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Administration for Children and Families (ACF)

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First - Then Example (Premack Principle)

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First - Then Example (Premack Principle)

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The Premack Principle (or First: Then Rule),  Positive Reinforcement Strategy

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How to supercharge tactical ignoring with proximity praise

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Applied Behavior Analysis (ABA) is the application of behavioral laws to change socially significant behavior to a meaningful degree.

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Antecedent Behavior Consequence: ABC Charts & Model

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A Token System (also called a "Token Reinforcement System" or a "Token Economy") is used to increase appropriate behavior and learning via visual aids. Tokens, or rewards, are the reinforcers that the child earns and that are then exchanged for a larger reward based on the child's success.

This system helps to structure the breaking down of skills into smaller, more manageable steps. They also assist in gaining instructional control ann teach self-monitoring skills and delayed gratification. The Token System can be adjusted over time as the child's skills develop and can be utilized less frequently.

Lesson guide

Glossary

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A Token System (also called a "Token Reinforcement System" or a "Token Economy") is used to increase appropriate behavior and learning via visual aids. Tokens, or rewards, are the reinforcers that the child earns and that are then exchanged for a larger reward based on the child's success.

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ABA Autism Training - Chapter 2 - Reinforcement

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Let me share a little secret – I stink at waiting. I get anxious. I get bored. I fidget. Waiting is hard for me. It’s hard for many of our students. Waiting is a skill that needs to be taught. But we want to ensure that we are teaching waiting and time management in a way that is real world based and functional. No – “waiting just to wait” – there are plenty of opportunities to practice and working on waiting in ways that aren’t contrived. Wait for the bathroom, your turn at a game, or the lunch line. Today I am going to share some of my favorite visual tools to use for working on this skill from my Time Management and Waiting Visuals pack.

Teach the skill.

Show the steps of how to wait. Break it down using simple and straightforward language. Practice, practice, practice! Use the evidence based strategy of visuals while modeling and teaching how to divide up tasks, budget time, wait for upcoming events, or demonstrate appropriate behavior during waiting intervals.

Give visual transition cues.

Part of the struggle with waiting and transitions is the unknown. Add in visuals cues of when a change will occur or when waiting will be over. Use these mini puzzles or countdown clock to add a concrete and visual component to breaking up chunks of time. For some of our kids, saying “5 more minutes” means the same as saying “5 more hours.” So include a more visual approach here as well.

Give options while waiting.

Remember the last time you were sitting in your car at a really long traffic light or railroad crossing. Once you got bored, what did you do? You probably pulled out your phone and scrolled social media, day dreamed, or looked on the radio for a new song. We rarely sit and wait while doing nothing. Try it. It literally feels weird. So give your students some options of things to do while they wait. I love visual choice boards here and giving students some control in what they do while waiting!

Want to see more? Check out this quick video preview!

Author

Recent Posts

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Time Management and Waiting Visuals - The Autism Helper

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Resources, tips, and materials to help you, help children with autism

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Watch the teachers in this autism teaching strategies video use chaining and task analysis to teach complex or multi-step behaviors/skills.

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From Khan Academy

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Operant conditioning: Schedules of reinforcement | Behavior | MCAT | Khan Academy

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DTT explained followed by different examples

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ABA Autism Training - Chapter 1 - The Discrete Trial

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Example in an ASD Classroom

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Discrete Trial Teaching (DTT) in an ASD classroom

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Short trial broken down into Antecedent, Behavior, Consequence

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Discrete Trial Teaching - Autism Therapy Video

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Presenting a learning opportunity in which the student's correct response will be reinforced.

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Video defining different prompts and the prompt hierarchy

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ABA Autism Training - Chapter 3 - Prompting

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Planned ignoring/Extinction definition and example

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Planned Ignoring paired with Positive Reinforcement

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Planned Ignoring paired with Positive Reinforcement

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Two Examples from 0:35-2:15

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Positive Reinforcement and Planned Ignoring

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Example of a child using TEACHH in the classroom

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Article from child mind institute

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One of the most important keys to minimizing problem behavior is making sure that kids are getting the message you're trying to send. When it comes to parenting, sometimes the way instructions are given can be just as important as what you're trying to communicate.

Here are ways to present information to your children to make it more likely that they'll hear you, and comply:

Be direct. Make statements rather than asking questions: "Please sit down," as opposed to "Are you ready to get out your homework?"

Be close. Give instructions when you are near the child, rather than calling out from across the room.

Use clear and specific commands. Instead of "Go ahead," say, "Please go start your reading assignment."

Give age-appropriate instructions. Speak to your child at a level he will understand. If your child is younger, keep things simple and use words you know he knows: "Please pick up the ball." With older children, who are so often keenly aware of not being "babies anymore" it's important to be clear without being patronizing.

Give instructions one at a time. Especially for kids who have attention challenges, try to avoid giving a series of instructions: "Please put on your sneakers, get your lunch off the kitchen counter, and meet me in the front hall."

Keep explanations simple. Giving a rationale can increase the likelihood children will listen to a command, but not if the commands gets lost in it. For instance: "Go get your coat on because it's raining and I don't want you to catch a cold." Instead, try: "It's raining and I don't want you to catch a cold. Go get your coat on."

Give kids time to process. After you give an instruction, wait a few seconds, without repeating what you said. Children then learn to listen to calm instructions given once rather than learning that they don't need to listen because the instructions will be repeated. Watching and waiting also helps keep adults from doing what we've requested of our kids for them.

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One of the most important keys to minimizing problem behavior is making sure that kids are getting the message you're trying to send. When it comes to parenting, sometimes the way instructions are given can be just as important as what you're trying to communicate.

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Brian Kaminski, RBT, Graduate Student of Behavior Analysis

When it comes to ABA programming, Discrete Trial Training (DTT) is a heavily relied upon form of instruction.

When done effectively, DTT provides a mode for rapid skill development because instructions are clear, consequences are immediate, and the learner (should be) highly motivated.

However, when not implemented with fidelity, the aspects of DTT which make it effective (namely, repetition of trials) can in fact be a hindrance to learning. In other words, if something is ran incorrectly, it is ran incorrectly a lot of times.

Let's look at one aspect of DTT, which when implemented inaccurately, can lead to less than favorable outcomes.

Providing Instructions / Stating the SD

When new behavior technicians are first introduced to ABA, they are often taught (correctly) that instructions should be clear and concise, especially for early learners.

The reasoning is simple: We want our kiddos to attend to the most relevant part of an instruction. Like everything in ABA, we start simple and expand once skills develop.

Example) "Sit down"

Non-example) "When you're done playing Transformers, I want you to come over here to the table and sit up nice and straight with ready hands so we can start doing our math facts."

See the difference?

However, I think that new therapists, in their efforts to be clear and concise, often break instructions down into unnatural parts.

Instructions become monotone and almost robotic - the exact opposite form of language we are trying to foster in our clients.

As with all learning, language development is a byproduct of imitation. Work with one client long enough, and before you know it, they pick up on mannerisms and expressions you didn't even know you had!

Last point - I think that well intentioned therapists provide monotone instructions because at some point they were told that verbal praise ("Good job, Timmy!") should be delivered with more emphasis and enthusiasm.

Also correct.

However, instructions can still be given with emphasis and enthusiasm, so long as verbal praise is delivered with EVEN MORE emphasis and enthusiasm!

Summary:

Instructions should be clear, concise, and direct (especially for early learners)

Instructions can be delivered with inflection and emphasis

When providing praise, provide even MORE inflection and emphasis!

Instructions do not have to be monotone, robotic, or delivered in an unpleasant tone (ask yourself the question "As my client's language develops, how do I want it to sound?")

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Instructions During DTT: Clear & Concise, Not Robotic

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Brian Kaminski, RBT, Graduate Student of Behavior Analysis briankaminski.org When it comes to ABA programming, Discrete Trial Training (DTT) is a heavily relied upon form of instruction. When done effectively, DTT provides a mode for rapid skill development because instructions are clear, c

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Tips for gaining instructional control

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7 Steps For Gaining Instructional Control in Applied Behavior Analysis

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Elementary school example

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Behavior-Specific Praise: Elementary School Example & Non-Example

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Article for an example

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Definition of Praise

Praise is a form of positive reinforcement that combines attention with a positive verbal statement.

Definition of Positive Reinforcement

Positive reinforcement is when an event (usually a pleasant one) occurs immediately following a behavior and as a result, the behavior occurs more often in the future.

Advantages of Using Praise

Strengthens (positively reinforces) behavior

Builds self-esteem

Promotes relationship development

Leads to a more positive environment

When and How to Use Praise

Occasions for Using Praise:

Use praise when the individual's behavior matches the program's expectations

Use praise to reinforce any behavior you would like to see more often

Use praise any time there is a small improvement in behavior

Praising effectively includes the use of both Behavior Specific Praise and Non-Specific Praise, at a 4-1 ratio.

In other words, staff should strive to praise an individual 4 times for every negative or corrective statement given.

Using praise is like building a bank account. The more you deposit, the bigger the "account" (i.e. the better the relationship). When a "withdrawal" must be made (i.e. delivering a negative or corrective statement) the account will be able to withstand the withdrawal.

Behavior Specific Praise

Behavior Specific Praise is a positive statement intended to reinforce the desired behavior of an individual that acknowledges the individual by name (or in a manner in which he/she knows who is being praised), specifically describes/identifies the individual's behavior, and incorporates a term of praise.

Examples:

"Jon, nice work - you cleaned up your area!"

"Way to go. You're using your coping skills, Lynn."

"Great job waiting your turn." (while standing near and looking at the individual)

"Good matching." (while teaching/interacting with the individual 1:1)

Non-Specific Praise

Non-Specific Praise (a.k.a. Positive "Other") is a positive statement intended to reinforce the desired behavior of an individual that does not include all of the elements and steps of Behavior Specific Praise.

Examples:

"Jon, your area is cleaned up - it looks nice."

"Thanks for using your coping skills, Lynn."

"Alex, good job not being disruptive."

"Great job." "Thanks." "Awesome." "That's nice." "Good work."

Elements of Behavior Specific Praise

Includes the individual's name or other acknowledgment so that the individual knows he/she is being praised

Describes the individual's positive behavior

Is convincing

Is varied

Is not disruptive

Steps for Delivering Behavior Specific Praise

1. Identify the specific behavior to praise.

2. Decide if the behavior qualifies for praise.

3. If so, acknowledge the individual by name (or in a manner in which he/she knows who is being praised).

4. Incorporate a term of praise*.

5. Describe the behavior.

Note: Steps 3, 4 and 5 can be performed in any order.
*Terms of Praise (Step 4)

Examples:

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Praise is a form of positive reinforcement that combines attention with a positive verbal statement. Positive reinforcement is when an event (usually a pleasant one) occurs immediately following a behavior and as a result, the behavior occurs more often in the future.

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ABA Autism Training - Chapter 2 - Reinforcement

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Autism Live/Autism Jargon

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4 Steps To Setting Limits With Your Kids - Kim DeMarchi, MEd

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Example of ABC Data Sheet

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Includes brushing teeth/washing hands example

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Autism Spectrum Disorder (ASD) is defined by the American Psychiatric Foundation as "a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors." There is a wide range of effects and severity of symptoms experienced by people who are diagnosed with ASD.

The U.S. Centers for Disease Control and Prevention estimates that autism spectrum disorders are present in 1 in 59 children. ASD is about four times as prevalent in boys than in girls, with 1 in 37 boys diagnosed as having ASD, compared to 1 in 151 girls.

The most popular treatment for children with autism spectrum disorder is applied behavior analysis (ABA), which the Association for Science in Autism Treatment describes as the use of interventions to improve "socially important behavior." Behavior analytic interventions are based on learning theory and methods that have been studied scientifically and shown to be effective in improving the lives of people with autism spectrum disorders.

The antecedent-behavior-consequence (ABC) method of assessing functional behavior can be combined with an intervention such as task analysis as the basis for effective interventions in children with autism spectrum disorder. These types of assessments and interventions work to "increase appropriate skills and decreas[e] maladaptive behaviors," as Psych Central reports. The goal of a task analysis is to break down and simplify complex tasks in order to provide step-by-step guidance on how to complete specific behaviors. This guide describes several specific task analysis techniques and presents examples of their application in diverse settings.

What Is Task Analysis?

The National Professional Development Center on Autism Spectrum Disorders defines task analysis as a teaching process that breaks down complex activities into a series of simple steps that students are able to learn more easily. Researchers have shown that task analysis meets the criteria for evidence-based practice by improving adoption of "appropriate behaviors and communication skills" by children in preschool, elementary school, and middle school.

Task analysis techniques fall into two broad categories, as the Autism Classroom blog explains:

The desired skill can be broken into discrete steps that are performed in sequence, such as the appropriate way to wash one's hands. The steps are linked via "chaining," which signals the completion of each step as a cue to begin the next step.

Alternatively, a task can be divided into short chunks of time, so a 20-minute activity may be broken into five four-minute segments. This approach is frequently associated with "shaping," which teaches new behaviors by reinforcing "successive approximations" of the behavior rather than repeating previous approximations, as the Association for Science in Autism Treatment explains.

However, a simple definition of what task analysis is doesn't explain why the approach has become so important in educating children with ASD. Three characteristics are vital to the success of task analysis as a teaching method:

Consistency: If three different people demonstrate to a student how to perform a specific activity, such as brushing teeth, the student will likely be shown three different methods, because each "teacher" performs the activity in a unique way. This can leave the student confused. Task analysis ensures that a single approach is presented and reinforced in all learning situations.

Individualization: Each student has unique strengths and weaknesses, so task analysis methods can be customized to meet the student's specific circumstances. For example, when teaching a student to remain in a group for 20 minutes via shaping, the task increments can be varied to the abilities of the student, with some responding best to two-minute chunks and others to five-minute blocks.

Systematic instruction: One challenge students with ASD face is dealing with the many variables that complicate learning. Task analysis relies on "discrete trial programs" that divide activities into small steps that culminate in the end goal. For example, students who have learned four of the eight steps entailed in tying their shoes have successfully mastered those four steps, although they have not yet achieved the end goal.

The task analysis technique of chaining has two primary components, as ThoughtCo. explains:

Forward chaining relies on the student learning from the start of the task sequence through each step of the task in sequence, so step two begins only after step one is completed. Each step is first modeled by the instructor and then imitated by the student, although some students will require hand-over-hand prompting followed by "fading" of the prompt as the student exhibits increasing mastery of the step.

Backward chaining begins by teaching the student the last step of the task, first by having the student observe the teacher and then by having the student assist the teacher. After the last step has been grasped (though not yet perfected), the instructor turns to the second-to-last step of the process and continues backward to the initial steps. An example is learning to do laundry: the student is first taught how to remove the clothes from the dryer and fold them, then how to transfer the clothes from the washer to the dryer, and all preceding steps in the process one-by-one in reverse order.

Other effective task analysis techniques include these two approaches:

Discrete trial instruction: The teacher gives the student a short, clear instruction and provides a prompt to help the student complete the instruction, whether by modeling the target response or guiding the student's own response. As the student progresses, the prompt is removed gradually. When the student responds accurately, the teacher offers immediate positive feedback; when the student's response is incorrect, the teacher demonstrates or guides the student to perform the correct response.

Modeling: The student is shown the target behavior and is then instructed to imitate that behavior. Modeling has proven effective in teaching social, play, and self-help skills.

What Is the Purpose of Task Analysis?

The goal of applied behavior analysis is to help people with ASD learn the fundamental skills that will allow them to lead independent lives. Task analysis is one of several methods used by applied behavior analysts to understand and modify a person's behavior.

The Autism Classroom describes task analysis as both "unexciting" and "critical to systematic instruction." The advantages of task analysis over other ABA approaches are explained by Autism Speaks:

Task analysis is easy to adapt to the needs of each individual learner.

The techniques can be applied in multiple settings, including classrooms, homes, and the community.

The skills taught via task analysis are practical in the student's everyday life.

Task analysis can be used in one-on-one instruction and in group settings.

When preparing an ABA program for a student, applied behavior analysts begin by assessing the student's skills, as well as the goals and preferences of the student and the student's family. Age appropriate skills evaluated in the initial assessment serve as the foundation for the student's specific treatment goals. These skills include the following:

Communication and language skills

Social interaction

Self-help (hygiene, healthy living, etc.)

Play and relaxation activities

Motor skills

Academic skills

The primary use of task analysis in ABA settings is to teach activities for daily living (ADLs), as Total Spectrum explains. ADLs are actions that most people complete on a daily basis, such as setting a table for dinner or purchasing an item and asking for change. For people with autism spectrum disorder, however, these skills are especially important as these types of activities serve as the foundation for their independence.

Individuals with autism spectrum disorder gain a better understanding of basic living skills by focusing on the mastery of individual steps in a complex process. Task analysis can be applied to any process that can be broken into multiple steps. Once the steps have been identified and the directions created, instructors devise a learning plan that is customized to the needs and goals of the student. The instruction often relies heavily on visual support tools, such as cards, small replicas of objects, or the objects themselves.

In addition to helping the student with autism spectrum disorder, task analysis can improve the quality of life for all family members. Strong skills in communication, interpersonal relations, and social interactions help enable people with ASD to lead successful, independent lives. Autism Speaks outlines the purpose of task analysis and the many ways task analysis and other ABA approaches benefit individuals with ASD, their families, and their communities:

Task analysis replaces problem behaviors with new skills, so students learn "what to do" rather than simply "what to stop doing."

Reinforcement increases on-task positive behaviors and minimizes negative behaviors.

Tasks that teach self-monitoring and self-control engender skills that are easily transferred to social and job-related capabilities.

Responding positively to a student's behavior prevents unintentionally rewarding problem behavior.

Students are better able to focus on and comply with specific tasks, which motivates them to perform.

By improving cognitive skills, the tasks make it easier for students to learn other academic subjects.

Learning appropriate behaviors in specific situations helps students generalize skills and apply them outside the classroom.

Demonstrating the Task Analysis for Brushing Teeth

Teeth brushing is a daily routine for dental hygiene that most adults perform with little conscious thought, but it is an example of an activity that can be challenging for children with autism spectrum disorder. Behavioral Health Works describes the task analysis for brushing teeth. The teaching begins by reinforcing the reason for the activity: to have clean, healthy teeth.

The next steps may seem intuitive to adults, but the process can be formidable for children who have never brushed their teeth themselves and may fear the sensory components of teeth brushing or making a mistake. By dividing the task into a sequence of discrete actions, children are more confident that they can perform each subtask correctly. Task analysis has been shown to teach these types of skills much more quickly than alternative instruction methods.

Few adults would guess that the relatively simple act of brushing one's teeth is comprised of at least 18 separate operations:

1. Pick up the toothbrush.

2. Turn on the water tap.

3. Wash and rinse the toothbrush.

4. Turn off the water.

5. Pick up the toothpaste tube.

6. Remove the cap from the tube.

7. Place a dab of toothpaste on the bristles of the toothbrush.

8. Put the cap back on the tube of toothpaste.

9. Use the bristle end of the brush to scrub all of the teeth gently. (This step may need to be broken into several subtasks, such as, "Start brushing the teeth in the top left corner of your mouth, then brush the top center, then the top right, then the bottom right," etc.)

10. After brushing all the teeth, spit the toothpaste into the sink.

11. Turn on the water.

12. Rinse off the toothbrush.

13. Place the toothbrush back into its holder.

14. Pick up a rinsing cup.

15. Fill it partially with water.

16. Turn off the water.

17. Rinse the mouth with water from the cup.

18. Spit the water into the sink.

By breaking down the task into smaller activities, students are less likely to feel overwhelmed by the overall objective. However, students with ASD will likely need to master one or two of the steps at a time and then link the separate activities using either forward chaining or backward chaining, as ThoughtCo. describes:

For students who are able to learn multiple steps at one time, forward chaining can be used to link the steps in the proper sequence via modeling and verbal prompts. Once the student demonstrates mastery of the first few linked steps without guidance, the next linked steps of the task can be taught.

For students who lack strong language skills, backward chaining allows the teacher to perform the initial steps hand over hand while naming each step. This gives the student an opportunity to practice each step while simultaneously learning the corresponding vocabulary. Prompting is removed as the last steps of the process are taught, but reinforcement continues until the student has mastered the entire task.

The task analysis for brushing teeth can be facilitated by creating a visual schedule that indicates when the student has completed each step. The student can review the visual schedule before beginning the task, or the schedule can be placed on the counter so the student can refer to it as each step is performed.

Demonstrating the Task Analysis for Washing Hands

One of the simplest and most effective ways to prevent illness - in oneself and in others - is by washing one's hands. The CDC recommends that people wash their hands frequently each day:

Before and after preparing food

Before eating

Before and after treating a cut or wound

After using the bathroom

After blowing the nose, coughing, or sneezing

After touching an animal, animal feed, or animal waste

After handling pet food or pet treats

After touching garbage

The CDC divides hand washing into five separate operations:

1. Wet the hands with clean running water, turn off the tap, and apply soap.

2. Rub the hands together with the soap to create a lather that covers the front and back of the hands and goes between the fingers and under the fingernails.

3. Scrub the hands for a minimum of 20 seconds.

4. Thoroughly rinse the hands under clean running water and then turn off the tap.

5. Dry the hands using a clean towel or air dryer.

However, the task analysis for washing hands breaks down the process into several more discrete steps, as the New Behavioral Network describes:

1. Stand in front of the sink.

2. Turn on the water tap.

3. Run the water over the hands thoroughly.

4. Apply soap to the hands.

5. Turn off the water.

6. Scrub the hands for 20 seconds.

7. Turn the water back on.

8. Rinse the soap off the hands thoroughly.

9. Turn off the water.

10. Dry the hands.

As with the task analysis for teeth brushing, breaking down the complexities of such basic hygiene tasks into smaller pieces helps individuals with autism spectrum disorder to build a chain of learning that completes the overall task when the separate steps are linked together. The forward and backward chaining taught as part of these exercises can be transferred to other social and employment situations.

A Look at Other Task Analysis Examples

The range of applications for task analysis in ABA therapy is limited only by the imagination of teachers and the needs of students.

Accessible ABA highlights the many ways chaining can be combined with task analysis to teach students with autism spectrum disorder using the methods that are most effective for the way these students learn. A task analysis example demonstrating the versatility of this approach is learning how to put on a pair of pants, which may include steps for sliding each foot into each pant leg one at a time, pulling the pants up, and buttoning and zipping them.

Think Psych offers the task analysis example of teaching students with autism spectrum disorder how to eat yogurt, steps for which include opening the refrigerator, taking the yogurt container out, removing the lid of the container, retrieving a spoon from the utensil drawer, using the spoon to eat the yogurt, throwing the empty yogurt container in the trash, and placing the dirty spoon in the dishwasher.

The Autism Community in Action explains how to use task analysis to teach a student with autism spectrum disorder how to fold a towel, which starts by laying the towel flat on a table, taking the top corners of the towel in each hand, bringing the top edge down to the bottom edge, bringing the left edge of the towel to the right edge, smoothing the towel flat, and placing the folded towel in a basket or closet.

ThoughtCo. provides an example of task analysis with backward chaining to help a student learn how to do laundry. The instruction begins when the load of laundry is completed: The student begins by removing the laundry from the dryer and folding it, and after this step is mastered, the student is shown how to set the dryer and push the start button. The instruction works backward step-by-step through the washing and drying process, culminating with lessons on how to sort the dirty laundry and load it into the washer.

Preparing for a Satisfying Career in ABA Therapy

Task analysis and other ABA techniques are part of a comprehensive evidence-based practice that teaches students with autism spectrum disorder the life skills they will need to live independently. Visual presentation approaches and breaking down complex tasks into a series of simple steps are keys to helping children with ASD process information quickly and simply.

Graduate programs such as Regis College's online Master of Science in Applied Behavior Analysis prepare students who are starting their careers or looking to advance in their field. Among the career options available to MS-ABA graduates are ABA training coordinator, clinical supervisor, and clinical director. Graduates often work at outpatient care centers or government agencies, or in private practice.

Learn More About ABA Therapy Strategies

Discover more about how Regis College's online Master of Science in Applied Behavior Analysis degree program helps address the growing need for health professionals trained in task analysis and other ABA methods that help students with autism learn the skills they will need to lead independent lives.
Recommended Readings What Is Autism Spectrum Disorder and What Should Parents and Educators Know? Strategies in Behavior Therapy: Creating a Behavior Assessment Exploring ABA Techniques and Their Role in Treatment Sources: Accessible ABA, "Use Chaining and Task Analysis to Help Your Child with Autism" American Psychiatric Association, "What Is Autism Spectrum Disorder?" Association for Science in Autism Treatment, Applied Behavior Analysis (ABA) Association for Science in Autism Treatment, Behavior Chaining Association for Science in Autism Treatment, Discrete Trial Instruction Association for Science in Autism Treatment, Modeling Association for Science in Autism Treatment, Shaping Association for Science in Autism Treatment, "Teaching Procedures Using Principles of Applied Behavior Analysis" Association for Science in Autism Treatment, Verbal Behavior/Applied Verbal Behavior Autism Classroom, "What You Need to Know About Task Analysis and Why You Should Use It" The Autism Community in Action Autism Grown Up, "Task Analysis as an Evidence-Based Practice" Autism Speaks Autism Speaks, Autism Facts and Figures Autism Speaks, What Is Applied Behavior Analysis? Behavioral Health Works BetterHelp, "Understanding the Antecedent Behavior Consequence Model" Indian Journal of Psychological Medicine National Professional Development Center on Autism Spectrum Disorders New Behavioral Network, Washing Your Hands - Task Analysis Psych Central, "ABC's of Behavior (Antecedent-Behavior-Consequence)" Psych Central, "Shaping, Chaining & Task Analysis with an Example from Everyday Life" Research Autism, Applied Behaviour Analysis and Autism ThinkPsych, Free Resource: Task Analysis Sheet ThinkPsych, Task Analysis for Getting Dressed and Hygiene ThoughtCo., "Chaining Forward and Chaining Backwards" ThoughtCo., "Teaching the Functional Skill of Tooth Brushing" Total Spectrum, Task Analysis of ADL's and Multi-Step Directions U.S. Centers for Disease Control and Prevention, Data & Statistics on Autism Spectrum Disorder U.S. Centers for Disease Control and Prevention, When and How to Wash Your Hands , "Evidence-Based Practice Brief: Task Analysis" , "Comprehensive Management of Autism: Current Evidence" , "Using a Task Analysis to Teach a Child to Brush Their Teeth" , "Applied Behavior Analysis: A Parent's Guide" , "Developing Lifeskills: How to Teach a Skill"

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Task Analysis in ABA Therapy: Strategies and Examples - Regis College Online

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Autism Spectrum Disorder (ASD) is defined by the American Psychiatric Foundation as "a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors." There is a wide range of effects and severity of symptoms experienced by people who are diagnosed with ASD. The U.S.

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Constructing & Interpreting graphs used for ABA

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Constructing & Interpreting graphs used for ABA

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Chapter Focus Questions

What are the benefits of graphic display and visual analysis of behavioral data?

What are the fundamental properties of behavior change over time?

What are the different visual formats for the graphic display of behavioral data? what are the relative strengths and limitations of each visual format?

What are the basic parts of a properly constructed line graph?

What is the purpose of visual analysis?

How is a visual analysis of behavioral data conducted?

Direct and Repeated Measurement of Behavior

Data

Medium with which the behavior analyst works

"Results of measurement, usually in quantitative form"

Empirical basis for decision making

Plural (Data is the plural form of datum and as such we should actually say, "These data are.."

These data are

Data can be displayed in table format as indicated to the left in the Number Correct table, or it can be displayed in a list as indicated in the Percent of Correct Responses Panel to the left and bottom. However, as you can see the data here is not easily accessible in that at a glance you do not know what it is telling you

Alternately, data can be
displayed in a graphic display as indicated to the right and here the data (which is the same data displayed in the number correct table) and the the bottom left (which is the same data displayed in the Percent correct of responses panel) is quite accessible and immediately tells the viewer what they are looking at.

Purposes & Benefits of Graphic Display

Purpose

Primary function communication

Display relationships between dependent variable and independent variable

Summarization of data collected

Facilitates accurate analyses

Benefits

Immediate access to record of behavior

Real-time information regarding variations prompts exploration

Provides judgmental aid
Relatively easy to learn, no predetermined level for determining significance of change, no mathematical properties required

Conservative method

Encourages independent judgment & interpretation

Effective source of feedback

Types of Graphs Utilized in ABA

Line Graph: The line graph is based on the Cartesian plane. (See left for basic line graph example) Two-dimensional area formed by intersecting lines. Points on the plane represent relationships (Level of the dependent variable when specific environmental conditions were in effect.) Comparisons of data points reveals the presence or absence of changes in level, trend, and/or variability

Parts of a Line Graph: Horizontal (X) axis, Vertical (Y) axis, Condition change lines, Condition labels (Phase and condition), Data points, Data path, Figure Caption ( See below for line graph with condition lines, condition labels, etc.)
Line Graph Variations:

Two or more dimensions of the same behavior

Two or more different behaviors

Measure of the same behavior under different conditions

Change values of the independent variable

Same behavior of two or more participants

Bar Graph: The bar graph is based on the Cartesian plane. (See right for basic bar graph example). There are no distinct data points representing successive response measures through time. The function of a bar graph in ABA is for displaying and comparing discrete sets of data that ARE NOT related by a common underlying dimension by which the horizontal axis can be scaled. (An example is the visual summary of a participant or group performance during different experimental conditions). The bar graph provides an efficient summary of data, but DOES NOT allow for analysis of variability and trends in behavior.

Cumulative Record: The Cumulative Record (See below left for example) was developed by Skinner, and is the primary means of data collection in EAB (experimental analysis of behavior). A cumulative record is used, and here the experimental subject draws its own graph (via its response rate). The cumulative record shows the number of responses on the ordinate (Vertical, Y-axis) against the time on the abscissa (Horizontal, X-axis). Display, or visually it is the total number of responses at any given point in time. Relative rates in response, the steeper the slope, the higher the response rate. (Overall response rate /Local response rate) Cumulative Number Correct. Sessions. The thing to keep in mind is that the difference say between a recorder of seismic activity and a cumulative recorder is that in cumulative recording the response never goes down. Only up.
When to use a cumulative graph over noncumulative graph?

Progress towards a specific goal can be measured in cumulative units (e.g., Number of new words learned, quarter saved)

Graph is used as personal feedback (Total progress and relative rate of performance easily detected)

Target behavior can only occur once per observation period (yes/no)

Intricate details between behavior & environmental variables are of interest (e.g., within session analyses)

***All of the Previous Graphs are Equal-Interval Graphs***
Distance between any two consecutive points on each axis is always the same
Increase/decrease in performance expressed by equal distances on the y-axis
Distance between sessions, days, etc. expressed by equal distance on the x-axis

Semilogarthimic charts (Standard Celeration Chart): Also called a r atio or multiply-divide chart. One axis is scaled proportionally, the Y-axis, or the behavior axis. (One remains at equal interval, which is why the chart is semi-logarithmic and not logarithmic which would indicate proportional scaling on both axis). The proportion double response rate, or 4 to 8 is the same as 10 to 20, and 50 to 100 and so on. In other words, all behavior changes of equal proportions are shown by equal vertical distances on the vertical axis.

Standard Celeration Chart:

Developed by Ogden Lindsley

Standardized method for
Charting and analyzing how frequency of behavior changes over time

Not typically used in most settings, but it can be a very precise, robust, and sensitive way to measure progress over time.

(Example below from the Journal of Precision Teaching and Celebration, 19(1), p.. 54. Copyright 2002 by The Standard Celeration Society. from Cooper, Heron, and Heward. (2007). Applied Behavior Analysis.

Standard Celeration Chart & Precision Teaching

Precision Teaching

Instructional decision-making system

Developed for use with standard celeration chart

Position

Chart uses estimations for most frequency values

Scatterplots: Scatterplot charts show relative distribution of individual measures in a data set. Data points are unconnecte d. It depicts changes in value on one axis correlated with changes in value on the other axis. Patterns suggest certain relationships (Sometimes used to discover the temporal distribution of the target behavior)

Constructing Line Graphs

An effective graph presents data

Accurately

Completely

Clearly

Makes visual analysis as easy as possible

Does not create distortion or biased interpretation

Drawing, Scaling & Labeling Axes

Use a balanced ratio between the height and width of the axes

Relative length of the vertical axis to horizontal axis
Suggestions:
5:8, 3:4, 1:1.6 ration y-axis to x-axis

Use a scale break to represent discontinuities in the progression of time (two | | vertical lines on the X-axis)

**Good practice: Plot the data set against several different vertical axis scales-watch for distortion that may lead to inaccurate interpretations**

If relatively small changes in performance are socially significant
Y-axis should reflect a smaller range of values

Brief label, printed, centered to the left and parallel to the vertical axis

Condition Change Lines

Vertical lines

Extend upward

Indicate change in treatment or experimental condition

Solid or dashed lines

Major changes - solid

Minor changes - dashed

Asterisks (*), arrows (->) or other symbols to indicate small changes

Data Points and Data Paths

Place each data point in the exact coordinate of the horizontal and vertical axis

If graphing by hand-use graph paper with appropriately spaced grid lines

Use bold, easily discernible symbols
Use a different symbol for each set of data

Draw data paths using a straight line
The center of each data point in a given data set to the center of the next data point in the same set

DO NOT CONNECT DATA POINTS IF...

Points fall on either side of a condition change line

A significant span of time passed and behavior was not measured

There was a discontinuity in time in the horizontal axis (e.g., school vacation)

It is follow-up or post-check data

Data points fall beyond the valued describe by the vertical axis

Use Different styles of lines for multiple data paths on the same graph

Clearly identify what each data path represents

Figure caption

Printed below the graph

Concise, complete description of figure

Direct viewers attention to features of the graph that may be overlooked

Describe the meaning of any added symbols

Print graphs in one color - black

Constructing Graphs - Using Computer Software

Use with caution

Further information

Carr & Burkholder (1998)

Silvestri (2003)

Interpreting Graphically Displayed Behavioral Data

Visual analysis

Did behavior change in a meaningful way?
If so, to what extent can that change in behavior be attributed to the independent variable?

Identification of

"It is impossible to interpret graphic data without being influenced by various characteristics of the graph itself" -Johnson & Pennypacker, 1993b, p. 230

Visually track each data path

Are data paths properly connected?

Is the graph distorted?

Visual analysis
Within Conditions

Number of data points (minimum of 3 point required to indicate trend, more is better)

Nature and extent of variability in the data

Absolute and relative level of the behavioral measure

Direction and degree of any trends in the data

Level

Value on the vertical axis around which a series of data point converge

Stability
When data points fall at or near a specific level

Median or median lines

Added to represent overall average or typical performance

Use with caution-can obscure important variability

Trend

Overall direction taken by the data path

Direction
Increasing, decreasing or zero trend

Degree

Extent of variability

Trend line or line of progress
Freehand, least-squares regression equation, or split-middle line of progress

Variability/Stability
Frequency and degree to which multiple measures of behavior yield different outcomes
High degree of variability
Little or no control over the factors influencing behavior

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SPED 8013 | Chapter 6: Constructing and Interpreting Graphic Displays of Behavioral Data | Elisabeth M. Cassinari

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Chapter Focus Questions What are the benefits of graphic display and visual analysis of behavioral data? What are the fundamental properties of behavior change over time? What are the different visual formats for the graphic display of behavioral data? what are the relative strengths and limitations of each visual format?

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Fidelity Data Checklist

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Sample Task Analysis Template for Tying Shoes

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Sample Task Analysis Template for Tying Shoes

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From Behavior Frontiers

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From Noodle Nook

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How to Use Token Boards for Positive Behavior in Autism Units

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Systems to minimize challenging behaviors

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Systems to minimize challenging behaviors

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Short youtube video

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What Systems Can Teachers Create To Minimize Challenging Behaviors?

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Special Education Classroom Management Tips | Collab Video!

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Example and explanation of what a SPED preschool classroom looks like

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Fairfax Network - Fairfax County Public Schools

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Small Wonders, Big Gains: The Preschool Autism Classroom

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Example video with Mod/Severe students.

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Small Group Rotations with Moderate/Severe Special Education Students

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On Pinterest

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Free Basic 10 Token Board With Name (With images) | Token board, Token system, Kindergarten behavior management

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Nov 19, 2015 - This Pin was discovered by MyAbilityKit. Discover (and save!) your own Pins on Pinterest

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Have to pay $5.50 for the PDF

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These Token Boards are exactly what you need to start a visual reward system with your students. Are you working on some challenging behavior and not sure how to get a student to do the good behavior and stop the bad? This behavior tool is the answer!

Token Boards - Themed Visual Behavior Modification Token Reward System is an awesome visual that works in almost any classroom! The "I am working for..." token economy board says "I am working for..." with space to Velcro a picture of the chosen reinforcer and space for 3, 5 or 10 markers (variety of tokens available). The student will pick a reinforcer from the pre-made choices of visuals or from a blank you fill in yourself. You can also choose a board that has space for rules to review. While working, the teacher can deliver tokens for time on task, good behavior or correct responses. Once the student gets all the tokens, he/she earns the reinforcer.
This activity is 48 pages and has everything you need to get started including: 1. 26 Different Token Boards

Six (6) 3-Token Boards, approx 1/2 page in size & in a variety of fonts.

Six (6) 5-Token Boards, approx 1/2 page in size & in a variety of fonts.

Ten (10) 5-Token Boards with 3 Rules, approx 1/2 page in size & in a variety of fonts.

One (1) 10-Token Board

One (1) 10-Token Board with 2 Reinforcers

One (1) 10-Token Board with 5 Rules

One (1) 10-Token Board with 2 Reinforcers and 3 Rules

2. 63 Different Tokens

General Theme with 5 Tokens: stars, thumbs up, check marks, trophy, and smile emoji

Superhero Theme with 10 Different Tokens: Ironman, Spiderman, Batman, Captain America, Thor, Wonder Woman, Bat Girl, Hulk, Deadpool, and Wolverine

Star Wars Theme with 3 Different Tokens: C3PO, Darth Vader, and a Light Saber

Kawaii Kittens Theme with 6 different Tokens: Super Kitty, Bubbles Kitty, Space Kitty, Party Kitty, Lion Kitty, and Robot Kitty

Cute Animals Theme with 6 Different Tokens: Puppy, Kitten, Bear, Rabbit, Piglet, and Giraffe

Sports Balls Theme with 6 Different Tokens: Basketball, Soccer Ball, Tennis Ball, Baseball, Football, and Bowling Ball

Dolls Theme with 5 Different Tokens: Brown Bear, Tan Bear, Clown, Pink Dolly, and Blue Dolly

Minion Theme with 3 Different Tokens: Carl, Dave, and Bananas

Super Mario Bros Theme with 10 Different Tokens: Green, Red, Blue, Orange, and Maroon Mushrooms PLUS Super Mario Logo, Mario, Star, Plant, and M Logo

Pac-Man Theme with 2 Different Tokens: Pac-Man and Ghosts

Angry Birds Theme with 5 Different Tokens: Red, Blue, Green, Orange, and Olive Birds

Fairy Tale Theme with 6 Different Tokens: Princess, Frog, Glass Slipper, Dragon, Crown, and Castle

3. 20 Different Reinforcer Icons
20 visuals for common reinforcers including free time, computer, iPad, music, snack, head down, book, puzzle, drawing, video, ball, toy, bubbles, drink, cards, game, special, surprise, iPod, and mirror
4. 30 Different Rule Icons
30 visuals for student rules (words and icons) including feet on floor, sit in chair, work at desk, hands on desk, stay in seat, stay in area, inside voice, quiet, listen, do your best, stay on topic, help others, speak kindly, no hands in pants, no spitting, no hitting, don't hit head, no scratching, no cursing, no touching, stay in class, raise hand, safe hands, follow directions, try it first, use device, share, and kind words

The best part about this tool is the themes give you options to tailor it to multiple students with ease. Or you can go with the one YOU like best (Darth Vader and C3PO maybe) and that can change from time to time. This is a GREAT tool for students with autism, ADHD, cognitive impairments, or even learners who are more visual and need more structure! This can be used for academic or behavioral responses and is useful for teachers, parents, or therapists!
Download the PREVIEW file... Like what you see? Purchase the full activity today and work smarter, not harder!
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This resource was created by Ayodele Jones © 2019. All rights reserved by authors. The materials in this unit were distributed and intended for single use only. The purchaser may reproduce copies for students in your classroom for classroom use only. You may not share with other teachers in your building, district, or otherwise. Redistributing, editing, selling, or posting this item (or any part thereof) on the internet is strictly prohibited. Violations are subject to penalties of the Digital Millennium Copyright Act. Additional licenses can be purchased for multi-use at a discount. Please contact the author at ajones@noodlenook.net.

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Token Boards Themed Visual Behavior Modification Token Reward System

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These Token Boards are exactly what you need to start a visual reward system with your students. Are you working on some challenging behavior and not sure how to get a student to do the good behavior and stop the bad? This behavior tool is the answer!Token Boards - Themed Visual Behavior Modificati...