Tag Archives: autism spectrum disorder

Technology Do’s (and one Don’t!)

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Technology can be a great addition to an educational or behaviorally supportive program for individuals with autism. It may be used as a powerful reinforcer for some, can facilitate language and communication, and help to organize and present visual and auditory cues efficiently. Items like tablets and smart phones also tend to be highly acceptable to learners, parents, and society as a whole. We have come a long way from the days of Velcro, laminate, and tackle boxes full of reinforcers! In some cases, the entire array of tools needed to support and teach may be included in a single device.

As great as technology may be for learners with autism, their families, and their teachers, however, there are some cautions that need to be observed. Here are some suggestions to make sure that technology is used effectively and does not have any detrimental effects.

1. Do carefully evaluate the functionality of the technology for the individual. Like any behavioral intervention, technology is not one-size-fits-all, and may not be appropriate for every use for every learner. Choose the type and application of technology that works best for the individual. Collect data on the success of the technology intervention, and make adjustments as needed.

2. Do teach alternative strategies that don’t rely on technology, to prepare for times when technology may be unavailable, broken, or inappropriate. Practice occasionally not using technology, so that when the inevitable happens (e.g., power outage, broken tablet, etc.), the individual is prepared and has some coping strategies.

3. Do monitor for safety and appropriate usage. Many apps are so easy for learners to use that they can easily connect with other people, make purchases, or share personal information without parents or teachers noticing. Devices that connect to the internet via wi-fi or data plans must be carefully monitored for such activity.

4. Do teach learners to manage their devices independently. Learners should know how to charge devices, set alarms and reminders, and use other apps for self-management. Technology isn’t just for fun; it’s become a part of life for most of us, and learners can benefit the same as anyone else.

5. Don’t use technology for technology’s sake. If it doesn’t serve a real purpose for teaching or behavioral support, it should not be in use. Any application of technology in teaching or behavioral interventions should be clearly defined, conceptually systematic, and precisely planned.

About The Author

Dana Reinecke, PhD, BCBA-D is a doctoral level Board-Certified Behavior Analyst (BCBA-D) and a New York State Licensed Behavior Analyst (LBA).   Dana is a Core Faculty member in the Applied Behavior Analysis department at Capella University.  She is also co-owner of SupervisorABA, an online platform for BACB supervision curriculum, forms, and hours tracking.  Dana provides training and consultation to school districts, private schools, agencies, and families for individuals with disabilities.  She has presented original research and workshops on the treatment of autism and applications of ABA at regional, national, and international conferences.  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 actively involved in the New York State Association for Behavior Analysis (NYSABA), and is currently serving as President (2017-2018).

Beyond Light Up Toys

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There are many things that I would love to change about the treatment of individuals with Autism Spectrum Disorder. One of them is the notion that all kids with ASD are motivated by the same things. Certainly, some kids with autism love light up toys, squeezes, or music, but that’s true of the population at large. After all, I am mesmerized by Christmas lights, love a good head massage, and have songs I listen to on repeat.
The issue with the assumption that all kids with ASD are motivated by these small number of things is that it can lead to some very specific problems, such as practitioners trying out a smaller number of toys or activities with the child, practitioners depending solely on “sensory toys” for reinforcers instead of working to expand the number of reinforcers a child responds to, or the larger community making assumptions about the preferences of the child. Furthermore, there is evidence that the broader the range of reinforcers is for a child, the better the learning outcomes (Klintwall & Eikeseth, 2012.) Failing to think beyond the stereotypes about the interests of kids with ASD impedes their ability to learn and develop new skills.

The children I’ve worked with over the years have varied interests, ranging from dinosaurs and maps to bean bag toss and board games. And while some of the kids I work with love light up toys or trains, it’s important that we don’t take a whole swath of the population and decide that they all have similar interests. It doesn’t serve their skill development or our potential to develop real relationships with people with ASD.
As a practitioner, here are some important questions to ask yourself in relation to reinforcers and developing interests:

• Have you conducted a preference assessment? This should be one of the first things you do whenever you start a new case, and something you should continue to do informally.

• Have you talked to the client and/or the parents about what interests they would like to develop? If the client is able to discuss goals and interests with you, you should definitely be having that conversation with them. You should also talk to the parents about their goals. Perhaps they have seen some interest in one area that they would like to further develop. It’s also possible that there are specific family activities or traditions they would like their child to enjoy with the family.

• Have you read about this topic? A great place to start is Chapter 3 of the book A Work in Progress. It clearly explains how to use reinforcers and expand the reinforcer repertoire. There is also a ton of research out there about reinforcement. Take the time to search journals such as Journal of Applied Behavior Analysis and Journal of Developmental Disabilities.

Klintwall, L., & Eikeseth, S. (2012). Number and controllability of reinforcers as predictors of individual outcome for children with autism receiving early and intensive behavioral intervention: A preliminary study. Research in Autism Spectrum Disorders, 6(1), 493-499.
McEachin, J. & Leaf, R. B. (1999). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: DRL Books.

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.

The Absolute Authority Of The SD

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The Discriminative Stimulus is defined as a stimulus in the presence of which a particular response will be reinforced (Malott, 2007, Principles of Behavior).

SD is just ABA speak for the demand, instruction, or the event/stimulus that serves as a signal to someone that there is something they need to respond to. Now, that response can also include a non-response. Not responding is always a possible choice, that comes with its own possible consequences.

For example, if my cell phone rings and it is someone I do not want to talk to I have choices:
-answer the phone
-don’t answer the phone

The phone ringing is a SD because when it rings, there is a specific response that in the past has led me to contact different consequences. Some pleasant, and some not so pleasant.
When my cell phone rings, I am not confused about what I should do. I know what my choices are, and depending on who is calling (or if I recognize who is calling) I then make a choice based on my history of reinforcement with that person.

SD’s can vary in how they are delivered, the specific reinforcement that they make available, as well as the specific expected response.

In ABA therapy sessions, sometimes hundreds of SD’s can be delivered throughout the session, and each one of those SD’s has a specific expected response, as well as specific consequences available for each possible response.

The SD has an authority based on the history of consequences being delivered.
I’ll say that another way: Let’s say I state the SD “give me blue” to a child, and I then provide a consequence of playing on an iPad if the child gives me yellow. Assuming playing on the iPad is a reinforcer, over time I am going to see the child consistently respond to my SD by giving me yellow. Is yellow in this example actually correct? No. But it does not matter: I gave my SD, I followed the child’s response with a reinforcer, and I have super-glued this particular response to the SD.

And this explains why your kids don’t listen.

Reinforcement is like the most powerful superglue on the market. It binds things together, as can be seen in the example below:
(SD) “Clean up the toys” —-> (Response) child cleans up the toys —> (Consequence) “Thanks so much, you can go outside now”

Assuming in the above example that going outside is a reinforcer, over time the child will learn the expected response to the SD of “clean up the toys”, AND they will learn that good things happen after they demonstrate the expected response. In other words, you just taught your child that when they clean up their toys, they might get to go outside.

If I flip this scenario on its head, I can show you how SD’s (and their absolute authority) can sometimes cause you to teach things you did not mean to teach:
(SD) “Clean up your toys” —> (Response) child cries/child screams “no!”/child does not respond to the SD —> (Consequence) “Ugh! Fine, I’ll clean the toys up. Just go outside while I clean up this mess”

Assuming in the above example that going outside is a reinforcer, over time what will the child learn? A few things actually:

-child will learn that problem behavior or not responding is a response
-child will learn that escape/avoidance behaviors work
-child will learn that cleaning up the toys is not a requirement to be able to go outside

Did you mean to teach that? I am nearly positive you did not. Unfortunately, the absolute authority of the SD remains unmoved by the fact that you didn’t intend to teach new ways to avoid a demand.

Don’t freak out, there is a way to avoid this trap.

First, understand what Instructional Control is and how it can help you. I promise, it isn’t as scary as it sounds.

Second, see below for some common characteristics of successful SD’s. A successful SD helps your child learn in an effective manner WHAT to do, and WHY to do it (because good things might happen). Let the absolute authority of the SD work for you, and not against you.

Characteristics of Successful SD’s
 

The SD is precise: A precise SD includes only the language necessary for the individual to know what to do. Extra details, threats, or reminders are best left off the SD, particularly if the individual has communication deficits or is very young. Good example – “Get down”. Not-so-good-example – “Michael Benjamin Clark, you get down off that railing right now before you fall and break your neck”.

The SD is stated, not asked: Unless you are cool with the individual tossing you a “No/I don’t feel like it/I don’t want to”, then do not present the SD as a question. A question gives the option of refusal. 

The SD allows for a brief time to begin to respond: Brief as in, a few seconds. I have been in this field a long time, and I have developed an internal countdown timer that kicks in when I give a SD. To help yourself learn this skill, when you give your child a demand silently count to 3. Or, you could subtly tap a finger against the inside of your palm 3 times. If you get to 3 and the individual has not at least started to respond, it is time to provide a consequence. Another completely personal reason why I like this “internal countdown” is because it helps parents not flood the child with SD’s. If you are busy counting in your head, you can’t rattle off 4 more demands, when the child hasn’t even responded to demand #1.

The SD is consistent: Especially if the child has communication deficits or is very young, avoid changing up the SD rapidly. This can possibly be confusing, and impede learning. Once your child is demonstrating they know how to respond to the SD, that is the point where you can start to change the language used, or not use language at all (such as pointing at a book on the floor to indicate the child needs to put the book away).

The SD consequence is consistent: The most critical point about understanding SD’s is that what follows the response equals learning. You are teaching your child how to respond to you based on what happens when they respond correctly, and what happens when they respond incorrectly. If you decide that the SD “Make your bed” means fluffing all the pillows, then the bed being made with 1 pillow fluffed, or the bed being made with some of the pillows fluffed, are both incorrect responses. No exceptions. You would then prompt the correct response so the child knows they made an error.

Attention is gained before the SD is given: If you observe the ABA team work with your child you will get to see possibly hundreds of SD’s delivered during a therapy session. You may also note that the team works to gain the child’s attention before stating the SD, to make sure it is heard. This could look like approaching the child, bending/squatting down to look in the child’s face, waiting for a break in crying/screaming, or making a statement such as “Are you ready?”, to verify the child is attending.

The SD is not repeated over and over again, nor is it screamed, or shouted: SD’s are bosses. SD’s are in charge. SD’s call the shots. They do not need to beg, bargain, plead, scream, or lose their cool. Remember, your child only has a short time to respond correctly. If they do not respond correctly, you just deliver a consequence (such as a prompt). It will be very tempting to state the SD over and over again, but don’t give in to that temptation. Over time, this will actually teach your child they do not need to listen to you the first time, and that ignoring you is an effective way to avoid a demand.

About The Author 

“I’ve been providing ABA therapy services to young children with Autism since early 2003. My career in ABA began when I stumbled upon a flyer on my college campus for what I assumed was a babysitting job. The job turned out to be an entry level ABA therapy position working with an adorable little boy with Autism. This would prove to be the unplanned beginning of a passionate career for me.

From those early days in the field, I am now an author, blogger, Consultant/Supervisor, and I regularly lead intensive training sessions for ABA staff and parents. If you are interested in my consultation services, or just have questions about the blog: contact me here.”

This piece originally appeared at www.iloveaba.com. 

Curriculum Guides For Older Learners

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This month’s ASAT feature comes to us from Dr. Kirsten Wirth, C.Psych., 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!

My child is older now and the early years curriculum guides we have used (e.g., the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) and Verbal Behavior Milestones and Placement Program (VB-MAPP)) are no longer appropriate. How should we plan for his future and current goals?

Answered by

Kirsten Wirth, C.Psych., BCBA-D

Wirth Behavioural Health Services

There may be some good curricula that can be used at an older age (e.g., Partington’s Assessment of Functional Living Skills (AFLS)).  Curricula like the AFLS include measuring basic living skills, vocational skills, home skills, community participation, and independent living skills.  That said, there are several reports that highlight areas to consider in programming for any individual.  Peter Gerhardt (2009) developed a paper that covers what services are available for adults with autism spectrum disorder (ASD) and considerations that should be made. The Drexel Autism Institute put out a report discussing transitions into adulthood (Roux, Shattuck, Rast, Rava, & Anderson, 2015). This question will be answered using information from both reports as well as clinical experience working with children and adults with ASD over the past 18 years.

Both reports highlight the importance of starting early.  For example, on average, transition planning and working towards future goals should begin by 14 years of age, although in some states this may happen earlier.  In many high schools and programs this type of planning happens much later, but the reason 14 years is recommended is because it can take several years to teach job or recreational skills, as well as any skills that need to be taught well before the ultimate desired outcome.  Also, more time allows for assessing and incorporating changing and developing interests over time. It is ideal that all these skills are incorporated into the students’ school program.  Skill areas may include planning for a vocation, post-secondary education, recreation and leisure, community safety, transportation, vacationing, health and wellness, sexuality instruction, handling crisis and interacting with first responders, daily living, and communication.

Where to start? Start by thinking and talking with the individual, family, and staff involved that know the individual best. Think about each area and explore what the individual might be interested in 5-10 years down the road as a team. Once all the ideas are jotted down, start discussing what should be chosen to target or to explore further. Keeping in mind you should weed out things that are not realistic but keep things that may be a stretch.  How do you know if it is realistic or not?  Having a detailed and current assessment of the individual’s abilities and skills is helpful.  For example, if an individual has intellectual and adaptive scores at or near the average range, a traditional college education may make sense and they may not need goals set in post-secondary education.  However, making friends and enjoying leisure and recreation may be an area of weakness so goals should be set in those areas.  As another example, if an individual has very low intellectual and adaptive scores, a college education may not make sense, but a part time job and skills around that job may need to be learned. Most importantly, goals should be set incorporating the individual’s existing skills, preferences, and interests.

Vocational goals: Is the individual able or interested in part-time or full-time work?  If he is still in school, can he work part-time?  What kind of work can he do independently right now?  What kind of work is he realistically capable of gaining skills in during the next 5-10 years?  Sometimes exploring different types of work through volunteer experience can be set up either with a one-on-one support person, or just on his own.  If skills need to be taught, how much should they be broken down for the individual to perform all skills independently?  Can all skills be taught at the same time or one at a time?  For example, if he is going to do custodial work at a local small hotel, this might include vacuuming the hallways; sorting, putting laundry through the washers, and folding; sweeping up the breakfast area; and making small talk or hanging out during breaks.  Each skill may need to be taught explicitly or not, dependent on the individual. Sorting laundry may include teaching matching skills and sorting skills before applying to daily life; or, many of these tasks could be taught by practicing in the school or leisure program on a regular basis.  Making small talk or engaging in conversation during break may require setting goals in social skills and communication areas as well. Taking direction from supervisors or others in authority and learning how to ask appropriate questions might be another area of consideration.  How will the individual get to work? Is he able to learn to drive a car to get himself there? Should a bus route and taking the bus be taught?  Driving or even using transportation might have multiple steps to learn, especially if there are construction detours, or changes to timing that would have to be checked regularly.  Do the vocational goals require further education?  Do money concepts have to be taught? Counting out change? Entering an order into a computer system?

Post-secondary Education goals: Does the individual have any special skills or strengths that should be considered?  Is the individual interested in a trade?  Business?  Graduate school?  If the individual could realistically perform a job in their area of interest down the road, do goals need to be set for pre-requisite subjects at the high school level – even if it may take longer to meet them – such that entry requirements can be met?

Recreation & Leisure goals: What kinds of interests does the individual already have during downtime?  Are interests limited?  Developing new preferences might be required. This might include providing repeated exposure to new places or activities to see if the individual enjoys them, or providing additional reinforcement for participating in them.  Do any barriers exist to participating in the new experiences?  Does any desensitization (e.g., exposure to certain sounds or experiences in the environment while preventing problem behaviour) have to occur before going on outings?  Are there refusals or problem behaviours to be decreased?  If so, goals should be set in those areas as well.  Does he or she need help with setting goals to earn a specific amount of money to go on a desired vacation or attend an event?  Does the individual have a regular group of friends to attend events or hang out with?  Do friendships need to be established?  Are social and communication skills related to making friends required to be learned first or during?  Should the individual get a ride with friends?  Take the bus?  Drive and offer to pick up friends?  Establish a meeting place at the event with friends?

As you may have noticed, many of the areas described above overlap with social and communication areas, transportation, and others. Goals naturally should be set in each area to appropriately encompass all skills needed in one’s day-to-day life. Remember the other areas as well; i.e., health and wellness (e.g., exercise, healthy eating, good hygiene), sexuality instruction (e.g., how to have sex, when to have sex, protection from disease and pregnancy), daily living skills (e.g., laundry, cooking, shopping), and so on. Happy planning!

References

 

Gerhardt, P.F. (2009). The current state of services for adults with autism. Arlington, VA: Organization for Autism Research.

Roux, A.M., Shattuck, P.T., Rast, J.E., Rava, J.A., & Anderson, K.A. (2015). National Autism Indicator Report: Transition into young adulthood, Philadelphia, PA: Life Course Outcomes Research Program, A.J. Drexel Autism Institute, Drexel University.

About The Author 

Dr. Kirsten Wirth (C.Pysch., BCBA-D) is a licensed psychologist and board certified behavior analyst-doctoral with a PhD in Psychology – Applied Behaviour Analysis (ABA) from the University of Manitoba. She is an Advisory Committee Member, Founder, and a Past President of the Manitoba Association for Behaviour Analysis (www.maba.ca). Dr. Wirth is the Co-Coordinator of Clinical Corner for the international organization, the Association for Science in Autism Treatment (www.asatonline.org). She is also the author of “How to get your child to go to sleep and stay asleep: A practical guide for parents to sleep train young children.” Dr. Wirth has 18 years experience working with children, adolescents, and adults, with or without developmental disabilities and autism using, teaching, and training others to use ABA. She provides screening and diagnostic assessment for children with autism, early intensive behavioural intervention (EIBI/ABA) programming to children with autism and their parents, or intensive behavioural intervention (IBI) for older children or adults with autism or developmental disabilities. Dr. Wirth also conducts assessment and treatment of severe problem behaviour, child behaviour management, parent coaching, sleep assessment and coaching, toilet training, social skills training, skill building, school or daycare consultation, and more, for children with or without psychiatric diagnoses. Dr. Wirth has been an invited speaker and presenter at local and international conferences and is a co-investigator of a number of research projects including comparison of comprehensive early intervention programs for children with autism and comparison of prevalence rates and factors related to delayed diagnosis.

Double Up!

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Learn all about our newest game Double Up from creator Rosemarie Griffin, CCC/SLP, BCBA! 

If you are working with older students, I know that you have probably struggled with finding materials that were age appropriate. I am a school based speech language pathologist and board certified analyst. I created Double Up to help my students strengthen their vocabulary and leisure skills.  

If you are a special education teacher, speech language pathologist, board certified behavior analyst or parent – you will love Double Up. This product can be used with students who are non-verbal and by students who are conversational. A no prep social skills activity for mixed groups!!

Double Up includes 4 different games and 144 vocabulary cards. It can be played with as few as one person or as many as 4 people. Vocabulary terms focus on the areas of leisure and hygiene. The first person to fill up their board- yells “Double Up” and they are the winner.  Read below for skills that you can work on when playing Double Up.

Matching – If you have students who would benefit from matching identical pictures, you can do that easily with double up! Just pass out the game boards of the same color. Get the matching vocabulary cards and you are ready to go. Each student picks a card and matches to their board. If they don’t have the card they pick – they can pass it to the person who does have it. If students are able to ask they can ask who has the card. For example, “who has the picture of reading?”

Associations – Students can work on matching items by association. If you pass out the purple leisure noun boards, get out the red leisure action vocabulary cards. You will turn over a leisure action ( i.e. reading), if you have the picture of the book on your board – you match it! If someone else has the book – you can pass it to them or ask “who has the book?” A great way to play for students who understand word associations.

Turn Taking – Double Up allows for practice with turn taking. Picking a card and taking your card is a functional leisure skill. The format of this game, allows for many opportunities to take your turn and wait while others take their turn.

Waiting – If you play Double Up as a 4 person game- your students will have to wait for their peers to take a turn. This is a natural way to work on the skill of waiting. Waiting can be so very difficult for our students and this is a great way to embed work on this skill. 

Independent Work. Double Up also makes a functional independent work task. A student could take one board from the double up game and the matching cards. They would match the identical cards for an independent work task. The pictures are functional and age appropriate, so not only are students work on increasing their duration with an independent task, they are being exposed to words that are important to them!

Conversation Skills – The pictures in double up lend themselves to conversation. You can discuss the vocabulary terms with the students. “Have you lifted weights before?” “Have you been camping?” The conversation opportunities are endless! 

About the Author

Rosemarie Griffin, MA, CCC/SLP BCBA, is an ASHA certified Speech-Language Pathologist and a Board Certified Behavior Analyst. She divides her time between a public school and a private school for students with autism in Ohio. She’s presented at the national, state and local level about systematic and collaborative language instruction for students with autism. Her professional mission is to help all students expand their communication step by step. She can be reached at www.abaspeech.org, on Facebook or Instagram. 

3 Ways To Fade Prompts

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Prompts are ways we help our learners demonstrate new skills. We use prompts to get our students to greet a peer, flush the toilet, name the color blue, and clap their hands. Prompts are something we add to the situation because the natural or teaching cue was not enough to cause the student to respond. The natural cue of being finished using the toilet was not a strong enough reminder to flush the toilet so we added the verbal prompt, “flush the toilet” and the student now responds. Prompts are important but fading them is just as important.  Prompt fading in ABA needs to be planned from the start and is an integral and essential component to the plan. Unless you are committing to following that child around for the rest of his life and tell him to flush the toilet – prompt fading is essential.

Some rules for prompt fading in ABA:

* Plan it out from the start.
* Train your staff.
* Do it gradually.
* If incorrect responding begins, return to last prompt level.

1. Least to Most Prompt Fading

Like we discussed in Monday’s post, least to most prompting involves starting with the least intrusive prompts and moving up in the prompting hierarchy. This can be beneficial because it gives students to the opportunity to be independent and you are only providing as much prompting as needed. This is a strategy we tend to use naturally. When you meet a your friend’s toddler you put out your hand to give a high five. If she doesn’t respond you say, “give high five.” If she still doesn’t respond you move her hand to your hand to give a high five. This is a natural method of prompting. When using this prompt fading technique, ideally the prompts will be somewhat self fading. If you are always starting at the least intrusive prompt, your students will have the opportunity to demonstrate independence. As the student begins to learn the task, he will need less and less prompts to perform it correctly.

Some key tips for using this prompt fading in ABA procedure:

  • allow wait time; if you do not provide wait time you may be providing more prompts than needed and taking away the opportunity for the student to respond correctly
  • take data; data is key to track progress. Every time you utilize this prompting method – note the level of prompt you used. You want to see that your student is requiring less intrusive prompts as time goes on. This will help avoid prompt dependence.
  • use high powered reinforcers; use an item that is actually a reinforcer that your student wants to work for. The sooner he demonstrates the skills, the sooner he gets the reinforcer.

2. Most to Least Prompt Fading

Most to Least prompt fading is another effective method of using prompts. With this method you start the most intrusive prompts and gradually fade to less intrusive prompts. The prompt fading is build right in. However, sometimes people forget that and in their head rename this most to most prompting. The key to errorless learning and using the most intrusive prompts first is that you fade the prompts out. The idea behind most to least prompting is that students will contact reinforcement right away and you will avoid errors and the students developing any incorrect habits.

How to fade prompts in Most to Least Prompting:

  • set criteria for changing prompts; once your student hits a particular number of days or sessions or trials at a particular prompt level, fade to the next level; take data to track progress
  • once you hit the criteria move to the next type of prompt; refer to our prompt hierarchy or order that is in Monday’s post. Move up the list to less and less intrusive prompts.
  • fade magnitude than switch prompt type; before you switch from a gestural to a verbal prompt adjust the magnitude of the prompt. A dramatic point to an object is different that a nod of your head.

Data is critically important for avoiding prompt dependence. You want to set a criteria ahead of time and take data to make sure you are sticking with the criteria. The criteria you set will depend on the student and the task. Maybe you want 3 consecutive days with each prompt level. If you are taking data you can ensure that you are sticking to that schedule. If errors begin occurring, go back a prompt level. The data will guide your implementation of this procedure. If you are fading too quickly, your data will tell you!

Prompt fading in ABA isn’t scary. Plan ahead and make sure you train your staff. This is a group endeavor!

3. Time Delay

One effective way we can fade prompts is using a time delay. A time delay inserts a set amount of time between the natural or teaching cue and our prompt. When utilizing a time delay, start with a zero second (i.e. no) time delay – so it will basically be like errorless teaching. For the first few trials, give the prompt right away so the student knows how to respond. Then after several trials, increase the time delay. For example, you may start with 2 seconds. If the student does not respond within 2 seconds – provide the prompt. If the student responds before the 2 seconds, provide loads of reinforcement. Once the student is successful and responding under the 2 seconds for several trials, increase the time delay. Now wait until 4 seconds to provide the prompt. Continue on. If the student does not respond with the 4 second time delay, move back to the 2 second time delay.

The key to time delay is planning and data. Set the criterion ahead of time. Plan how many sessions you will do at 0 seconds before moving to the first time delay. Determine what the mastery criteria is – how many times do you want the student to respond within the time delay before increasing the time delay length? Take data on this. It can easily and quickly get confusing if you don’t have a data sheet to track what you are doing. Write the plan in simple terms at the top of your data sheet. I like to track prompted correct (PC), prompted incorrect (PI), unprompted correct (UC), and unprompted incorrect (UI) using those abbreviations on my data sheet. If the student responds before the prompt it is counted as unprompted and if it’s after the prompt it is prompted!

There is no magic number of trials or days you should stay within the 0 second or 2 second time delay. It depends on the student’s level of functioning and the difficulty of the task. This is where data majorly comes in to play. If you’ve moved along too quickly, you will know and you can scale back.

Time delay works really well with verbal prompts. Another key component to time delay working successfully is making sure the reinforcement you give for the unprompted responses is better than the reinforcement for prompted responses. So if Johnny responds before the time delay and says the color blue on his own – give him 3 m&ms and praise but if you are using a 2 second time delay and he doesn’t respond and you provide the verbal prompt “bl…” and then he says blue only provide praise. You want the independent responses to be getting more reinforcement so your student is motivated to engage in those responses more!

About The Author

Sasha Long, BCBA, M.A., is the founder and president of The Autism Helper, Inc. She is a board certified behavior analyst and certified special education teacher. After ten years of teaching in a self-contained special education classroom, Sasha now works full time as a consultant, writer, and behavior analyst. Sasha manages and writes The Autism Helper Blog, as a way to share easy to use and ready to implement strategies and ideas. Sasha also travels internationally as a speaker and consultant providing individualized training and feedback to parents, educators, therapists and administrators in the world of autism. She is currently an adjunct professor in the school of Applied Behavior Analysis at The Chicago School of Professional Psychology. Sasha received her undergraduate degree in Special Education from Miami University and has a Masters Degree in Applied Behavior Analysis from The Chicago School of Professional Psychology. Contact Sasha at sasha.theautismhelper@gmail.com.

Implementing the Intervention…Even When Things are Going Well

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Recently I was working with a parent who was using a TimeTimer with her son to help him recognize when it was time to get ready for bed. Our plan was to start the timer every night while he was engaged in an activity, show him the timer and have him repeat how many minutes left, then have him tell his mom when the timer went off. For the first couple of weeks, this plan worked beautifully. The boy could see the time elapsing, brought the timer to his mother when it went off, and then started the process to get ready for bed without engaging in tantrum behaviors.

I went in for a parent training session after a month of the intervention and the boy’s mother informed me the timer just wasn’t working any more. As we started talking, I realized that the mother had drifted from our original plan in a way that is quite common. As her son experienced success, she used the timer less frequently. Then, if he was struggling, she would introduce the timer. In effect, she started only using the timer when he was misbehaving, instead of using it as a consistent tool to help him with the bedtime routine.

This type of procedural drift (when there is an unintentional or unplanned change in the procedure outlined for the intervention) is very common for parents, teachers, and ABA therapists. It’s important to understand this type of drift so it can be corrected when it occurs.

Here are a few things to remember when implementing an intervention:

• First, any intervention should include a clear plan for fading the intervention. In the example above, the TimeTimer was an appropriate tool for this particular child, who was only four years old. But we don’t want him to rely on the timer for the duration of childhood! A plan should include how to fade the intervention with specific steps and specific requirements for mastery.

• The use of the TimeTimer is considered an antecedent intervention. This means that we are implementing a change in the environment prior to any problem behaviors to help the child contact reinforcement and experience success. Antecedent interventions should be implemented consistently as part of a routine, not ONLY when a problem behavior occurs. If it is only implemented when the problem behavior occurs, it is no longer an antecedent intervention.

• If we implement a tool (like the TimeTimer) only when problem behavior occurs, it’s possible the tool will become aversive to the child and possibly result in an increased magnitude of the problem behavior.

• Consider using tools for the people implementing to intervention to remind them of the specific steps. For example, you might create a video model and instruct the parent (or other adult implementing the intervention) to watch it every couple days. Or you might post the steps in a clear space to be reviewed regularly.

• Finally, we have to remember that a couple of good days in a row without any instances of problem behavior does not mean that the problem is solved. This is why the first step outlined above is so important. We want to teach the child replacement behaviors and give them lots of opportunities to be successful with it.

 

Ultimately, we were able to re-implement the procedure with this parent and see more continued success with this particular case. We also decided to post the steps to the intervention on the back of the TimeTimer for easy review on a daily basis.

However, in some cases, you might have to create an entirely new intervention using different tools. The goal is to be clear about the steps of the intervention, and to maintain those steps when implementing the intervention.

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.

How Parents Can Fit ABA Into Their Busy Schedules

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“Dear Behavior BFF, I have followed your posts for a while now. The problem I see is that in order for me to be successful as a parent, I have to follow ABA 100% of the time. In order to be effective, do I need to enroll in graduate classes and learn everything I can about ABA? Do I need to become a BCBA to manage my own kids’ behavior better? Feeling overwhelmed over here…”

Thank you for learning about ABA as a parent. The science of behavior can help us SO much with our own kids. But does that mean you need to know every technical definition and fact before you can use some behavior strategies in your own home? NO! Heck no!

You are a busy parent. I am a busy parent. Most people reading this are busy parents (at least that’s the intended audience).  Do you have time to complete a master’s degree in behavior analysis just to help you be a more efficient parent who capitalizes on the science of behavior? Ummm…no. You don’t have that kind of time. So does that mean you should give up on using behavior analysis as a parent? Also no.

Behavior analysis teaches us to focus on the behavior itself. It teaches us to manipulate the environment to help our kids engage in desired and proactive behaviors. It helps us find ways to increase positive reinforcement, increase positive interactions, and teach our kids to effectively communicate their wants and needs.

The good news is we can do all of those things within the constraints of our busy family schedules! You can use positive reinforcement effectively without knowing the difference between differential reinforcement of incompatible or alternative behaviors.

And more good news: when you need to get technical, there are Board Certified Behavior Analysts (BCBAs) to do that with you! We like talking behavior science. We are ABA nerds. Let us do that part for you. If you want to join us, then enroll in that ABA graduate program. If you don’t want a new career- then learn what you can as a parent in the time that you have.

So where do you start in order to not be overwhelmed and get the benefit of decades of behavioral research? You’re in the right place. Peruse these non-academic articles offered at bSci21 that help make the science easier to digest. Learn about positive reinforcement and how to use it effectively.

Start by providing positive reinforcement for desired behaviors. Decide what you want your child to do more of, then reward them for doing it! Start small with one behavior strategy at a time, then continue to learn and add another positive behavior support as you go.

You don’t have to become a behavior expert in order to effectively use behavior analysis to save your sanity as a parent. Start small, build a little at a time. Celebrate your successes. Reward your child(ren) for their successes. Shape your own behavior by building on with baby steps. Every step in the right direction is a success. Make it work for you and your family in the time that you have. You CAN do this!

About The Author 

Leanne Page, MEd, BCBA, is the author of Parenting with Science: Behavior Analysis Saves Mom’s Sanity. As a Behavior Analyst and a mom of two little girls, she wanted to share behavior analysis with a population who could really use it- parents!

Leanne’s writing can be found in Parenting with Science and Parenting with ABA as well as a few other sites. She is a monthly contributor to bSci21.com , guest host for the Dr. Kim Live show, and has contributed to other websites as well.

Leanne has worked with children with disabilities for over 10 years. She earned both her Bachelor’s and Master’s degrees from Texas A&M University.  She also completed ABA coursework through the University of North Texas before earning her BCBA certification in 2011. Leanne has worked as a special educator of both elementary and high school self-contained, inclusion, general education, and resource settings.

Leanne also has managed a center providing ABA services to children in 1:1 and small group settings. She has  extensive experience in school and teacher training, therapist training, parent training, and providing direct services to children and families in a center-based or in-home therapy setting.

Leanne is now located in Dallas, Texas and is available for: distance BCBA and BCaBA supervision, parent training, speaking opportunities, and consultation. She can be reached via Facebook or at Lpagebcba@gmail.com.