Tag Archives: autistic spectrum disorder

Pick of the Week: Sensible Pencil – A Handwriting Program

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Created by Linda C. Becht, Sensible Pencil is a step-by-step handwriting program developed for students with special needs. With 200 sequential worksheets, new writers will learn how to write quickly and efficiently. This week, you can save 15%* on Sensible Pencil with promo code PENCIL15 at check-out!

Sensible Pencil is presented in notebook format and contains 200 reproducible worksheets, a progress chart, and a manual. With this handwriting program, the student can start with simple horizontal and vertical lines presented in fun ways, and then go on to other basic lines needed for handwriting skills.

Don’t forget to use promo code PENCIL15 when you check out online to take 15% off* your order of Sensible Pencil: A Handwriting Program!

*Offer is valid until 11:59pm EST on November 10th, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at checkout!

Tip of the Week: Differential Reinforcement of Low Rates of Behavior

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Differential Reinforcement of Low Rates of behavior (DRL) is “a schedule of reinforcement in which reinforcement: (a) follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time, or (b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion” (Cooper, Heron & Heward, 2007).

There may be times when you want to greatly reduce a behavior, but don’t want to eliminate it altogether. Researchers have used DRL to decrease many behaviors, including: stereotypic responding (Singh, Dawson, & Manning, 1981), talking out in class (Dietz & Repp, 1973), and rate of taking bites while eating (Lennox, Miltenberger, and Donelly, 1987).

There are a few different ways to implement DRL. You might select a target number of times the behavior can be exhibited within a full session, then deliver reinforcement to the individual if they exhibit the behavior that number of times or less within the session. For example, Gina teaches in a preschool where they have a 5-minute circle time each morning. During circle time, a boy named Luke raises his hand constantly. Gina wants to reduce the number of times he raises his hand during circle time, but she does not want to eliminate the behavior altogether. She took some baseline data and discovered that he raised his hand approximately 12 times during each circle time. Gina decided that Luke would be allowed to go to the water table, (his favorite activity,) if he raised his hand 10 times or less during circle time. This is called a criterion limit. As his behavior decreased, she would decrease the number of times he was able to raise his hand in order to access reinforcement. Her goal was to get him down to 3 instances of raising his hand during the circle time activity. This procedure for DRL is useful in a classroom setting, because it does not require the teacher to take a lot of data or keep track of intervals, though that might be appropriate in other situations.

Another possibility for implementing DRL is to use an interval schedule of reinforcement. As in the previous procedure, you would set a criterion limit (like Gina did with the limit of 10 instances of hand-raising). However, for this procedure, you would divide the session into intervals and set a criterion limit for each interval. If the number of times the behavior is emitted meets the criterion limit or is less than the criterion limit, then the individual receives reinforcement at the end of the interval. So, Gina could use an interval DRL for addressing Luke’s behavior. In this instance, she might divide the 5-minute circle time into 10 30-second intervals. (I would suggest wearing a VibraLite watch or an interval app such as the ABA Interval Recording App to track the intervals.) Gina decides that the criterion limit will start at 2 instances of hand-raising each interval. If Luke raises his hand 2 times or less in an interval, then at the end of the interval she gives him a little bit of individualized attention, such as a pat on the shoulder or verbal praise.

A third way to implement a DRL is called spaced-responding DRL. In this procedure, you will measure interresponse time (or IRT… behavior analysts love their abbreviations, don’t they?!). So, in Gina’s intervention with Luke, this means that she would measure the amount of time from one instance of hand-raising to the next instance of hand-raising, or “the duration of time between two responses” (Cooper, Heron, & Heward, 2007). The goal here would be to increase the amount of time between instance of hand-raising, which would mean that Luke was raising his hand less frequently. Gina discovers that Luke is raising his hand about once every 25 seconds. She will begin by providing social reinforcement when he has gone 30 seconds without raising his hand. Over time, she will systematically increase the IRT until Luke is raising his hand approximately once every 2 minutes during circle time.

When designing an intervention using DRL there are a few things you should consider:

  • You do not want to use DRL with self-injurious or dangerous behaviors.
  • DRl usually produces a slow change in the behavior, so if it necessary to quickly decrease the rate of a behavior, you should select a different form of differential reinforcement.
  • There are several ways to implement DRL, and you should select the procedure that makes the most sense for the behavior you are addressing and the environment you are in.
  • Plan ahead so you are systematically decreasing the number of responses the individual is engaging in.
  • Be sure to take baseline data to determine your criterion limits! DRL will not be successful if you set them too low for your child or client to come into contact with reinforcement.
  • Get help when implementing DRL. Talk to a BCBA about the best way to implement it for your learner.

REFERENCES

Cooper J.O, Heron T.E, Heward W.L. Applied behavior analysis (2nd ed.) Upper Saddle River, NJ: Pearson; 2007

Dietz, S. M., & Repp, A. C. (1973). Decreasing classroom misbehavior through the use of DRL schedules of reinforcement. Journal of Applied Behavior Analysis, 6(3), 457.

Lennox, D. B., Miltenberger, R. G., & Donnelly, D. R. (1987). Response interruption and DRL for the reduction of rapid eating. Journal of Applied Behavior Analysis, 20(3), 279-284.

Singh, N. N., Dawson, M. J., & Manning, P. (1981). Effects of spaced responding DRL on the stereotyped behavior of profoundly retarded persons. Journal of Applied Behavior Analysis, 14(4), 521-526.

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

“From Panic to Progress: Supporting Students with Autism Who Escalate” by Patrick Mulick, BCBA, NBCT

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In this week’s guest article, Patrick Mulick, BCBA, NBCT explains the escalation cycle by which educators and caregivers can evaluate what to expect in their students’ behaviors and how to intervene in the most effective and least intrusive ways. We’ve also included FREE downloadable data sheets so you can try incorporating Patrick’s Escalation Cycle into your program!

From Panic to Progress: Supporting Students with Autism Who Escalate
by Patrick Mulick, BCBA, NBCT

As critical as it is to change the behaviors of those who escalate, it can be particularly hard to do so in those with autism. The antecedent (trigger) can range greatly from observable events, such as a puzzle piece not fitting properly to a private event that is difficult to predict (such as a strong discomfort from flickering lights in a room). The learner often will exhibit behaviors in attempt to escape the overwhelming experience that they have entered, but those behaviors are often uncoordinated, lack reasoning, and are unsafe. It is here that students may break windows, chase after staff, or hit themselves. And it is here where educators need to be at the top of their game to support a safe de-escalation.

This entails knowing the student, knowing their escalation cycle, and having a system by which one can continually evaluate the de-escalation strategies being used. Ten years ago I created the cycle below to help do just that. In many cases, it has been the starting point to great gains for my students who were prone to escalate.

Breaking down the cycle into five levels of observable behaviors allows for a much clearer understanding of what to expect. Identifying the appropriate interventions for each level allows for the actions of staff to be the least intrusive and the most effective. It is easy to be reactive in a moment of crisis, yet the moment calls for everyone involved to act in a prescribed manner. Whether it be dimming the lights, providing a break area, or clearing the room of other students, every intervention is with good purpose and good timing.

Visually representing all of this for an entire school team, from parents to principals, allows for a better common understanding of the plan and greater fidelity in its implementation. Any issues with ineffective supports used at the wrong times can be quickly weeded out, and any staffs’ fears who interact with the learner can be eased. To allow the school team more depth or specifics, this overlay can be used to spell out more details.

Escalation Cycle-2

Knowing that a plan is being implemented with higher fidelity, we can then begin to look at data. A standard A-B-C data sheet for specific incidents should suffice in tracking the plan’s effectiveness.

Where the above tools can help most significantly is in the coding of behavior clusters, which can then be tracked in the student’s day, such as on a chart similar to the below.

Escalation Cycle-3

As the student progresses through their tasks and activities, staff indicate the highest escalation cycle level the student reached, even if only for a moment (think partial interval recording). This tracking done all day, every day, provides teams with data that can inform the effectiveness of the de-escalation techniques being used. For example, learners with a tendency to become aggressive are generally perceived as escalating with high frequency. Utilizing objective data tracking can substantiate such subjective perceptions, more clearly showing the frequency of escalation behaviors and if they are improving week to week. Working from a place that is measurable and observable can help move your team from being reactive to proactive, fearful to confident, and from helpless to equipped.

WRITTEN BY PATRICK MULICK, BCBA, NBCT

Patrick is the Autism Specialist of the Auburn School District in Washington State. Over his twelve years as a teacher and consultant, he has grown to have a particular passion for equipping school teams that support students with autism. Patrick enjoys engaging educators through his hybrid of inspirational and instructional speaking. He is currently working toward becoming a certified member of the John C. Maxwell Leadership program. To learn more, visit his website at www.patrickmulick.com.

Pick of the Week: Savings on ALL Time Timer® Clocks!

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Timers galore! This week only, we’re discounting all of our beloved Time Timer® products. From the 3-inch Audible Time Timer to the Time Timer PLUS, we’re letting you save 15%* this week on any or all of these Time Timer® clocks. Use promo code SEETIME when you check out.

The Time Timer® is a visual timer used to solve time-perception problems at all ages and ability levels and is a perfect size for group or class settings. A graphic clock face gives the child a visual understanding of time elapsing. This is ideal for timed activities and for getting ready. When the colored portion of the clock face elapses, time is up! There is also an optional audible component that you can turn on so that the timer beeps when time is up. It runs on battery-operated quartz movement and can be free standing or hung on a wall.

The Time Timer PLUS packs all the features of the original Audible Time Timers into a new and improved design. With a case, durable clear leans, and a handle, the Time Timer PLUS is easy to take anywhere you go! This new version also features a volume control dial for those times when you need a louder tone or when you prefer silence. The PLUS measures 5.5 inches wide and 7 inches tall.

This week only, you can save 15%* on any of the Time Timer® products we carry, including the Audible 3-inch, the best-selling 8-inch, the 12-inch, and the PLUS version! Just enter promo code SEETIME at check-out!

*Offer is valid until 11:59pm EST on October 20th, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at checkout!

Tip of the Week: Differential Reinforcement of Incompatible Behavior

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In a recent post, I talked about Skinner’s emphasis on differential reinforcement. Today, we are going to take a closer look at Differential Reinforcement of Incompatible behavior (DRI). DRI is defined as “a procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction and withheld following instances of the problem behavior (e.g., sitting in seat is incompatible with walking around the room) (Cooper, Heron, & Heward, 2007).

Let’s look at a few examples of DRI in action:

  • Mrs. Clark is teaching a classroom with six students with autism. One of her students has recently begun to pinch his arms. She takes data on the behavior and discovers that it functions for attention. (When he pinches his arms, she or a teacher’s aid comes over and tells him “no pinching.”) She decided to implement an intervention that utilizes DRI. She teaches him how to sit with his hands intertwined on his desk. This is an incompatible behavior with pinching because he is not able to pinch while his hands are intertwined. She and the teacher’s aid reinforce him for intertwining his hands (come over and tell him, “great job” or “I like how you’re sitting”) and do not provide attention when he engages in arm pinching.
  • Carly has a 9-year-old daughter. When her daughter wants a break from doing homework, she reaches over and hits Carly’s arm. Carly typically says, “Do you need a break now?” Then, she allows her to take a five-minute break. Carly recognized that her daughter’s intensity with hitting seemed to be increasing, and she was worried she might get hurt. She decided to implement an intervention that utilized DRI. She put a timer on the table within her daughter’s reach, and taught her daughter to touch the timer when she wanted a break. This is an incompatible behavior because her daughter cannot simultaneously touch the timer and hit Carly. When Carly’s daughter touched the timer, she immediately received a break. When she hit Carly, she did not receive a break. This was an especially useful intervention because, over time, Carly taught her daughter to set the timer on her own and become more independent with managing break times.
  • Mr. Holley teaches a preschool class. During circle time, many of his students become very excited and can be quite loud. Sometimes it seems as though all of his students are yelling at the same time. Once they become too loud, it is very challenging to regain their attention. He decides to implement an intervention utilizing DRI. He uses a decibel meter on his tablet (such as the app Too Noisy). He teaches the students that when the noise level is below a certain number or threshold they all earn stickers. This is differential reinforcement of an incompatible behavior because the children cannot possibly speak loudly and softly simultaneously.

DRI is not always the best option. For example, it may be very challenging to come up with an incompatible behavior. Or, in the case of self-injurious or aggressive behavior, it may be dangerous to use such an intervention.

If you do use DRI, you may consider explicitly telling your learner(s) that you are implementing this new plan, such as Mr. Holley did in the third example above. And remember, this is only one form of differential reinforcement. If DRI is not appropriate for your situation, there are definitely still options for reinforcing appropriate behavior in an effective and efficient manner.

References

Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied Behavior Analysis – 2nd ed. Englewood Cliffs, NJ: Prentice-Hall.

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

Pick of the Week: I Can Do It! My Daily Checklist

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Daily planners are an effective way to help kids stay organized as they become more responsible and self-reliant. The I Can Do It! My Daily Checklist helps children with their daily routine by providing structure and reinforcement. This week, take 15% off* your order of the I Can Do It! My Daily Checklist with promo code ICANDOIT at check-out!

My Daily Checklist includes 18 sturdy reusable plastic stars and 35 interchangeable task squares with behaviors and chores. On the back of the chart are magnetic strips for securing to any metal surface. The chart measures 15.5 inches tall and 11 inches wide.

Don’t forget! Save 15%* this week only on the I Can Do It! My Daily Checklist by using promo code ICANDOIT at check-out!

*Offer is valid until 11:59pm EST on September 22nd, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at checkout!

Pick of the Week: Save on the VB-MAPP Guide and Protocol

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The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) offers a new generation of the application of B.F. Skinner’s analysis of verbal behavior to language assessment for children with autism or other developmental disabilities. Developed by Mark Sundberg, PhD, BCBA, the VB-MAPP is an assessment tool, curriculum guide, and skill tracking system that is also based on established developmental milestones, and research from the field of behavior analysis. This week, to help you gear up for the start of the schoolyear, we’re offering 15%* off all orders of the VB-MAPP Set. Just use our promo code VBMAPP at check-out to redeem these savings!

The VB-MAPP has been field-tested with children with autism, children with other developmental disabilities, and typically developing children.

The VB-MAPP provides a clear and accurate picture of an individual child’s abilities, as well as potential language and learning barriers that may be hindering progress. The overall program contains:

  • The Skills Assessment – Assesses 170 language and social milestones across 3 developmental levels. The milestones are quantifiable and measurable and can be used to document learning, or used for outcome research.
  • The Barriers Assessment – An assessment of 24 language and learning barriers that may prevent a child from making progress. The Barriers Assessment can be used for intervention planning and to track progress.
  • The Skills Task Analysis and Tracking System – Contains over 1000 skills that support the milestones, and can be used to record and track progress.
  • The Placement and IEP Guide – Suggests direction for the intervention program based on the child’s profiled strengths and weaknesses.
  • The Transition Assessment – Identifies the skills needed for successful transition to less restrictive learning environments.

This set contains 1 Protocol to score the student’s progress and 1 Instructor’s Manual and Placement Guide.

Don’t forget to use promo code VBMAPP at check-out this week to take 15%* off your order of the VB-MAPP Set!

*Offer is valid until 11:59pm EST on September 15th, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at checkout!

Pick of the Week: NEW! SchKIDules Visual Schedules for Kids in the Home and Classroom

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Brand-new and just added, these SchKIDules Visual Schedules for Kids are a great and easy way to create visual schedules in the home and classroom. This week only, we’re offering 15% off* the SchKIDules Home Collection and the SchKIDules School Collection! Just use promo code SCHKIDULE when you place your order online or over the phone with us!

This 70-piece Home Collection depicts home essentials, chores, and outings, and is a great tool for easily creating visual schedules in the home. It helps manage communication, expectations, predictability, independence, improving memory, and more.

The Home Collection contains one 14″ x 12″ magnet board; 19 Headings magnets for structuring your schedule including: Days of the Week, Morning/Afternoon/Evening, Numbers 1 to 5, To Do/Done, and First/Then.

Seventy 2″ x 2″ magnets display daily activities such as:

  • bike riding
  • dentist
  • playground
  • music
  • out to eat
  • party
  • shopping
  • play date
    and so many more.

The School Collection contains 30 pieces that depict typical school day activities to support the easy creation of a visual schedule for the day. The School Collection contains one 14″ x 12″ magnet board; 19 Headings magnets for structuring your schedule including: Days of the Week; Numbers 1 to 5; To Do/Done; First/Then; and Morning/Afternoon/Evening. Thirty 2″ x 2″ magnets depict school activities and objects such as:

  • assembly
  • calendar
  • centers
  • circle time
  • dismissal
  • field trip
  • line up
  • math
  • story time
  • science
  • group work
    … and more!

Don’t forget to use our promo code SCHKIDULE to save 15%* on either or both of the SchKIDule Home Collection and the SchKIDule School Collection this week only!

The Countdown to “ABA Tools of the Trade” Begins

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We’re incredibly excited to let you know about a new collaboration between Sam Blanco, MSEd, BCBA and Val Demiri, PhD that will focus on data collection and effective behavior change in the classroom while utilizing the most effective tools in ABA. Different Roads to Learning is proud to have this excellent resource scheduled for publication in early 2016. The partnership between these two powerhouses is sure to make ABA Tools of the Trade: A Resource for Data Collection and Effective Behavior Change a must-have for your library.

The book bridges the gap between applied research and real-world settings, including the classroom, home, and community environments. It provides information about efficient tools available for effective data collection and meaningful behavior change. Beyond exploring a wide range of tools available for your use, it offers a comprehensive analysis of the decision-making process for increasing desirable behaviors, decreasing maladaptive behaviors, and examining your own behavior.

We’ll be sharing a tip from Sam and Val’s excellent Facebook page – ABA Tools of the Trade – with you every week so be sure to stay tuned.

Pick of the Week: Who, What, When, Where, Why Wh- Question ColorCards

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Who works here? Why might they be laughing? When do you eat at the table? Use this set of 36 Wh- Question ColorCards and unlock opportunities to discover, understand, and practice Wh-questions. This week only, take 15%* off your set of the Wh- Question ColorCards; just use promo code WHCARDS at check-out!

The ColorCards feature vivid photos of scenarios that allow for multiple opportunities to develop this key skill. These cards can be used in group or one-to-one settings, and come with a booklet with sample Wh- questions to ask for each of the images depicted.

Don’t forget – you can save 15%* on your set of Wh- Question ColorCards this week only by using our promo code WHCARDS at check-out!

*Offer is valid until 11:59pm EST on August 4th, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at checkout!