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.
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
Back to school is an exciting time for students and teachers, but those with learning differences might find it stressful to start a new school year with new faces, rules, and expectations. Fortunately, there are behavioral support strategies that can help to smooth the way for a fun, productive year of learning. Following are some research-based methods to consider.
Choice
One of the easiest ways to help students to succeed in school is to offer choices! Dunlap at el. (1994) found that students were more engaged in tasks and less disruptive when offered choices of activities. Giving students choices of activities that all achieve the same learning objective is a great way to facilitate engagement and ownership of task outcomes. Students who can pick how they learn something may be more enthusiastic about learning overall.
Momentum
Another great way to get compliance with task demands is to use the strategy of momentum. This involves asking the student to do tasks that he is likely to comply with, before asking him to do things that are harder. For example, a teacher might present a coloring activity to a student who likes to color, and then praise him for completing that activity. The next activity could then be something a little harder and less preferred, like spelling, but now the student has a history of reinforcement for compliance and so is more likely to continue to comply. Lipshultz and Wilder (2017) offer a review of the recent research in this area.
Task Distribution
Sometimes stretching learning out over multiple sessions and across days can be helpful. Some research shows that distributed learning, where students are given instruction on the same skill for several days, is more efficient and effective than massed learning, where students are given lengthy instruction on the same skill all at once (e.g., Haq et al., 2015). For students who struggle in a particular area, consider shorter, more frequent opportunities to practice and learn.
Given thoughtful supports and reasonable, meaningful accommodations, students with learning challenges can be successful and happy in school. Adding some strategies like the ones described here can make for a fun and productive year!
References
Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright,S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505–518.
Haq, S. S., Kodak, T., Kurtz-Nelson, E., Porritt, M., Rush, K., & Cariveau, T. (2015). Comparing the effects of massed and distributed practice on skill acquisition for children with autism. Journal of Applied Behavior Analysis, 48, 454–459.
Lipschultz, J. & Wilder, D. A. (2017). Recent research on the high-probability instructional sequence: A brief review. Journal of Applied Behavior Analysis, 50, 424–428.
About The Author
Dana Reinecke, Ph.D., BCBA-D is a New York State Licensed Psychologist and Licensed Behavior Analyst (LBA). Dana is an Assistant Program Director in the Applied Behavior Analysis department at Capella University, overseeing the PhD in Behavior Analysis program and mentoring doctoral learners. She is also co-owner of SupervisorABA, an online platform for BACB supervision curriculum and documentation. Dana has provided training and consultation to school districts, private schools, agencies, and families for individuals with disabilities. She has published her research in peer-reviewed journals, written chapters in published books, and co-edited books on ABA and autism. Current areas of research include use of technology to support students with and without disabilities, self-management training of college students with disabilities, and online teaching strategies for effective college and graduate education. Dana is a Past President of the New York State Association for Behavior Analysis (NYSABA).
Originally published by Different Roads to Learning on September 21, 2017.
One of the tenets of ABA is to provide evidence-based practice. The best way to help us do this is to keep up with the literature! Each month, Sam Blanco, PhD, LBA, BCBA will select one journal article and provide discussion questions for professionals working within the ABA community. The following week another ABA professional will respond to Sam’s questions and provide further insight and a different perspective on the piece.
For many
BCBAs, a large part of their role is supervising others in implementing ABA
treatment. In the course of my week I
typically supervise 12 different paraprofessionals. Their training needs are
highly variable, my time with them is minimal, and in my BCBA coursework I did
not receive formal training on how to be an effective supervisor. This is an
issue within the field of ABA, and can have a big impact on the services
individuals with autism receive.
When I first came
across the Performance Diagnostic Checklist – Human Services (PDC-HS) I was
ecstatic. It is an easy-to-complete assessment of employee training, and
provides clarity for next steps in addressing issues related to employee
performance. The article for this month’s ABA Journal Club explains how the
PDC-HS was utilized to evaluate training in an early intervention setting.
Carr, J. E., Wilder, D. A., Majdalany, L., Mathisen, D., & Strain, L. A. (2013). An assessment-based solution to a human-service employee performance problem. Behavior Analysis in Practice, 6(1), 16-32.
The PDC-HS is a tool “designed to be used by a
behavior analyst during an interview with the employee’s direct supervisor or
manager” (p. 20). Is this a reasonable format for your work environment?
Have you or your organization used the PDC-HS or
a different formal tool to evaluate training of staff? What has been your
experience with such formal evaluation?
Part of the procedure for this study was to show
employees graphed feedback. Is this a strategy you have utilized in the past?
If not, how could you utilize it
for current skills you are teaching employees?
The
dependent measure in this study was cleanliness of the treatment room. This is
an important workplace skill, especially if materials for instruction or lost
or damaged, if problem behaviors of clients increase while the practitioner is
looking for materials, or if the messiness of a room interferes with efficient
use of session time. The authors note that systematic replications of their
study should include other aspects of training, such as appropriate prompting. If
you were to complete a study on the PDC-HS, what training skill would you
address? Why?
What are some obstacles in your current setting
to implementing the PDC-HS? How can you address those obstacles?
Reread Appendix B, which contains the full
PDC-HS. What do you think about the questions they ask? Why are those specific
questions asked? Is there anything you would add?
My favorite part of this article is the Intervention
Planning portion on pages 30-31. It provides clear direction on what
interventions may be appropriate for different training issues along with
citations. Why is this an important resource for supervisors?
[SB1]Link
to: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3680147/pdf/i1998-1929-6-1-16.pdf
One of the tenets of ABA is to provide evidence-based practice. The best way to help us do this is to keep up with the literature! Each month, Sam Blanco, PhD, LBA, BCBA will select one journal article and provide discussion questions for professionals working within the ABA community. The following week another ABA professional will respond to Sam’s questions and provide further insight and a different perspective on the piece.
One of my favorite parts of my job is training people who are working to become BCBAs. There is an immense amount of content for my supervisees to learn, and one of the key aspects of this is to understand how to implement all of the new concepts their learning within the context of an actual case. This is often far more challenging than it might appear at first blush. I frequently supervise students pursuing their BCBA, and I require each one of them to read LeBlanc, Raetz, Sellers, & Carr (2016) because it provides a clear model for clinical decision-making.
Why is this article important for practitioners to read?
The model proposed by the authors incorporates several variables (such as observability of behavior and personnel resources.) Are there any other variables you might consider when selecting a measurement procedure?
Table 1 clearly outlines each form of measurement along with strengths and limitations. Discuss the forms of measurement you frequently use and the limitations to incorporating other forms into your current practice.
In Figure 1, the authors provide a flow chart for easily selecting the most appropriate form of measurement. Many of the questions are directly related to observer resources. In this article, the term “resources” relates directly to the ability of personnel to continuously monitor the behavior. Are there any other factors you would consider in relation to personnel? If yes, how do you typically address those factors?
In discussing the behavior being measured, the authors write: “If the behavior can occur at any time, consider all dimensions of the response and select the ones that are most critically important to fully capture the important features of the behavior and the potential change in the behavior that may occur due to intervention” (p. 81). How do you determine which dimensions of the response are the most critically important? Can you think of an example?
One of the limitations of this paper is that the model it presents has not been empirically tested. What might such an empirical study look like?
WRITTEN BY SAM BLANCO, PhD, LBA, BCBA
Sam 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.
As a BCBA, I am often asked to address problematic behaviors. One of the most common errors I see in addressing such behaviors is that the adults working with the child have not identified the function (or purpose) of the problematic behavior. Decades of research have shown that there are only four functions for any behavior: attention, escape/avoidance, access to a tangible, and automatic reinforcement (or something that just feels good internally, but cannot be observed by outsiders).
The function of the behavior is whatever happens immediately after the behavior, and increases the likelihood that the behavior will occur again in the future. Here are a few examples of the functions, based on the same behavior:
The therapist tells Lisa it’s time to practice tying shoes. Lisa starts biting her own hand. The therapist look shocked and calls in Lisa’s mother, who rubs her back lightly while Lisa ties her shoes then gives her a lot of verbal praise. This is likely an example of a behavior that functions for attention, because the mother comes in and provides both verbal and physical attention while she ties her shoes. Or it could be an example of a behavior that functions for escape or avoidance, since Lisa did not have to tie her shoes immediately once she began biting her hand.
The therapist tells Lisa it’s time to practice tying shoes. Lisa starts biting her own hand. The therapist gently pushes Lisa’s hand down and then introduces a new task. This is an example of a behavior that functions as escape because Lisa does not have to tie her shoes once she begins biting her hand.
The therapist tells Lisa it’s time to practice tying shoes. Lisa starts biting her own hand. The therapist says, “Oh, don’t stress, we’ll take a sensory break,” and gives Lisa a ball to squeeze. This is an example of a behavior maintained by tangible reinforcement. When Lisa began biting her hand she was immediately given access to a preferred item.
You’ll notice that I left out the automatic reinforcement. This is intentional because often, with a diagnosis of Autism Spectrum Disorder, people assume that a behavior is automatically reinforced instead of exploring these three potential functions described above. One way to recognize if a behavior is automatically reinforced is to note if the behavior happens when the child is alone and/or when no demands have been placed on the child. If it’s only happening around other people or when demands are placed, then it is highly unlikely that the behavior is automatically reinforced. For now, we’ll save automatic reinforcement for another blog post.
Identifying which of these functions is maintaining a problem behavior is essential to putting in an effective intervention. But how do you go about doing this?
The first thing you should do is assess! You can do an informal assessment, such as using the Functional Assessment Screening Tool (FAST) which is comprised of 16 questions that can help you quickly determine the function. If this does not provide conclusive results, you can have a BCBA do a formal functional assessment. Once you have identified the function of the behavior, you can change the environment so that not only does the child no longer receive that reinforcement for a problematic behavior, but there are appropriate replacement behaviors they can engage in to access that reinforcement. For more on that, you can look back at the Importance of Replacement Behaviors.
It may be difficult at first to think in terms of “function of behavior,” rather than assigning a reason for the behavior that is based on the child’s diagnosis or based on something happening internally inside the child’s brain that we can’t see (such as, “she’s just frustrated so she’s biting her hand,” or “she doesn’t know how to control herself”). However, once you try it out and experience some success with addressing the true function of behavior, you’ll likely see the beauty of a simple explanation for why we behave.
WRITTEN BY SAM BLANCO, PhD, LBA, BCBA
Sam 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.
This month’s ASAT feature comes to us from Karrie Lindeman, EdD, BCBA-D, LBA and David Celiberti, PhD, BCBA-D. 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!
Data collection is the core of the success of our science. Without data, are we are not providing behavior analytic service to our clients; however, data collection can be a scary new journey for many. What do I collect? How do I collect it? What do I put it on? How do I manage the other children in the class? What do I do with the data once I have it? How do the data guide my decision-making? All of these questions pose roadblocks to the individuals attempting the collection.
To date, many training manuals and books have attempted to provide insight and guidance for struggling data-collection newbies. Some of these books have fallen short of delivering a clear and concise message to its readers. ABA Tools of the Trade provides a unique take at explaining the what, why, and most importantly, the “how-to” of data collection.
The authors start off describing the purpose of the book, addressing concerns that teachers and technicians face in the field every day: Why am I doing this? And how can I create easy to navigate data sheets with simple graphs for analyzing after I have collected the data? ABA Tools of the Trade breaks down their material into five sections which simplify the anatomy of a data sheet, review different types of data collection systems available, discuss how to utilize them with simple behavior change procedures, and offer activities to ensure supervisees are competent (huge bonus!). Throughout the sections, the material is organized in a way to help you identify exactly what you need to do, with helpful vignettes providing real-world examples.
The breakdown of the five sections allows the reader to easily find the information they are looking for, along with supporting documents. The first section delves into the Anatomy of Data Collection, describes not only why we collect data, but how to do so in the most simplistic way. This section is great for someone new to data collection or looking to expand their practice. A bonus includes describing different tools that may be helpful in your data collection journey with informative descriptions and visuals. Examples include tally counters, interval timers, and time timers, to name a few. A useful hints page highlights how the specific tools can be matched to the different measures of behavior that need to be tracked.
The second section is the Data Collection Systems section, which describes more complex systems and strategies that work in different settings. It starts off with a comprehensive list of 10 rules of data collection. These rules are extremely important as they lay the groundwork for ethical data collection and reviews potential issues that may arise as you begin to collect data. These include examples of consent issues, confidentiality mishaps, and an important reminder to adhere to state and local laws. Finally, a handy task analysis of data collection steps provides a simple way for readers to grasp the needed components for specific targeted behaviors and wraps up the section.
The third and fourth sections include Behaviors and Simple Behavior Change Systems, which describes the Functional Behavior Assessment and Behavior Intervention Plan process in user-friendly terms. This is a great introduction for those starting out and looking to brush up on appropriate procedures. This section reviews what qualifies as efficient data collection in an FBA and how to analyze results. An added bonus is the discussion on antecedent strategies, which provides the reader with tactics and corresponding examples. Following the breakdown, vignettes of very specific behavioral episodes are provided, which allow the reader to apply the knowledge derived from the reading in everyday situations. Each vignette is followed by a general solution and helpful hints on dealing with the presented issue. For those interested in learning more about the topic, references and recommended readings are provided after all examples. Great source!
The fifth and final section, Supervision Practices, is a bonus for those supervising candidates for board certification in behavior analysis. It is comprehensive, well organized, and synched with the 5th Edition of Task List providing not only lessons but scenarios for practice with corresponding rubrics. Please note, as the Task List is updated, the alphanumeric codes may change. Three phases are addressed:
The Pre-Data Collection Phase addresses information gathering from parents and professionals surrounding prior attempts to address behavior (what was implemented and for how long) including defining behavior and determine how best to measure it.
The Data Collection Phase involves implementing the data collection system and making timely modifications, as well as proper training of the data collectors and determining an adequate schedule. Interobserver agreement is also addressed.
The Post-Data Collection Phase involves reviewing the collected data, preparing for graphic representation, and using data-based decision making.
Given that many newly credentialed BCBAs are assuming a supervisory role for the first time, this section is very helpful. Learning objectives and activities for each lesson are clearly articulated and rubrics are provided to support application and assess the skill level of the supervisee.
This short, well-organized, and easily-accessible resource belongs on the shelves of those first working towards BCBA certification, BCBAs who are starting out, and current BCBAs providing Registered Behavior Technician and BCBA supervision. The content spans all data collection needs, from the very basics on how to ensure those we supervise understand and demonstrate necessary skills from the Task List. It would also be a practical, yet easy supplemental read for students progressing through their coursework in college programs. To maintain quality service, it is imperative to ensure the next generation of BCBAs have the skills necessary to provide and supervise quality service provision. The inclusion of sections related to modifying one’s behavior as well as supervisory considerations only strengthen the utility of this already informative guide. This book is a great resource, and recommended without reservation!
About The Authors
Karrie Lindeman completed her undergraduate degree at C.W. Post University with a major in psychology. She went on to Queens College to complete her Masters in Psychology and advanced certificate in Behavior Analysis. From here, she worked in a school for children with autism for 10 years before moving on to consult in the public school and early intervention setting. Karrie completed her doctorate in learning and teaching at Hofstra University in 2015. She continues to provide direct service, parent training, and consultation in a variety of settings. Karrie is currently the Program Director of the Behavior Analysis program at Touro College in New York City.
David Celiberti, PhD, BCBA-D, is the Executive Director of ASAT and Past-President, a role he served from 2006 to 2012. He is the Co-Editor of ASAT’s monthly publication, Science in Autism Treatment. He received his PhD in clinical psychology from Rutgers University in 1993 and his certification in behavior analysis in 2000. Dr. Celiberti has served on a number of advisory boards and special interest groups in the field of autism, applied behavior analysis (ABA), and early childhood education. He works in private practice and provides consultation to public and private schools and agencies in underserved areas. He has authored several articles in professional journals and presents frequently at regional, national, and international conferences. In prior positions, Dr. Celiberti taught courses related to ABA at both undergraduate and graduate levels, supervised individuals pursuing BCBA certifications, and conducted research in the areas of ABA, family intervention, and autism.
One of the tenets of ABA is to provide evidence-based practice. The best way to help us do this is to keep up with the literature! Each month, Sam Blanco, PhD, LBA, BCBA will select one journal article and provide discussion questions for professionals working within the ABA community. The following week another ABA professional will respond to Sam’s questions and provide further insight and a different perspective on the piece.
The researchers trained caregivers on a university campus using the BST model prior to home visits. In your current work, would this be a possibility for you? If not, how could you provide this type of training to caregivers? What obstacles can you predict, and how might you address them?
The
majority of my clinical practice is primarily situated in home-based
settings. Delivering behavior analytic
services in home-based settings presents with a multitude of circumstances contributing
to variable rates of success in teaching new skills for both the client and
caregivers. Two variables contributing
to such challenges in service delivery is caregiver accessibility and limited
service hours allotted, particularly if the services are funded through
insurance-based sources. Formal Behavior
Skills Training (BST) often requires time intensive performance and competency-
based components, creating a challenge to implement in the home setting at
times. With careful planning and caregiver commitment to participation, BST
training in the home setting is quite “do-able”.
To address time constraints, a ‘train the trainer’ model or pyramidal training (Pence, St. Peter, & Tetreault, 2012), may be a beneficial strategy to assist in training multiple caregivers as well as contribute to increased proficiency in treatment fidelity. A pyramidal trainingmodel involves a senior trainer (e.g., a behavior analyst) training a small group of staff or caregivers who in turn train other staff or caregivers. This type of training model may be particularly beneficial to clinicians working in settings where time constraints may be a factor (such as residential services).
Discuss the multiple baseline design used in the study. How does it demonstrate experimental control? What can you determine from a visual analysis of the data?
The
researchers in this study utilized a concurrent
multiple-baseline-across-modules design to analyze the effects of the BST
module training delivered to parents to teach their children mands. Concurrent
multiple-baseline-across modules design allows for simultaneous
measurement to occur for all clients. Research suggests concurrent measurement
controls better for threats to internal validity and result in somewhat
stronger inferences than do nonconcurrent designs (Watson and Workman, 1981). Multiple
baseline designs are appropriate when target behaviors are not reversible. Use
of a concurrent multiple-baseline design to evaluate treatment effectiveness
minimizes the ethical concerns related to a withdrawal design. Training skills sequentially using a
multiple-baseline-across-modules design is beneficial since it allows trainers
to teach skills gradually and gave trainees repeated rehearsal opportunities on
previously trained skills. The trainer could also monitor ongoing caregiver
performance and make decisions to advance caregivers through the training based
on the consistency and accuracy of their performance on trained skills.
Researchers of the study required caregivers to reach specific mastery
criterion rates to advance to additional modules in the BST to assess the
maintenance of the caregiver’s accuracy of procedural integrity and the child’s
mands.
Upon visual analysis of the data, results
of the study support effects of a
BST model for training caregivers to implement mand training procedures. In addition, after training, caregivers did
not exhibit difficulties generalizing the skills to implement mand training
procedures to the child. Additional
training was provided to caregivers during sessions with the child when mastery
criterion was not achieved. The
researchers found by staggering the training across modules, caregivers learned
to capture and contrive motivating operations contributing to the emergence of spontaneous
mands.
Part of this study included a measure of whether a competently trained parent could teach their spouse how to implement mand training. Why is this important? Have you implemented similar strategies in your own work?
Training
caregivers to effectively generalize behavior analytic treatment strategies and
interventions to the child outside of training sessions is one of the goals of family
support behavior analytic services. Strategies
to fade out the necessity of behavior analytic services is developed in the
client’s treatment plan at the initiation of services. Delivering
BST to a caregiver who demonstrates proficiency of the designated steps is
invaluable in the treatment process. Through
BST, trained caregivers who have
demonstrated mastery of a skill, have the ability to train additional
caregivers (e.g., grandparents and siblings) in the client’s environment, facilitating
generalization of treatment effects.
In
addition, research has supported the finding that providing caregivers with
training and education to increase their family member’s functional skills
(such as communication) may reduce caregiver stress by increasing the
caregiver’s confidence levels (Bebko et al. 1987). Researchers have
also found that parents who reported high levels of confidence in managing
their child’s major difficulties and perceived others in the family as similarly
successful also reported lower stress rates (Sharpley and Bitsika 1997).
In
my practice, I utilize BST to teach caregivers skills related to communication
and socialization training and areas of daily living such as toileting,
dressing, toothbrushing and community safety. I recently utilized BST to teach a modified
PECS (Picture Exchange Communication System) to a client’s caregivers. After reaching
fluency criteria for each step of the target skill, the trained caregiver was
capable of effectively training the modified PECS procedure to the second
caregiver. Success rates for each steps
of the BST procedure were measured by observation, data collection and data
analysis of procedural integrity demonstrated by the second parent during
sessions with the client. Success rates
were also measured by data analysis of
the client’s rate of progress in reaching various communication targets via use
of the modified PECS taught by caregivers.
This study did include maintenance data. Why is this data valuable? Do you collect maintenance data on the caregiver training you provide?
According to Alberto & Troutman,
2013, ‘maintenance’ is defined as “performing a response over time, even after
systematic applied behavior procedures have been withdrawn”. Maintenance is demonstrated over time when the
skill continues to occur after all direct teaching of the particular skill has
been discontinued.
Maintenance
data could also be utilized to assist in shaping additional skills. For example, prior to teaching a client
receptive discrimination skills related to picture identification in a field of
3 stimuli, it is important to evaluate the presence or absence of certain prerequisite
skills such as attending, gesturing (i.e., pointing or eye gaze), following
direction and ability to identify objects depicted in the array. Without information gathered from maintenance
skill probes (i.e., attending, pointing, tact repertoire, etc.), teaching the
skill of receptive discrimination may not be possible if the client has not
exhibited mastery of specific prerequisite skills first.
During skill
acquisition training, I typically teach a targeted behavior until the recipient
exhibits fluency in exhibiting that behavior.
The computer- generated data system I utilize in my practice includes pre-set
monitoring schedules of maintenance data based upon a timed schedule. Maintenance probes are automatically
scheduled in a staggered fashion. For
example, if the client exhibits proficiency in engaging in a specific skill during
baseline, that skill is automatically scheduled for a maintenance probe on a
monthly basis. If a client reaches fluency
of a specific skill after commencement of treatment, the target is scheduled
for maintenance in a staggered time frame (i.e., weekly, bi-weekly, monthly,
bi-monthly and annually). After the client reaches mastery criterion for annual
maintenance, the target is considered ‘closed’. If at any time the target fails maintenance,
the target is added back into treatment.
If a clinician is
teaching skills to fluency, the necessity of relying on maintenance data to
determine if the skill remains in that client’s behavior repertoire becomes
less relevant.
Consider a particular skill you are teaching one or more clients. What would BST look like to teach caregivers how to implement the necessary procedures for teaching that skill?
A particular skill BST could be
utilized to teach is use of utensils during mealtime.
Instruction – For this step, if a client exhibits adequate receptive skills related to
vocal/verbal instruction, one may say to the client, “When you eat certain
foods, such as spaghetti or vegetables, you use a fork to pick the food up. You
wouldn’t use a fork to eat foods such as cereal or pudding.”
If
the client does not exhibit adequate receptive language skills, one may
describe the skill to the caregiver. For
example: “We teach the skill of eating with utensils to assist with independent
functioning. We will practice this skill
first, with a fork and upon reach specific mastery criteria, we will proceed in
teaching use of additional utensils, such as a spoon. It’s best to practice this skill when
motivation to eat is high in order to increase rate of reinforcement and
eventually, acquisition of mastery criteria (i.e., if the client is hungry, his
motivation to follow the rule to use a fork to eat may be higher compared to
times when he is not hungry). Reinforcement for use of the fork is naturally
built in, as the food he eats with the fork will serve as reinforcement for the
targeted behavior.”
Along
with vocal/verbal instruction of the BST steps, I may also provide the
caregiver with written steps to the procedure to assist with fluency.
Modeling – For this step, during mealtime, I model the steps described above to the
caregiver. I provide a description of each
step as the step is being performed to the caregiver.
Rehearsal –For this step, encourage the caregiver to implement the steps to practice
the skill. During these practice
sessions, data recording is critical to determine fluency of the practice of
the targeted skill.
Feedback – Prior to this step, I discuss with the caregiver the form of feedback
they prefer to receive (in-situ feedback or feedback after each trial session
has ended). Throughout my career I have
learned the importance of tailoring my delivery of feedback to individual
preference (some caregivers prefer feedback while they are performing the step,
while others prefer to receive feedback after they have completed the
step). Once I have determined the timing
of my feedback, I deliver the feedback in the context agreed upon.
The article states, “General instructions were provided prior to baseline, but parents were only able to implement the procedures effectively when full instructions, modeling, rehearsal and feedback were used to train to mastery.” How can you change your current practice to ensure that you are providing the necessary steps to help caregivers master skills they have selected for parent training?
To streamline the often time-intensive
process BST requires, I typically stagger the trainings across multiple
sessions. Delivery of insurance-based
family training services is generally provided in a time intensive and
structured fashion. To meet these stringent guidelines and to ensure I deliver
the most effective and efficient services, I provide the caregiver with written
and verbal steps to BST across several consecutive sessions. I review each step with the caregiver and
assign weekly assignments to practice specific steps. During each family training visit, I review
and model the steps and request the caregiver to perform the step they worked
on the week prior. After the caregivers reach
specific fluency rates in responding accurately, additional steps are introduced.
One method of training I may consider
including in my caregiver trainings when delivering BST, is use of video
modeling. Video modeling is a teaching procedure that involves an
individual viewing a videotaped sample of a model performing a specific,
scripted activity or task. Immediately following having viewed the video-based
model, the individual is directed to perform the activity or script he or she
observed in the video (e.g., MacDonald, Clark, Garrigan, & Vangala, 2005). Use of video modeling may further address time constraints
to training that is often a barrier in delivery of home-based services. Video modeling may also assist in in higher
rates of procedural integrity when working with caregivers who learn more
effectively through use of visual guides as opposed to textual guides only.
BST is an incredibly invaluable method of
teaching new skills. With careful
planning and commitment to learning, caregivers have a unique opportunity to actively
participate in their family member’s treatment to help them engage in socially
meaningful ways.
References
Alberto, P., & Troutman, A. C. (2013). Applied
behavior analysis for teachers. Boston: Pearson.
Bebko JM, Konstantareas MM,
Springer J. Parent and professional evaluations of family stress associated
with characteristics of autism. Journal of Autism and Developmental
Disorders. 1987; 17:565–576.
MacDonald, R., Clark, M., Garrigan, E., &Vangala, M.
(2005) Using video modeling to teach pretend play to children with
autism. Behavioral Interventions, 20, 225-238.
Parsons M. B., Rollyson J.
H., Reid D. H. Evidence-based staff training: A guide for practitioners. Behavior
Analysis in Practice. 2012; 5:2–11.
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2013).
Teaching Practitioners to Conduct Behavioral Skills Training: A Pyramidal
Approach for Training Multiple Human Service Staff. Behavior analysis
in practice, 6(2), 4–16. doi:10.1007/BF03391798.
Pence S. T., St.
Peter C. C., Tetreault A. S. Increasing accurate preference assessment
implementation through pyramidal training. Journal
of Applied Behavior Analysis. 2012;45:345–359.
Sharpley, C. F., &
Bitsika, V. (1997). Influence of gender, parental health, and perceived expertise
of assistance upon stress, anxiety, and depression among parents of children
with autism. Journal of Intellectual and Developmental Disability, 22,
19–29.
Watson, Paul & A. Workman, Edward. (1981). The non-concurrent multiple baseline across-individuals design: An extension of the traditional multiple baseline design. Journal of behavior therapy and experimental psychiatry. 12. 257-9.
Elizabeth A. Drago, M.A., BCBA, LBA, is a Board Certified and Licensed Behavior Analyst and a consultant at Proud Moments Therapy located on Long Island, New York and Comprehensive Behavior Supports, located in Brooklyn, NY. She has over 15 years’ experience working with individuals with developmental and related disabilities and has advanced training in areas of autism, behavior disorders, sleep disorders, intellectual disabilities and positive behavior supports. As a consultant in home and educational settings, she clinically oversees client cases, provides parent training, implements comprehensive skill assessments and programming goals for children diagnosed with ASD, conducts staff trainings for effective performance improvement practices and behavior analytic practices and procedures. She holds professional memberships in organizations such as New York State Association for Applied Behavior Analysis, Association for Behavior Analysis International, Association of Professional Behavior Analysis.
Elizabeth is a Board member of the New York State
Association for Behavior Analysis (NYSABA), serving the role of Representative
at Large. She is also an active member of NYSABA’s Legislative Committee,
focusing on efforts to remove the licensure scope of practice restriction in
Behavior Analysis in New York State. Elizabeth has contributed significantly to
disseminating information related to the scope restriction in Behavior Analysis
in NYS. Some of Elizabeth’s achievements in these efforts include developing
initiatives such as the video series entitled, ‘This is ABA’. The purpose of the video series is to
highlight the effectiveness and applicability of the practice of Behavior
Analysis to individuals of varying diagnoses, not only for those diagnosed with
an Autism Spectrum Disorder. This video series is currently featured on the
NYSABA website. Elizabeth also works collaboratively with
NYSABA’s Executive Director, Mari Wantanbe-Rose in the development and
oversight of NYSABA’s Inaugural ABA Ambassador Award. The NYSABA ABA Ambassador
Award recognizes future behavior analysts, or students, who help to disseminate
the usefulness and versatility of behavior analysis in various settings.
Elizabeth has presented at NYSABA’s annual professional conference on the topics of Systematic Desensitization (2017) and Self-Care for the Behavior Analyst (2018). She has been invited as a speaker at a roundtable meeting at Proud Moments ABA, presenting on the topic of the use of technical jargon when interacting with caregivers. Elizabeth has also been featured in a newsletter (August 2018 edition) generated by Comprehensive Behavior Supports in recognition of the many significant contributions to the agency and families she serves across Long Island as a Licensed and Board Certified Behavior Analyst. Elizabeth has been a guest speaker on a Behavior Analytic podcase, ‘Behaviorbabe’, hosted by Dr. Amanda Kelly, discussing the NYS licensure law scope restriction on the practice of Behavior Analysis in NYS. Elizabeth received a Bachelor’s Degree in Clinical Psychology from St. John’s University, graduating Summa Cum Laude. She continued her education, earning her Master’s Degree in Clinical Psychology at Teacher’s College, Columbia University, where she received an honors certificate in education and teaching and was a member of Kappa Delta Phi- Honor Society in Education. Elizabeth attended post-graduate studies at Penn State University, where she completed coursework in Applied Behavior Analysis. She earned her BCBA certification and licensure in Behavior Analysis in 2014.
One of the tenets of ABA is to provide evidence-based practice. The best way to help us do this is to keep up with the literature! Each month, Sam Blanco, Ph.D., LBA, BCBA will select one journal article and provide discussion questions for professionals working within the ABA community. The following week another ABA professional will respond to Sam’s questions and provide further insight and a different perspective on the piece.
In my daily work, I supervise Registered Behavior Technicians (RBTs) who are providing the direct care to my clients with autism. The RBT designation is only a few years old, and there are concerns about the training and maintenance of skills for these employees. However, another concern is the low number of people available to provide frontline services for high number of individuals who require it.
The work that RBTs do is important and necessary. It’s
important for our field, as well as individual organizations and BCBAs to
identify potential problems with the current model of providing treatment, and
work to continuously improve upon the model. One way to start the conversation
within your own organization is to read the following article and identify ways
in which you can address the concerns it brings to light.
Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Smith, T., Harris, S. L., … & Volkmar, F. R. (2017). Concerns about the Registered Behavior Technician™ in relation to effective autism intervention. Behavior Analysis in Practice, 10(2), 154-163.
The authors discuss the evolution of the BACB and concerns with certifying behavior analysts prior to the advent of RBTs. What did you think of the concerns identified here? Are these still concerns we have about BCBAs? How are they similar or different than concerns about RBTs?
How does the current training of RBTs compare to the training of behavior technicians in early behavior analytic studies?
Look at the RBT task list. The authors argue that the current amount of training does not meet standards set forth by research on staff training. How can BCBAs and organizations hiring RBTs support their mastery of the skills on this list?
Have you identified concerns with the current model (BCBAs supervising RBTs who provide direct care) that were not mentioned in the article? If so, how have you worked to address those concerns?
Discuss the unintended consequences described in the article. Have you seen these consequences in your current setting?
Many of the recommendations by the authors include changes the BACB should enact as well as research that should be conducted. How are you able to take a role in these types of recommendations?
WRITTEN BY SAM BLANCO, PhD, LBA, BCBA
The founder of ABA Journal Club, Sam 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.
One of the tenets of ABA is to provide evidence-based practice. The best way to help us do this is to keep up with the literature! Each month, Sam Blanco, PhD, LBA, BCBA will select one journal article and provide discussion questions for professionals working within the ABA community. The following week another ABA professional will respond to Sam’s questions and provide further insight and a different perspective on the piece.
When I was first starting out in behavior analysis, I was
amazed at the simplicity and accuracy of functional analysis. Behaviors that
had seemed complex and impossible to change suddenly made sense. I felt ready
to create interventions to address those behaviors, and started to see more
success in my behavior change procedures. Functional analysis remains one of my
favorite topics to teach, and one of the questions I get most often from my
graduate students is about ethical concerns in relation to completing a
functional analysis for potentially dangerous behaviors.
This has been a concern in the field, and there is a strong evidence base that identifying, assessing, and treating precursor behaviors is effective in reducing the target problem behavior. For this month, I have selected a paper on this topic.
What is the purpose of the current study? How is it relevant to your current work?
The researchers used both indirect and descriptive methods for identifying precursor responses. What were these methods?
Describe each of the probability measures the researchers used. How were these related to each other? Could these be used in your current setting?
What did the authors find was most probable to occur prior to head-hitting behavior? Why is this information important?
When the researchers conducted the functional analysis on the precursor behavior, was the head-hitting behavior eliminated? Why is this important to recognize? What implications does it have for practitioners?
Identifying the precursor behavior can decrease risk resulting from problem behaviors such as self-injurious behavior or aggression. Can you identify a current problem behavior for one of your clients and create a plan for determining precursor behaviors?
Please note that this particular study has only one participant. Sometimes, behavior analysis as a field is criticized for the use of single-subject studies. You can read this previous post for more on the topic of single-subject studies.
WRITTEN BY SAM BLANCO, PhD, LBA, BCBA
The founder of ABA Journal Club, Sam 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.
This month’s ASAT feature comes to us from Megan McCarron, MS, BCBA. 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 BCBA working in an ABA Teaching Home. I am adept with teaching play skills to younger children but would like some guidance on assessing interests and helping young adults develop hobbies that they can pursue in an independent and meaningful manner.
This is a very important question. There is an abundance of research on how to teach leisure activities using instructional methods such as modeling, video modeling, and activity schedules, moreover, it is vital that careful thought and planning be put into selecting and individualizing leisure activities.
Typically, one’s interests are developed over
time via exposure to and interaction with new and varied people, places, and
activities. Exposure usually occurs over the course of life without much
forethought, resulting in interests that shift and change. Unfortunately, this
is often not the case for individuals with autism spectrum disorder (ASD).
There are two key deficits within the
diagnostic criteria for ASD that are likely to impact individuals’ exposure to
and interaction within varied leisure activities. First, persistent limitations
in social communication and social interaction can hinder an individual’s
ability to request access to items and activities, and/or to express one’s
level of interest. Second, the presence of restricted, repetitive patterns of
behavior, interests, or activities may prevent an individual from exploring
novel items or activities.
Individuals’ difficulty making or expressing choice limit exposure to new and varied items and activities. Limited interests or those that are markedly different from those of same-aged peers make it that much more difficult to determine ways to expand and develop interests. As a result, careful thought and planning are required to help individuals with autism engage in meaningful leisure activities.
Finding Leisure
Activities
Given that there is an unending number of items or leisure activities that could be assessed, it is important to narrow down the field to things that are likely to be of interest before conducting your assessments. A few of these approaches are as follows:
Expand upon current interests. Ask caregivers, teachers, siblings, or others who spend time with the individual to complete an interview, checklist or other type of survey. Create your own questions or use published materials such as the Reinforcer Assessment for Individual with Severe Disabilities (RAISD). Do not immediately discount unusual or idiosyncratic interests. Look to see if there are groups in the community or online that share that interest. If necessary, teach when and where it is okay to engage in preferences that may be annoying to others or are socially stigmatizing. Examples:
Select novel activities that contain components of already preferred activities. Identify common features of known preferences, and then identify novel items or activities that contain the same or similar features. Examples:
Make modifications to existing activities to incorporate the preferred feature of other preferred activities. Examples:
Pair a known interest with a compatible novel activity. Examples:
Identify shared interests. In addition to identifying activities by exploring and expanding upon current interests of the individual, it can be worthwhile to identify interests of the people the individual spends a lot of time with and activities available in the individual’s school, home, and local community. These activities will offer up the opportunity for social interaction with others.
Assessing Activities
Once potential activities are selected, assessments can be conducted to determine how preferred the activities are. While preference assessments are commonly used and talked about in terms of finding reinforcers, they are equally useful for assessing preference levels for potential leisure activities. Initially, free operant assessments are very helpful in terms of assessing potential leisure activities. These can be conducted in the natural environment or a contrived and enriched setting.
Free operant preference assessments can be conducted through direct observation by providing free access to activities without demands, time limits or requirements to use items in a predetermined manner (unless it is a safety issue). Assessments can be conducted in either a natural or contrived setting, as described below (Toner, 2014; Chazin & Ledford, 2016).
Collect data on:
Which items/activities the individual interacts with
Duration of each interaction
Can be helpful to note the individual’s observable signs of positive affect during interactions, such as smiles or laughter
If the individual interacts with an item in an unexpected or unusual manner, make note of what he or she did.
Once the free operant assessment data have been collected and ranked in order of which activities were engaged with the most (e.g., by calculating a percentage of time of the observation in which the student engaged in each activity), subsequent paired choice preference assessments or MSWO assessments could be conducted to better assess the individual’s relative preference for activities. With this information, you can make an informed choice about what activities are likely to provide “enjoyment” and thus fit the definition of leisure.
Selecting Teaching
Targets for the IEP
It is important to help an individual build a repertoire of activities that can be used to fill the various functions of leisure. Therefore, the activities chosen as a focus of teaching should cover a variety of leisure situations.
Social Activities (any activity done with another person).
Individual Activity (any activity that can be done alone).
Health and Fitness.
Longer duration activities.
Short duration activities that can be done while waiting (looking at books, magazines, music on phone, etc.)
Some activities may be adaptable enough to be
used across several leisure functions. For example, listening to music can be a
social or individual activity; it can easily be paired with a variety of health
and fitness activities and can be used for short or long durations.
In addition to selecting specific activities/skills for leisure, it is advisable to include an objective in a student’s IEP that targets the individual’s exposure to leisure activities. The goal of this objective would be to have the student continue to try out new activities over three to four opportunities to further expose them to new activities. During the sampling sessions, staff should collect data on duration of engagement, observable signs of affect, and any skill deficits that inhibit engagement.
Considerations for Increasing Functional Independence in Leisure While identifying preferred activities is a major part of building a leisure repertoire, there are a whole host of skills that can increase an individual’s ability to access and engage in leisure activities as independently as possible.
Ensure the individual has an effective means of communication. An essential skill, regardless of the individual’s vocal verbal ability, is teaching an appropriate way to request access to activities, especially those that are not readily available in the current environment such as requesting to go to the mall or to a specific store (Schneiter & Devine, 2001). Equally important is the ability for an individual to appropriately decline participation and/or end an activity when the activity is not preferred.
Teach prerequisite skills. If a student shows interest in an activity but is not able to fully engage in the activity, it may be necessary to teach the individual specific prerequisite skills. Examples:
If a Sampling Leisure Activities objective has been included in the IEP, the sampling period can be used to help identify what types of prerequisite skills may need to be taught.
The individual may need to be taught skills related to any materials or equipment required for an activity. For example, gathering equipment / materials prior to starting the activity; caring for the equipment / materials putting equipment away when finished, and problem solving (e.g., what to do if materials are missing, broken, or need to be replenished).
Time management skills, such as identifying when it is time to engage in a leisure activity, selecting an activity that fits the amount of time for leisure, identifying when activities are essential components of increasing independence. Using schedules and calendars can be helpful to structure and prompt leisure activities but may require specific teaching. For example, using a calendar app on a phone can be very useful, but it may be necessary to start off with teaching the student to respond to an alert to engage in an activity and build up to having them enter information into the calendar.
Final Thoughts
Every individual has different interests, abilities, and obstacles to work through in establishing leisure skills. However, building on and expanding from high preference, high availability activities and using evidence-based assessment and teaching strategies to establish independence in leisure activities provides a strong foundation from which to start.
References
Blum-Dimaya, A.,
Reeve, S. A., Reeve, K. F., & Hoch, H. (2010). Teaching children with
autism to play a video game using activity schedules and game-embedded
simultaneous video modeling. Education & Treatment of Children, 33(3),
351-370.
Carlile, K. A., Reeve,
S. A., Reeve, K. F., & DeBar, R. M. (2013). Using activity schedules on the
iPod touch to teach leisure skills to children with autism. Education
& Treatment of Children, 36(2), 33-57.
Carr, J. E., Nicolson,
A. C., & Higbee, T. S. (2000). Evaluation of a brief multiple-stimulus
preference assessment in a naturalistic context. Journal of Applied
Behavior Analysis, 33(3), 353-357.
Chan, J. M., Lambdin,
L., Van Laarhoven, T., & Johnson J. W. (2013). Teaching leisure skills to
an adult with developmental disabilities using a video prompting intervention
package. Education and Training in Autism and Developmental
Disabilities, 48(3), 412-420.
Chazin, K. T., &
Ledford, J. R. (2016). Free operant observation. In Evidence-based
instructional practices for young children with autism and other disabilities. Retrieved
from http://vkc.mc.vanderbilt.edu/ebip/free-operant
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(1), 15-25.
Graff, R. B., &
Karsten, A. M. (2012). Assessing preferences of individuals with developmental
disabilities: A survey of current practices. Behavior Analysis in
Practice, 5(2), 37-48.
MacDuff, G. S.,
Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism
to use photographic activity schedules: Maintenance and generalization of
complex response chains. Journal of Applied Behavior Analysis, 26(1),
89-97.
Schneiter, R., &
Devine, M. A. (2001). Reduction of self-injurious behaviors of an individual
with autism: Use of a leisure communication book. Therapeutic
Recreation Journal, 35(3), 207-219.
Toner, N. (2014). How
do you figure out what motivates your students? Science in Autism
Treatment, 11(1), 12-14.
Please use the
following format to cite this article:
Megan McCarron M.S., BCBA, LBA (CT) holds a Master of Science Degree in Child Development, is a Board Certified Behavior Analyst, and Licensed Behavior Analyst in the state of Connecticut. She has been in the field of autism treatment since 1992. Megan has experience providing services for children with autism in school, home and community settings. She has worked at Milestones Behavioral Services (formerly, The Connecticut Center for Child Development, Inc.) since 1999. During her time at Milestones, she has served in various capacities. She started out as an instructor and is now a Clinical Director. In addition to her responsibilities in and around Milestones, Megan presents lectures and workshops on autism and Behavior Analysis at local and national conferences.
