Kathy and Calvin's Home Page

Reinforcers
During Pairing

• Follow
  child's motivation
• Control
  access to reinforcers (deliverable in small amounts, go away by themselves)
• You
  are critical for activity

Types
of reinforcers

• Edibles
• Tickles
• Praise
• Bubbles
• Squirt
  guns
• Wind
  up toys
• Videos
• Balloons
• Blankets/pillows
• Swinging
• Trampoline

No
demands - depends on child's capability - lots of reinforcement

Don't
turn reinforcer into task (read book "what's this?")

Be
silent, play next to child w/o engaging child

2.Pairing Items (table, chair, flashcards)

3.Pairing Actions (auto window in car)

Backwards chaining

To learn door lock combination number at Kindercare: 4641*

You enter 4641 and teach *

You enter 464 and teach 1*

You enter 46 and teach 41*

You enter 4 and teach 641*

You enter nothing and teach 4641*

EO-Establishing Operations->reinforcer

Data Taking P+ + - NR

Maintenance

%-90% over 2-3 days with 2 people

#3 Components

Components of Verbal Behavior

Motor Imitation

Echoic

Manding

Tacting (expressive)

RFFC (receptive feature, function, class)

TFFC (tacting feature, function, class)

Intraverbals

#4 Transfer Procedures

Transfer Procedures

1.Receptive/tacting

l

v

2.RFFC/TFFC

l

v

3.Intraverbal

l

v

4.No prompts/spontaneous

#5 Behaviors

SUMMARY OF THE PROCEDURES TO REDUCE
DISRUPTIVE BEHAVIOR

1. HE/SHE WANTS SOMETHING AND THEY CAN'T
   HAVE IT AT THIS TIME.
   • WALK AND PEEL PROCEUDRE (HOME
     VERSION)
   • Say no and if accepts it reinforce
   • If problem behavior occurs, walk
     in opposite direction
   • DO NOT REDIRECT TO FUN ACTIVITY
   • Return only to protect the child
     or property with no talking, walk again
   • If child grabs you, peel and go
     about your business
   • When child stops problem behavior
     for 1 minute return and redirect.
   • Use Data sheet# 1 during practice
2. CHILD WANTS SOMETHING AND THEY CAN
   HAVE IT BUT NOT FOR DISRUPTIVE BEHAVIOR.
   • COUNT AND MAND PROCEDURE
   • Tell the child to stop behavior
     or "quiet" and begin counting by showing fingers counting off to 10 at
     first
   • If problem behavior continues during
     count, re start the count.
   • If child runs off, stop count and
     go about your business, don't follow the child.
   • When you reach 10 with no problem
     behavior prompt child to request desired item or activity with acceptable
     form of communication.
   • Deliver item for proper communication
     and then use the motivation at the moment for that item to run mand trials.
   • Use data sheet #2 when practicing.
3. CHILD IS INSTRUCTED TO DO SOMETHING
   BUT REFUSES COMPLIANCE TEACHING PROCEDURE
   • After placing a demand allow about
     3 seconds for compliance
   • When compliance occurs reinforce
     and be prepared to do so.
   • If compliance does not occur guide
     the child to complete the task
   • Do not give reinforcement for completion
     if guided
   • In some cases you may want to use
     the promise technique of showing a strong reinforcer before placing the
     demand on the child to reduce the motivation to escape your request.
   • If the promise is ineffective than
     remove the promise and physically guide with no reinforcer after physically
     guidance.
   • When practicing this technique make
     demands easy at first.
   • Use data sheet #3 when practicing.
4. HE/SHE WANTS SOMETHING AND THEY CAN'T
   HAVE IT AND THE CHILD IS IN SCHOOL OR OUTSIDE THE HOME.
   • WALK AND PEEL OUTSIDE THE
     HOME OR IN SCHOOL.
   • Say no and if accepts it reinforce
   • If problem behavior occurs, place
     a compliance demand on the child specific to the setting. If in school
     direct to next activity or run some contrived compliance trials. Provide
     no reinforcement for compliance within the trials.
   • DO NOT REDIRECT TO FUN ACTIVITY
   • Use the promise procedure within
     school and outside the home as well.
   • Use data sheet # 3 when practicing.
     Be sure to mark that data sheeting indicating that the practice started
     with the denial of a child request for something they could not have at
     this time.

#6 What to do/not

TEACHING
COOPERATION DURING INTENSIVE TEACHING

• Do I need to change teaching procedures
  to produce greater cooperation and a higher rate of responding in intensive
  teaching situations? IF YES, CONTINUE TO ANSWER QUESTIONS BELOW.
• Do I need to Identify Stronger reinforcers?
• Do I need to make a determination
  as to how the child learned the task avoidance, e.g. function is socially
  mediated positive, negative or automatic positive reinforcement?
• Do all the teachers need to pair
  themselves with reinforcers until my child is approaching them to receive
  the reinforcers and their voice is paired with reinforcement?
• Do we need to stop interrupting my
  child's reinforcers to present demands?
• Are we ready to begin requiring my
  child to just mand reinforcers since we are paired with reinforcement sufficiently?
• Are we ready to begin or should we
  return to requiring very easy and infrequent demands that result in immediate
  reinforcement before requiring more difficult tasks?
• Are we prompting immediately to insure
  successful responding so that correct responding contacts reinforcement?
• Are we using the extinction procedure
  based upon the function only if we moved the response requirement
  up too soon and therefore the child becomes task avoidant or resistant to
  the teaching?
• After we use extinction are we re-adjusting
  the instructional demands to prevent using extinction again?
• If my child is now ready for intensive
  teaching have we paired the intensive teaching situation (table) with reinforcement
  so that my child comes to it readily because it is associated with receiving
  of reinforcement and not removing of reinforcement?
• During intensive teaching are we interspersi
  mastered - new tasks at a high rate,e.g. 80-20%.
• During intensive teaching are we using
  errorless teaching procedures?
• During intensive teaching are we mixing
  and varying tasks across the skill areas, e.g, motor imitation, tacting,
  intraverbals, RFFC, etc.?
• During intensive teaching are we teaching
  all skills to fluency ?
• During intensive teaching are we maintaining
  an appropriatel fast presentation of demands?
• During intensive teaching are the
  demands low, easy and infrequent at least initially?
• During intensive teaching are arranging
  for my child to mand at the end of each sequence of tasks?
• How much direct teaching time will
  be spread across intensive teaching and NET?
• What skills will be targeted in Intensive
  teaching sessions and what reinforcers will be used and how many responses
  before a reinforcer?
• What skills will be targeted in NET
  situations: (Manding, VB Modules)?
• In three (3) months what will my child
  being doing differently, e.g number of responses per minute, number of responses
  before a reinforcer, number of spontaneous mands per day?

DAY 3:

• General Classroom routines (show schedule
  and discuss different activities Calvin will be involved in)
• Motivators
• Stims
• Rewarding
• Pairing
• Prompting
• Prompt Fading

DAY 4:

Optional: HOW TO TEACH PIVOTAL BEHAVIORS
TO CHILDREN WITH AUTISM: A TRAINING MANUAL

DAY 5:

• Answer questions, do basic written test
  

Aide Training Week
2 (trainings are about 1 hr per day)

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DAY 1:

• NET at table

DAY 2:

• NET at table

DAY 3:

• Model how to ID motivators & stims
  in classroom and outside. Model prompting of teacher instructions and basic
  classroom routines.

DAY 4:

• Model peer interaction

DAY 5:

• Model & have aide do some interacting
  with child

---

DAY 1-5:

• Have aide do work but with comments
  on technique from modeler.