Fundamentals of ABA Strategies to Support Behavior .pptx

Fundamentals of ABA & Strategies to
Support Behavior
Crystal Martinez & Ebony Condon

Agenda
Defining ABA
ABC’s of Behavior
Functions of Behavior
Replacement Behavior
Consequences
Behavioral Strategies

What is ABA?
 ABA uses evidence-based interventions proven to help with skill
acquisition and behavior reduction.
 It focuses on socially significant areas of development.

ABC’s of Behavior
Antecedent/Behavior/Consequence of behavior used to analyze
and manipulate environmental factors that maintain behavior
 Used in educational and clinical settings
 Implemented to directly change socially significant behavior
 Analysis of Antecedents ( triggers)
 Analysis of Consequences

ABC’s of Behavior: Antecedent
 What happens directly before the behavior the behavior occurs?
 Possible antecedents:
Denied access
Presented with a task or demand
Removal/ addition of attention
Change in routine
Transition

ABC’s of Behavior: Behavior
 Behavior needs to be observable and measurable.
Examples:
 Running out of the classroom without permission
 Hitting others with a closed fist
 Biting others and breaking skin
 Screaming to the point that you can hear it
in another room
 Throwing classroom furniture towards others

ABC’s of Behavior: Consequence
 What happens immediately after the behavior occurs?
 Do you want to increase or decrease the behavior?
 Possible consequences:
Block/ Interrupt/ Redirect
Ignore/ Remove attention
Provide attention
Modify/ Change demand
Remove demand/ Break
Access given

Functions of Behavior
 Why is the individual engaging in this behavior?
 What need is the child trying to get met?
 Functions:
Sensory
Escape/Avoid
Attention
Tangibles

Escape/ Avoidance
 Escape- A behavior in which the student is trying to get out of or
avoid doing something.
 Ex: The teacher says it’s time to do math. Jimmy stands up from his
chair and starts to walk around the room. The teacher tells him to sit
at his desk multiple times, but he doesn’t listen and continues to
wander. The teacher begins to ignore Jimmy. 30 minutes go by, and
the teacher says it’s time for recess. Jimmy immediately gets in
line and walks outside with his class and begins to play.

Attention
 Attention- When one engages in a behavior to gain attention from
others, getting social reinforcement from interactions with someone.
 Ex: No one is giving attention to Sally at recess. She begins to
scream to gain their attention. Students go up to Sally and ask her
what is wrong and if she wants to play. Sally in now more likely
to scream in the future to get the attention of her peers.

Tangible
 Tangibles- Gaining access to something, someone, or some activity.
 Ex: Ryan and his classmates are eating snack in the classroom. Ryan
realizes that his juice box does not have a straw. Ryan begins
having tantrum. The teacher notices that he doesn't have a straw.
She gives Ryan a straw.

Sensory
 Sensory- Doing something that feels good and elicits a pleasure
response in the body.
 Ex: Samantha’s teacher notices that during transitions, Samantha
sucks her thumb. She also sucks her thumb when the volume of
the classroom is loud.

Replacement Behavior
Replacement behavior is a behavior that is socially acceptable and
desirable that a child can do instead of maladaptive behavior that
meets the same function (FERB)
 (FERB) Functionally Equivalent Replacement Behavior
 Needs to be in student’s behavioral repertoire
 Ex: If a student engages in hitting behavior to get an adult's
attention, a FERB could be to have the student raise his hand to get
an adult's attention instead. We would teach the student a new
way to receive attention, which would be by raising his hand.

Consequences
Positive
R+
Reward
Negative
R-
Relief
Positive
Punishment
P+
Negative
Punishment
P-
Reinforcement
increases
frequency of
desired
behavior
Punishment
decreases
frequency of
undesired
behavior
Positive
+
Stimulus
added
Negative
-
Stimulus
Removed

Positive Reinforcement
 Positive reinforcement is the “contingent presentation of a stimulus,
following a response, that increases the probability of rate
response.”
 Improves behavioral outcomes
 Immediate (within 1-3 seconds following targeted behavior)
 Schedules of reinforcement
 Differential reinforcement (DRA, DRO, DRI, DRL)
 AFIRM Modules | AFIRM (unc.edu)

Extinction
 The contingent removal of reinforcement for previously reinforced
behavior, to decrease the occurrence of that behavior
 Ex: If a student engages in tantrum behavior to gain access to
tablet, teacher will no longer provide student with tablet when
he/she engages in tantrum behavior
 Ex: If a child engages in tantrum behavior to gain access to balloons
as the grocery store, parent will no longer give child balloons when
he/she engages in tantrum behavior at the store.

Negative Reinforcement
 The contingent removal, termination of a stimulus following a
response that increases the future occurrence of that behavior.
 Negative reinforcement occurs when something unpleasant or
uncomfortable is removed or taken away in order to increase the
likelihood of a desired behavior.
 Ex: If a teacher wants to improve task completion in class, they
could set the contingency that if student completes all classroom
work, student will have no homework.
 Ex: If parent wants their child to eat dinner, they could set the
contingency that if student eats their dinner, they will not have to do
their household chore.

Antecedent Based Interventions
 Can be used to decrease a targeted behavior by manipulating
environmental factors; preventative strategies
 Used to address; social, communication, behavior, school-readiness,
play, motor, adaptive, and academic outcomes.
 Used to reduce; challenging behaviors,
 Strengthens transitions, communication skills, and social skills
 EX: priming, visual schedules/schedules, visual aides, timers,
providing choices, frontloading

A Case for Antecedent Based Interventions
 A Case for ABI | AFIRM (unc.edu)

Functional Communication
Training
 Functional communication training is used to address interfering
behaviors by providing a child with a replacement behavior in the
form of functional communication
 EX:
Interfering
Behavior
Function of
Behavior
Replacement
Communicative
Behavior
Aggression,
Property
Destruction,
Elopement
Avoid task
demands
Ask for a break
Aggression,
Tantrums,
Screaming
Obtain preferred
item or activity
Request item or
activity
Autism Focused Intervention Resources &
Modules (AFIRM)

A Case for Functional Communication Teaching
 A Case for FCT | AFIRM (unc.edu)

Modeling
Modeling is an evidence-based practice that supports skill
acquisition by having a student/child observe the correct
performance of a desired behavior.

A Case for Modeling
 A Case for MD | AFIRM (unc.edu)

Citation
 Sam, A., & AFIRM Team. (2016). Modeling. Chapel Hill, NC: National
Professional Development Center on Autism Spectrum Disorder, FPG
Child Development Center, University of North Carolina. Retrieved from
http://afirm.fpg.unc.edu/modeling
 Sam, A., & AFIRM Team. (2016). Antecedent-based intervention. Chapel Hill, NC:
National Professional Development Center on Autism Spectrum Disorder, FPG
Child Development Center, University of North Carolina. Retrieved from
http://afirm.fpg.unc.edu/antecedent-based-intervention
 Griffin, W., & AFIRM Team. (2017). Functional communication training. Chapel
Hill, NC: National Professional Development Center on Autism Spectrum
Disorder, FPG Child Development Center, University of North Carolina.
Retrieved from http://afirm.fpg.unc.edu/functional-communication-training

Fundamentals of ABA Strategies to Support Behavior .pptx

More Related Content

Similar to Fundamentals of ABA Strategies to Support Behavior .pptx

More from Sergio Machado

Recently uploaded

Fundamentals of ABA Strategies to Support Behavior .pptx