3/31/2016
Creating a Behavior
Based Speech and
Language Evaluation
Helen Sherman-Wade, MA CCC-SLP
Founder & Executive Director
Speech, Language & Educational Associates
CSHA Conference 2016
Helen Sherman Wade, MA CCC-SLP
Executive Director- Speech, Language and Educational Associates
Speaker’s Background
• B.A. Islamic Studies-Arabic Literature
• M.A. Communicative Disorders-Special Education
• Work: LAUSD-Aphasia Classroom Teacher, Bilingual Diagnostic
Examiner, Itinerant Speech and Language
• CSU-Dominguez Hills 1980-1983 –Director of Special Education
Program
• 1983-present-CEO and Founder, Speech, Language &
Educational Associates
• 1983-2013 Part Time Instructor-CSU-Northridge
1
3/31/2016
Pivotal Skills for the Acquisition of
Language
• Joint Attention-Predicts later language and response to
language treatment in ASD
• Symbolic Play- Level of symbolic play skills predict later social
relatedness and response to language treatment
• Imitation-Level of imitation is associated with language level
12
Summary of Pivotal Skills
• Appear to be teachable in preschoolers with ASD
• Some suggestion of generalization and maintenance
• Appear to result in some concomitant gains in other prerequisite
areas
• Some reports of spontaneous increases in the use of speech
following these interventions
13
Historical Perspective of
ABA & SLP
• 1950-1975: application of behavioral techniques to clinical practice
was frequently reported in the SLP literature
– Stimulus presentation and reinforcement
– Response shaping and modeling
– Behavioral techniques used to treat articulation, voice, fluency and language
Carol Koch, M.A., CCC-SLP, Clinical Coordinator/Instructor
Jennifer Woods, B.S., Graduate Student
(ASHA Annual Convention ~ November 17, 2006 ~ Miami Beach)
(Ogletree & Oren, 2001; Koenig & Gerenser, 2006)
2
3/31/2016
Historical Perspective of ABA and
SLP
• Late 1980s: noted limitations in generative language models
combined with pragmatics frameworks (Halliday, 1975)
– Importance of communicative functions and other aspects of social
interaction to natural and assisted language learning
– Each profession operated in parallel course despite common interests
(Koenig & Gerenser, 2000)
– Very little information exchange
(Ogletree & Oren, 2001; Koenig & Gerenser, 2006)
Historical Perspective
ABA and SLP
• 1990s significant increase in information exchange
–
–
–
–
Dramatic increase in incidence of autism
P.L. 99-457
Publication of Catherine Maurice’s book Let Me Hear Your Voice (1993)
Personal story of parent with 2 children diagnosed with Autism Spectrum
Disorder, including ABA intervention and SLP
– Highlighted Lovaas’ 1987 research which highlighted the efficacy of early
intensive behavioral treatment
(Ogletree & Oren, 2001;Koenig & Gerenser, 2006)
Historical Perspective
ABA and SLP
• 1990s continued:
• Programs offering early intensive behavioral intervention increased
dramatically
• ABA and SLP began working together on teams
• Workshops offered on the use of behavioral interventions for
children with autism
• Internet networking
• Benefits observed in home-based early intervention
(Ogletree & Oren, 2001;Koenig & Gerenser, 2006)
3
3/31/2016
ABA is dedicated to enhancing
a person’s- per CALABA
• Language abilities
• Cognitive abilities
• Academic skills
• Social skills
• Play/leisure
• Independent living skills
• Executive Function
• Social Skills/Social Cognition
• Decrease problem behaviors- ie. Spinning, hand
flapping, aggression, etc.
18
SLP + ABA: Commonalities
• Support individuals with communication impairments
• Work to improve overall language abilities
• Recognize challenging behaviors as being communicative;
focus on replacing those behaviors with positive and
appropriate communication
• Rely on data collection procedures in order to document and
report goal progress
19
SLP + ABA
Commonalities & Differences
• Advocate for evidenced based practice
• Use of prompting, chaining, shaping
procedures and reinforcement in treatment
• When teaching new skills, both start in a
structured manner and progress to natural
contexts.
• Different professions w/different
backgrounds
• Different terminology
20
4
3/31/2016
SLP & ABA - Differences
• Use of the term “behavior”
• BCBAs may be most often associated with
“problem” behavior
• Community/Professional misconceptions
21
Terminology Differences
• BCBA
• “Verbal Behavior” (Skinner)
– Echoic
• SLP
• Imitation (verbal)
• Requests/Demands
– Mands
– Tacts
• Labels/Commenting
– Intraverbal
• Conversations/exchanges
• Vocal
• Vocal/speech/oral speech
• Verbal
• Speaking
• Generalization
• Carry Over
22
What Can We Get from Each
Other?
• SLP
• Information on developmental norms
and expectations
– Speech sound development;
acceptable sound
substitutions
– Language Development and
typical sequence
• Language sample analysis
– Form of language
– Content of the language
– Use of the language
• BCBA
• Recommendations and
interventions plans based
on what is best for that
child; an intervention plan
would be different based
on the function of the
behavior
• Provide information on
verbal behavior
23
5
3/31/2016
Working Together
• Articulation
• Language
• Verbal Imitation
• Actions, pronouns,
prepositions, attributes,
vocabulary/labels,
• Mands, tacts, PECS
24
Complementing Each Other
• BCBAs are trained in scientific
principles of learning and
motivations
• SLPs are trained in the
development of speech and
language
• Open communication, on a
regular basis, discussing goals
and needs specific to their
discipline would encourage
each area to contribute
across the entire program!
25
Speech and Language Assessment
Verbal Behavior Analysis
• Esch, Lalonde, Esch 2009
6
3/31/2016
Verbal Behavior Analysis
– Communication is successful when the outcome
of an interaction is effective
– When ineffective it is suspected that a deficit in
the repertoire of one of the communication
partners
– Communicative competence lies in the success
of the dyad
– Dynamic process comprised of functional units
between speaker and listener
– Roles assumed within a single individual (Esch,
LaLonde and Esch, 2009)
27
Speech and Language Assessments – A
Behavioral Perspective
– Speech-Language assessments do not address the requisite
speaker-listener unit
– Many assessments evaluate the response topographies or
form of responses
– Do not consider the functional analysis of the causal
variables that lead to the specific topography
– The focus is on classifying speech language performance by
arbitrarily labeled categories describing non-function
properties
28
Speech and Language Evaluations
• Word structures nouns verbs, plurals
• Modality –expressive and receptive
• Relationship antonyms/synonyms, agreement
• Inferred characteristics – ellipsis, phonological process
29
7
3/31/2016
DEFINTION OF LANGUAGE DISORDER
•
An impairment in comprehension and or use of spoken, written and/o other symbol
system
•
The disorder may involve the form of language including: phonology, morphology,
and syntax)
•
the content of the language known as semantics
•
The function of language in communication (pragmatics) in any combination.
30
Esch, et al……
• Esch et al notes, " Although function is an element of this
definition, this usage of the term refers to a linguistic feature of
language (pragmatics) in contrast to Skinner's analysis of
function in which environmental variables describe (and thus,
define) the contingent relation that accounts for each particular
instance of an utterance (i.e., treatments) than is Skinner's
model, which specifies the variables that evoke and strengthen
verbal behavior.
31
Speech and Language Assessment
• S/L assessment conducted to:
• Provide diagnostic labels (e.g. apraxia of speech)
• Determine therapy progress
• Documentation of performance comparisons
• Provide adequate information for intervention planning that fits into a
sequenced curriculum.
32
8
3/31/2016
Challenges to resolve
• Receptive-expressive dichotomy
• Mismatch between assessment focus and Real-World contingencies
• Treatment interference due to problem behavior
• Identifying sequence intervention targets
• Error analysis
33
Database of SpeechLanguage Tests
• Esch (2009) examined existing assessment
instruments
• Reinterpreted according to verbal functions
(verbal operants)
• Examined group of speech-language tests
designed to diagnose
• Aphasia, apraxia of speech, articulation and
phonological disorders(i.e. fluency)
34
Esch…continued
• 28 standardized speech-language test
were selected
• Commonly used at a university based
speech and language clinic
• Associated with SLP graduate program
• Accredited by ASHA’s council on
Academic Accreditation in Audiology and
Speech-language Pathology
35
9
3/31/2016
Procedure
• Each test or subtest was coded according the verbal operant
represented by the inherent or implied antecedent condition
• Antecedent conditions included examiner’s instructions,
materials, allowed prompts and actual or implied motivating
operations
• Each test or component was coded twice
36
Coded Definitions
• Test items were coded according Skinner’s (1957) five basic verbal
operants
• (M) coded as a mand if evidence of response being under the control
of MO
• (E) coded for echoics that were presented as verbal stimuli that
evoked a correct response with verbal point-to-point correspondence
• (T) coded as a tact when a non-verbal stimulus was presented to
evoke a verbal response.
37
Mand
Verbal operant
Mand
SLP
Antecedent events
Response
1. Per Primitive Motivating •Request
Speech Act conditions item
(1974)
•Request
i.
Classification of
attention
pragmatic behavior
•Request
Calling
help or
•Protesting
assistance
•Requesting
answer
•Requesting
action
•Sabotage
techniques
•Response intents
Consequent events
Specified
by the
request
(Mand)
38
10
3/31/2016
Echoics
Verbal operant
Echoic
Duplics
Mimetics
SLP
Antecedent events
-Verbal
modeling
imitation
-Oral
motor
imitation
Response
Consequent events
-Verbal Imitating
Generalized
Stimulus Repeating social
-Nonreinforcers
verbal
stimulus
39
TACTS
Verbal operant
Tacts
SLP
Antecedent events
•Response
intent
•Picture
naming
(nouns)
•Synonyms
•Picture
description
•Naming
and word
finding
Non-verbal
stimulus
Presentation
of stimulus
Response
Consequent events
Label the
Genaralized
item,
movement,
action
Select the
item,
movement
or action
40
ABA Definition
• “Applied Behavior Analysis is the science in which procedures
derived from the principles of behavior are systematically applied to
improve socially significant behavior to a meaningful degree and to
demonstrate experimentally that the procedures employed were
responsible for the improvement in behavior.” Cooper, Heron, &
Heward, 1987
• ABA makes meaningful changes in people’s lives through use of
procedures that have been demonstrated to work
11
3/31/2016
What Constitutes an ABA/ Behavior Approach to Treatment?
Does this?
Does this?
• ABA
•
Prompting
•
Fading
•
Pairing
• Discrete Trial Training (DTT)
• Lovaas model
•
Modeling
• Pivotal Response Training (PRT)
•
Shaping
• Verbal Behavior approach
•
Chaining
• Natural language paradigm
•
Differential reinforcement procedures (e.g., DRO,
DRI, DRL)
• Incidental teaching
•
Intermittent reinforcement procedures (e.g., FR,
VR, FI, VI)
42
• INCREASING MOTIVATION
• Reinforcement: consequence that follows a behavior
and increases the rate or frequency of that behavior
occurring again in the future
• Reinforcer – is the item given or removed
Categories of
Reinforcers
•
Tangibles:
stickers, squeeze ball, toys
•
Activities:
computer, iPad.
•
Social:
Hi-fives, hugs, social praise
•
Tokens:
•
Edibles
stickers, stamps, coins, checkmarks
Favorite foods, favorite drinks
12
3/31/2016
Hey, I love you Fantastic job 4 You’re special Way to go 3 What a great idea
Outstanding performance Excellent 4 You are fun 2 I am so excited to see
you You’re a real trooper 4 You’re on target 2 Looking good 4 You brighten
my day Good 3 Well done 2 Remarkable Super 4 I knew you could do
it Nice work 2 What an imagination I’m proud of you Super star 222
Fantastic 2 You’re on top of it 4 You’re catching on 3 You’re a winner 8 How
smart 3 Good job 8 You are the clever one 4 You are just delightful That’s
incredible 8 Remarkable job 3 You’re beautiful Now you’ve got it 4 You
make me happy 8 Dynamite Hip, Hip Hooray 3 You’re important
Magnificent 3 Beautiful Super job 8 You’re the best 2 You’re on your way
3 How nice 8 You’re spectacular 4 You are a darling Beautiful work 8 Good
for you 3 Nothing can stop you now 2 You’re fantastic Wow 8 Fantastic
job 8 You’re a legend 2 Great discovery Awesome 4 You’re a champion You’re
precious 2 Marvellous 8 You’ve discovered the secret 4 You are responsible 88
Terrific You are exciting 3 You have such great ideas You’re growing up
4 You tried hard 2 Neat 8 You figured it out You’re unique 3 What a good
listener You’re a treasure Super work 8 You mean a lot to me 4 You’re a good
friend 2 You deserve a big hug 3 You are an absolute gem You’re incredible
4 I like you 2 Phenomenal 8 You’re sensational 4 Now you’re flying 88888888
I respect you 8 Hooray for you 2 You care Creative job 8 You belong 3 You
m ade m y day You are nice to be with 3 You mean the world to me You’re
a star 4 A big kiss 3 You’ve got a friend You’re a joy 2 You make me laugh
You’re A-OK, my buddy Bravo 2 You’re perfect 3 Exceptional You’re
wonderful 4 I trust you that’s correct 2 We love you
Remember
Steps for Effective Praise
1. Give brief praise-can be short enthusiastic words or expressions
of praise
2. Describe the appropriate behavior- Specifically describe the
student behavior
3. Give reason for using the behavior- Helps make connections
between behavior and outcomes
4. Ask for acknowledgement- Make sure the student understands
reasons for engaging in the behavior
5. Provide a positive consequence
How do we know if something is a
reinforcer
I.
Ask caregivers/child
II.
Free choice opportunities
III.
Single Item Preference Assessment
IV. Paired choice assessment
V.
Multiple item choice
VI. Reinforcer sample
13
3/31/2016
Source: http://www.appliedbehavioranalysis.com/preferenceassessments/
I. Free Choice
• Allow the student to explore the environment
• See what items they consistently touch, grab, orient toward, play
with
• See what activities they consistently attempt to play with
• Ask parents what they play with in free time
• http://www.youtube.com/watch?v=rlA--q64SA8
14
3/31/2016
II. Single item preference assessment
• Present the child with one item at a time
• Watch for the child’s reaction with the item
• Do they make contact? Attempt to grab?
• How long do they attend to the item
• What do they do with the item
• What do they ado when you attempt to remove the items
• After 20-30 seconds with the item, it is removed and
another item is presented
III. Paired choice assessment
• Conduct Paired-Choice Assessment
•
Choose 6-8 items that represent your best guess as to what may function as a
reinforcer for this child.
•
Use information from caregivers; your own experience regarding what has worked
with that child (or a similar child) previously; observations of child in “free
opportunity” situations
• Randomly present 2 items together in front of child and allow the child
5-10 seconds to select one of the two.
• Offer each item paired with every other item.
• The child can use ANY response to make the selection; no particular
response is required.
• If child selects an item within the time limit, record the child’s selection.
Paired Offerings
• Offer the following pairs:
•
•
•
•
•
•
•
•
•
•
CC Cookie – Oreo Cookie
CC Cookie – Doritos
CC Cookie – Barney toy
CC Cookie – Noisemaker
CC Cookie – Spinning Light
Oreo Cookie – Doritos
Oreo Cookie – Barney toy
Oreo Cookie – Noisemaker
Oreo Cookie – Spinning light
Doritos – Barney toy
•
•
•
•
•
Doritos – Noisemaker
Doritos - Spinning Light
Barney toy – Noisemaker
Barney toy – Spinning light
Noisemaker – Spinning light
15
3/31/2016
Calculate Percentage
•
A preference percentage can be computed by calculating the number of times
child selected item, dividing that number by the number of times item was
presented in total, and multiplying by 100.
•
Example: Bold item was one chosen during paired-choice
•
CC Cookie – Oreo Cookie
•
CC Cookie – Doritos
•
CC Cookie – Barney toy
•
CC Cookie – Noisemaker
•
CC Cookie – Spinning Light
•
Child chose Chocolate Chip Cookie 4 times out of 5 presentations = 80% score for
Chocolate Chip Cookie.
Example: Percentage Calculations
•
Doritos = 100%
•
CC Cookie = 80%
•
OR Cookie = 60%
•
Spinning Light = 40%
•
Barney Toy = 0%
•
Noisemaker = 0%
•
These results suggest that Doritos are most preferred, followed by CC Cookie, then Oreo Cookie,
then Spinning Light.
•
http://www.youtube.com/watch?v=nEsU7KKyfy4
•
Multiple items Preference Assessment
Method:
• Array of five items presented
• Child is allowed to select one of the items
• As soon as a preference is indicated, all other items are removed
• Process is repeated with remaining items until all items are gone
• http://www.youtube.com/watch?v=4hRet6DcJ10
16
3/31/2016
MSW: Multiple Stimulus With Replacement
Preference Assessment
Method:
• Array of several items presented
• Individual allowed to select one of the items
• When preference is indicated, only items that were NOT
chosen are removed and replaced with new items into array
• Process repeated multiple times
– If no preference is indicated, items are removed and represented
– If no preference still indicated, session is completed
– If preference is indicated for multiple items, items removed and trial is
repeated
SESSIONS USING REINFORCERS
• http://www.youtube.com/watch?v=53V
Cm2Yx5ro
• http://www.youtube.com/watch?v=GZP
wFNx9jNs
• http://www.youtube.com/watch?v=JFqi
unzM1Yk
More videos…
• https://www.youtube.com/watch?v=JIzpaMRQW4w (PRT)
• https://www.youtube.com/watch?v=WyQ8a1nqWJk (Tangible)
• https://www.youtube.com/watch?v=AWqXOn3nk24 (Play and
Language)
17
3/31/2016
And more videos…
• http://www.youtube.com/watch?v=9w5nTegfToQ
• Bx problem
ADDRESSING PROBLEM BEHAVIOR
The A-B-Cs
What do the ABCs stand for?
•
Antecedent – Behavior – Consequence
What is an antecedent?
•
Events that precede behavior are called antecedents
What is a behavior?
•
Anything anyone says or does resulting from an interaction
with the environment
What is a consequence?
•
Events that follow behavior are called consequences
Functions of Problem Behavior
• Positive Reinforcement
– “Getting something”
• Negative Reinforcement
– “Getting out of something”
• These functions can be
– Socially mediated
– Non-socially mediated (automatic)
18
3/31/2016
Antecedent-BehaviorConsequence (ABC)




Antecedent:
When
Where
What demand
Who present
Behav ior
What the behavior
looks like
How many times did
occur?
Consequence
What was gained?
What was removed?
What followed?
During articulation lesson
Required to imitate therapist
Required to relinquish toy
Break ending
Required to transition to learning area
Fell on the ground and began kicking
therapist
Hit the therapist and attempted to bite
Fell on the ground and began crying
Therapist continued to prompt to respond
Granted access to the toy for short
interval of time
Therapist ignored and attempted to
prompt to learning area
Duration
Session target when
problem behaviors
occurred:

Phonology task

Syntax task

Language task

Artic task

Pragmatic task

Other:
___________
Antecedent (what was added or taken away before problem
behavior record what happened right before problem behavior
occured):

Worksheet

Artic/language drill

Structured play (board game)

Unstructured play (pretend play with food, etc.)

Access to item in room

Other:_________________________
Behavior (record tally or duration next to
observed behavior):

Kicking

Screaming

Flopping

Going under table

Elope from area

Hitting/pinching/grabbing

Other: _________________
Consequence (what you did in
response to client’s behavior):

Removed from area

Verbal reprimand

Ignore

Block

Allowed access to item

Stop Task

Other: ____________
Goal 1: Produce /m/ in initial position at the word level in CVC structured words
Goal 2: Will be able to use a variety of 2 word sentence structures (e.g. ‘attribute + entity’, ‘noun + locative’, ‘noun + verb’
Practice identifying functions
• https://www.youtube.com/watch?v=8-lUcyZ5OXM (Functions)
• https://www.youtube.com/watch?v=pNYkS-2hDMw (escape bx)
• http://www.youtube.com/watch?v=j9oTO6UheG4 (Tantrum)
• http://www.youtube.com/watch?v=NM8vKTFbMZM (Tantrum ???)
• http://www.youtube.com/watch?v=JnP-1cd6ggg (Tantrum Homework)
• https://www.youtube.com/watch?v=GPXHhWBmRJg (DTT with speech)
• https://www.youtube.com/watch?v=gJZw9gByOQ0 (Tyler)
• http://www.youtube.com/watch?v=NbVG8lYEsNs (paired choice and token
charts)
19
3/31/2016
Linking Intervention to Function
Escape Tasks
Obtain Attention Obtain Tangible
Tolerance
FCT
Request break
Request desired items
Tolerance
Prespecified
Choice
Collaboration
FCT
Preferred Item
Schedule
Collaboration
Tolerance
Increased
Reinforcement
Prespecified
Schedule
HPR
Increased
Attention
FCT
Increased
Reinforcement
Functional
Communication Training
• After determining function of behavior
• Identify new skill to obtain “same” outcome
• Identify problem time
• Prompt communication
• Reinforce
67
Form of New Behavior
• Verbal Response- Exchange a break card
• Vocal Response- Approximation of “break”
• Gestural Response- ASL for “break”
• Symbol Use
• Voice Output Device- Touch to talk, press tab for “break”
68
20
3/31/2016
Form of Request
• Request Assistance
• Request Attention
• Request Break
• Request desired item
• Reject Activity- “No thank you”
• Request Additional Activity
• Request Item
FCT-Wait time
•
Introduce “wait time”
•
When client request a desired items, issue the phrase “wait”
•
Begin with short interval of time
•
E.G. 5 seconds
•
Deliver item
•
Slowly increase the “wait time” interval
Next Steps
• Slowly introduce rejection of
requests
• “Later”
• “Not available”
•
“Ok lets work for it”
21
3/31/2016
Communicate
Clearly
A. Schedules
B. Prespecified
Reinforcers
A. Scheduling Activities
• Make a schedule
• Display the schedule
• Follow the schedule
• Adapt schedule to meet needs of
class (e.g. very active children
alternate to active activity)
73
A. Scheduling Activities
• Display schedule and review as necessary
• Alternate work and play activities
• Intersperse active and quiet activities
• Have back-up activities (overplanning is better)
74
22
3/31/2016
Schedule Options
• To Do List
• Afternoon schedule
• Task Analysis (decrease prompting)
• Transition Activities
• Allow child to make daily schedule
75
Prespecified Reinforcer
(Premack Principle)
• Identify Problem Times or Activities
• Know Child’s Preferences & Reinforcers
• When delivering requests, BE SURE to let child know
what the reinforcement is when they are finished
76
B. Premack Principle/
Grandma’s rule
• FIRST you complete a low-preferred activity THEN you can have
access to a high-preferred activity.
• Identify Problem Times or Activities
• Know Child’s Preferences & Reinforcers
• When delivering requests, BE SURE to let child know what the
reinforcement is when they are finished
• First……. Then……
• May have to model or prompt for children
77
23
3/31/2016
Provide REGULAR
Reinforcement
A. Increase Reinforcement
B. AFTER Skill is Mastered,
Fade Reinforcement
(Tolerance)
Increased Adult Attention
• Determine how frequently the child gets attention for
challenging behavior (e.g., once every 3 minutes)
• Deliver Attention to child (IF BEHAVIOR IS APPROPRIATE) at
a faster rate (e.g., every 2 minutes)
• Do not deliver attention for inappropriate behavior
79
Increased Attention Examples
• Join the child during block play
• Ask the child if she’d like a story
• Walk by and pat the child on the head
• Ask “how’s it going?”
• Smile and give a positive gesture
80
24
3/31/2016
Other Increased Reinforcers
• Increased tangibles
– Giving access to favorite foods, toys, clothing
• Increased activities
– Giving access to computers or outside
• Increased breaks
– Releasing from circle or manipulative activities early
• Increased or decreased sensory
– Giving access to swings, massages, or brushing
– Giving breaks from noise, large groups, or music
81
Tolerance for Delay
What is it?
• Is an intervention developed to help children maintain
participation in
• an undesirable activity for increasing lengths of time
or
• waiting for a desirable activity for increasing lengths of
time
82
Simple-Difficult-Simple
• Intersperse difficult tasks between simple tasks
• Provide 3-5 highly preferred tasks prior to low-preferred
tasks
• Follow difficult tasks with breaks or access to favorite
items
25
3/31/2016
What Are Tokens?
• A generalized reinforcer
• Anything that can be exchanged at a later
time for a highly preferred reinforcer
• Types of Tokens
– Pennies
– Tickets
– Smiley faces
Tokens
 Originally, neutral items
 Paired with primary and secondary reinforcers
 Similar to our monetary system!
1 penny
Candy Corn
Tokens
 Tokens are used to teach new skills
◦ Examples

Academic

Self-help
 Tokens are used to increase how often a behavior occurs
◦ Examples

Sitting

Participating
26
3/31/2016
Example of Token Economy System
27
3/31/2016
Consequences
Examples
A Note On Consequences
• Natural consequences
• Logical consequences
• Contrived consequences
91
Planned ignoring
• When a behavior is maintained by attention, ignore the behavior to
reduce the effectiveness
• Refrain from commenting about the behavior
• Ignore the behavior while redirecting the child to the desired behavior
• Be cautious not to react to protest behavior. This behavior serves to get
your attention because you have denied the student access to a
preferred item/Activity.
28
3/31/2016
Planned Ignoring
• When the behavior functions to gain the child attention
• Withhold attention when the child engages in the behavior
• Ignore commenting on the behavior
• If the child is protesting, DO NOT BECOME UPSET
What Does “no reinforcement for
attention” (Attention)
• No use of target child’s name
• No eye contact
• No emotions
• No lectures
• Limited “chasing”
94
What Does no reinforcement for
(Tangible) Look Like?
• Not giving toy
• Not giving food
• Not giving clothing
95
29
3/31/2016
What Does no reinforcement for
Escape Look Like
• Not allowing running from circle
• Not allowing escape from bathroom
• Not allowing break from table work
• Not allowing interaction with adult or peer to stop
96
Activity
• Think of a client you work with
• What is/are the behavior problem(s)
• List several reinforcers you can use with the client
• List 1-2 behavior strategies you can use with the client
Thank you for attending ….
• Any questions?
• I may be reached at:
• Speech, Language and Educational Associates
• www.speechassociates.com
• [email protected]
• 818 788-1003
• Direct #: 818 616-5018
30