes and backpack when they arrive home. While these may be socially significant goals, if the child cannot yet follow simple single-step instructions, then it would not be appropriate to target multiple-step instructions. 

Final Words

Developing socially significant goals for your learners takes time and consideration. Ensuring that the goal will improve the learner’s quality of life and well-being should always be at the forefront.

About the Author

Ashleigh Evans, MS, is a Board Certified Behavior Analyst. She has been practicing in the behavior analysis field for over 13 years and opened her own independent practice in early 2022. Her experience has been vast across different age groups, diagnoses, and needs. She is passionate about improving the field through education, reformative action, and better supervisory practices, leading her to create content and resources for families and ABA professionals which can be found on her website, www.evansbehavioralservices.com/.

About ThinkPsych and Dr. Anton Shcherbakov

ThinkPsych is a company committed to making fun and evidence-based toys for social emotional learning. Co-founder Dr. Anton Shcherbakov is a licensed psychologist and board certified behavior analyst. He has co-authored peer-reviewed research on topics that include depression and suicide prevention. He is also a nationally recognized expert and frequent presenter at national conferences on the treatment of anxiety, ADHD, autism spectrum, OCD, and related conditions. He previously taught at the Rutgers Graduate School of Applied and Professional Psychology. In addition to his work at ThinkPsych, he provides psychotherapy to children, adolescents, and adults at The Center for Emotional Health of Greater Philadelphia. In his free time, he enjoys traveling with his family, cooking meals with too many ingredients, and watching the latest Netflix documentary series.

What is the Importance of Engagement When Working with Individuals with Intellectual and Developmental disabilities and Autism?

Posted on by

This month’s ASAT feature comes to us from Dr. Karen Parenti, MS, PsyD CEO/Executive Director, and Heather Rothman, BS, LBS, Director of Day Services, Special Friends Foundation. To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!

I am the parent of an adult with autism, who will soon transition from a school program to adulthood. I am reading about engagement as an indicator of good programming. What does it mean and how can I tell if a program promotes it?

Answered by Karen Parenti, MS, PsyD, CEO/Executive Director, and Heather Rothman, BS, LBS, Director of Day Services, Special Friends Foundation

Transition into adult programming is an important, but often stressful, process for families and individuals to experience. Adult programming should be designed to build skills and to promote happiness. Essentially every parent wants their adult child to have a high quality of life, to be offered activities they find enjoyable, and to be self-determining. For this to happen, the individual needs to be fully engaged in the program. Family members, clinicians, behavior analysts, program specialists, administrators, and social workers who provide services to individuals with intellectual and developmental disabilities and autism (ID/A) need to remember the importance of active engagement when planning and implementing programs as well as when designing goals.

Imagine for a minute the perspective of an individual receiving services. In most cases, this means the individual has had a diagnosis of some kind since childhood. The current model for treatment in children may result in a consistent feeling of “other-ness,” whether that looks like segregated classrooms, peer mentors, wraparound therapists, or specialized activities dependent on the label. From the perspective of the individual, this can look like endless task demands, shallow or contrived social interactions, decreased opportunities for genuine relationships, and severely limited access to the community. In addition, for a lot of the individuals served, the ability to protest “appropriately” is diminished, either because of communication barriers or skill deficits, or because they are not given opportunities to practice these skills. Empowering individuals to become architects of their experience and to express dissent and discomfort are crucial goals to ensure agency, assent, and quality of life. In addition, providing more choices can be part of a trauma-informed focus of care, and can ensure that individuals are served in a humane and compassionate manner (Rajaraman, 2021).

Although engagement as a clinical construct has yet to be deeply researched in applied behavior analysis (ABA), there has always been an ongoing interest in social validity, which is an emerging interest in the field (Morris et al, 2021). It should be noted that in the workforce, engagement has been defined for employees and became understood as a configuration of vigor, dedication, and absorption that motivates exceptional work performance (Leiter, 2019). Engagement, just like all metrics of success in the human services and special education fields, is personal and individualized for everyone. It is therefore important that engagement is individually assessed and monitored for everyone; from a parental or caregiver perspective, it is important to help the team understand how your family member expresses happiness, dissatisfaction, and protest. Teams may work to ensure high levels of satisfaction by ensuring that individuals attend the program regularly (or determine why there might be issues with attendance), and that preferences are identified in goals addressing the social, work, and living environments. It is imperative that teams ask themselves important questions such as is assent gained, routinely assessed, and honored? Moreover, does the individual seem happy while in the adult setting?

In recent years, the focus on engagement has altered the way in which quality programs are identified. Historically, there was a common focus on productivity and on compliance. While productivity remains relevant, engagement can become a main focus of intervention. In addition, the quality of interactions with individuals is also highly valued. Providers should focus on engaging the individual first by developing a positive relationship and pairing themselves with reinforcement. Individuals served, like all people, will always respond to genuine respect and regard, and this should be a foundation of service provision.

This value on engagement is consistent with heightened awareness in the field of ABA to ensure that all intervention is humane and compassionate, and that self-determinism is maximized for all individuals. In the context of adult intervention, such qualities can be seen in the extent to which engagement is observable. Some questions can be asked, and some behaviors associated with engagement can be observed.

Engagement is observable when a person is enthusiastically participating in their program. Choice has emerged as a necessary piece of engagement; individuals should be offered a range of meaningful activities from which to select, while still retaining the right to refuse. This is closely related to the Positive Approaches paradigm defined by Guy Legare (2002), who “encourages us to see clearly and honestly the good reasons and adaptive qualities of even the most troubling behavior, no matter whose behavior it is.” Provider agency staff and special education school personnel who excel at this skill set seem to be the ones to whom an individual is a person first, and these professionals never see an individual as a “case” or “set of behaviors.”

Although clinicians have considerable access to different types of preference assessments, as well as training on how to use them, it’s valuable to keep in mind all the factors that influence the efficacy of reinforcers with regards to engagement. For example, an individual may be more likely to be engaged in an activity in which they are participating with others, in a novel location. Engagement is a reinforcer unto itself but requires a deep knowledge of the individual and their preferences as well as focusing on the relationship between the individual and the staff member. As with any other treatment focus, engagement depends heavily on a positive, nurturing, and entertaining relationship between two people.

Engagement has to be individualized so that it can be maximized. It is observable, able to be defined and measured, and important to consider in placement, goal development, and in the ongoing assessment of progress. Programs can follow some general guidelines to increase the likelihood of enthusiastic participation, build active engagement, and foster self-determinism. These concepts include but are not limited to:

  1. Demonstrating unconditional positive regard – Staff and clinicians need to ensure that the individual they are working with is always treated with respect and dignity. Building rapport with each individual and communicating with those individuals regularly is essential to creating a compassionate, humane treatment environment.
  2. Attain Assent – Assent is emphasized in the Ethics Code (BACB, 2022), and should be secured whenever possible. Recent research indicates that this is an area that can improve and can also be done with individuals who are non-vocal (Morris, 2021). The team should ensure that the individual is continually involved in making choices regarding their daily activities. Attain assent for activities, and regularly check in about whether the individual is still willing to do the tasks. Honor withdrawal of assent.
  3. Solicit and accept feedback – Being receptive to feedback means allowing individuals to critique and course-correct staff behavior. Although feedback can be directly solicited, individuals provide feedback in lots of indirect ways as well. It is important to ensure there is reciprocal shaping of interactions between staff and individuals. Being open to changing the approach, based on cues from the individual, allows for the individuals served to have a measure of control over their own treatment, which increases the likelihood they will be enthusiastic participants, and therefore engaged.
  4. Prioritize needs – Staff and clinicians need to ensure that the individual they are working with has their basic needs always met.
  5. Respect all forms of communication – Staff and clinicians need to respect all verbal and nonverbal communication from that individual. These subtleties can be missed if the staff is not paying close enough attention. It’s important to remember that challenging behaviors are often an important form of communication.
  6. Create a supportive environment – An environment where the individual is supported and connected is one where they will be actively engaged, will thrive, will learn, and will master skills and increase competencies. Individuals can get discouraged easily and can become disengaged. In these situations, a little support or assistance can go a long way. Other considerations for a supportive environment could include instruction and activities in novel locations, with persons that are preferred by the individual, and by attending to the individual’s preferences to the maximum extent possible.
  7. Create Novelty – As stated earlier, novelty also helps increase engagement. When educators introduce something new, they provide opportunities for learning skills with a new item. In many cases, exploring a new item (or scenario, song, story, etc.) creates new opportunities for thinking, for understanding how things work, or connecting existing concepts in a new way. Novelty can also allow staff to engage the individual in a new way.
  8. Be willing to share control of the instructional context – Clinicians or staff can ensure that choices are presented as often as possible. There is always a choice to be offered. For example, instead of saying “now it’s time to get dressed”, a staff can say, “Would you rather put on your shirt or your socks first?” It’s also important to find a way to say “Yes” to a request as often as possible. If an individual is asking for something that is unavailable, instead of saying “No,” staff can offer a different time when the item/activity is available. It is important to be as specific as possible.

In summary, if a provider, agency, or special education school wants to increase active engagement while being genuinely helpful, staff and clinicians should partner with the individuals and their team members in selecting goals, developing instructional procedures, and identifying meaningful outcomes. This is the essence of social validity and is essential to compassionate care.

References

Behavior Analyst Certification Board. (2020). Ethics code for behavior analysts. https://bacb.com/wp-content/ethics-code-for-behavior-analysts

Legare, G. (2002). Positive approaches as a paradigm. In Positive approaches: Identifying mental illness in people with developmental disabilities, (2nd Ed.) OMR Statewide Training and Technical Assistance Initiative.

Leiter, M. The psychology of work engagement. Oxford Research Encyclopedia of Psychology. Retrieved 20 Oct. 2022, from https://oxfordre.com/psychology/view/10.1093/acrefore/9780190236557.001.0001/acrefore-9780190236557-e-36.

Morris, C., Detrick, J. J., & Peterson, S. M. (2021). Participant assent in behavior analytic research: Considerations for participants with autism and developmental disabilities. Journal of Applied Behavior Analysis, 54(4), 1300-1316. doi: 10.1002/jaba.859.

Rajaraman, A., Austin, J., Gover, H., Cammilleri, A., Donnelly, D., & Hanley, G. (2021). Toward trauma‐informed applications of behavior analysis. Journal of Applied Behavior Analysis, 55(1), 40-61. 10.1002/jaba.881

Schramm, R. (2011). Motivation and reinforcement: Turning the tables on autism. Pro-ABA.

Tennant K., Long A., & Toney-Butler, T. J. (2022, May 8). Active Listening. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015.

Citation for this article:

Parenti, K., & Rothman, H. (2023). What is the importance of engagement when working with individuals with intellectual and developmental disabilities and autism? Science in Autism Treatment, 20(01).

About the Authors

Dr. Karen Parenti works as the CEO/Executive Director of Special Friends Foundation.  She has extensive experience in ABA and in developing and overseeing group homes, day services, and rehabilitative programs for individuals with intellectual and developmental disabilities and autism. She also serves as the treasurer of the MAX association’s board where she continues to advocate for the needs of the individuals she serves. Karen earned her Bachelor’s degree in psychology from York College of PA, her Master’s Degree in Human Services Administration from Springfield College in Wilmington, DE and her Doctorate Degree in Clinical Psychology from Immaculata University.

Heather Rothman works as the Director of Day Services for the Special Friends Foundation. She has worked with individuals with disabilities in a variety of settings and roles for over twenty years. Heather is committed to helping individuals with disabilities and Autism access choices, connect with their communities, and design the life they want. She is a Licensed Behavior Specialist with extensive experience with behavior support services in early intervention, school-aged, and adult populations. She designed and built a school-to-work transition program that won an international award for Variety-The Children’s Charity. She has taught at Penn State, developed trainings for the Public Health Management Corporation, and worked with Merrill Lynch on accessibility and community inclusion programs. She is passionate about universal accessibility and designing programs that create strong communities. Heather has her Bachelors of Arts in Organizational Management from Ashford University and a Master’s Degree in Applied Behavior Analysis from Saint Joseph’s University.

This article was reposted with permission from ASAT from https://asatonline.org/research-treatment/clinical-corner/engagement/

A Better Way to Say “No”

Posted on by

By Morgan van Diepen, M.Ed., BCBA, Co-owner of ABA Visualized

Hearing “no” or “wait” can be challenging for kids of all ages! In fact, as a BCBA, this is one of the most common requests for support that I hear from families. Luckily, researchers have tested out three ways to say “no” when something is unavailable, and the results show how slightly changing our response can actually prevent challenging behaviors! Let’s look at the scenario of a child asking to play a computer game, but the parent is currently using it for work. Which of the three methods do you think was the most effective? 

  1. “No” + Explanation. In this common approach, the parent says it’s not available and gives the honest reasoning: “Not right now. I’m working on the computer.” 
  2. “No” + Explanation + Alternative. Now, we’ve added an extra suggestion of something that is available: “Not right now. I’m working on the computer, but you can play basketball outside with your brother.” 
  3. “Yes” + Contingency. Here, even though our answer is “no,” we’re actually saying “yes!” This can be described as a “yes, when…” statement, where you are describing when the requested item or activity will be available: “Yes, you can use the computer when I’m finished with this meeting at 2:00.” It can also be used to set expectations of what they need to accomplish before the request is available: “Yes, you can use the computer when you finish your homework.” 

So, which do you think resulted in the fewest challenging behaviors?

In this research study, the 2nd and 3rd approaches were equally successful at almost completely preventing vocal protests, aggression, and threats! By just changing the way we say “no,” we can help our learners accept this answer more easily. Little changes that create big results! Strategies like these are perfect for parent training sessions during ABA. Here’s a template parent training goal you could use with families who would like more support in this area:

When (client name) requests for something that is unavailable (provide examples specific to the client), parents will either respond with “No” + Explanation + Alternative (provide example specific to the client) or with “Yes” + Contingency (provide example specific to the client) in attempts to prevent challenging behaviors relating to tolerating “no,” in at least 80% of opportunities across 2 consecutive weeks. 

Looking for a more engaging way to lead parent training sessions and teach effective strategies like this one? Check out our 2nd edition ABA Visualized Guidebook, where we’ve visualized 27 evidence-based strategies (including this one!) as step-by-step illustrations, making behavior strategies easy! 

Article reference: Mace, F. C., Pratt, J. L., Prager, K. L., & Pritchard, D. (2011). An evaluation of three methods of saying “no” to avoid an escalating response class hierarchy. Journal of applied behavior analysis, 44(1), 83–94.