Navigation's ABA and Autism

What does it mean to be a behavior analyst or to DO ABA?

Behavior analysts take many different paths to get to the point in their life where they decide to purse behavior analysis as a career. Some take a few psychology courses as an undergrad that have a behavior analytic focus, some want to work in another setting (mental health, nursing homes, businesses, developmental disabilities) and then are exposed to how effective behavior analysis is, and the list goes on. I personally, took psychology classes and was drawn to Cognitive Behavioral Psychology because it was the only type of therapy that seemed effective and I was additionally fascinated with the field of autism. Originally, I didn't want to go to graduate school at the Florida State University to learn behavior analysis, I wanted to learn about how to more effectively work with autistic children. My professors constantly reminded me that I was not in an autism program I was in a behavior analysis program. I consider myself extremely fortunate that THIS was the type of program I was in. Some college programs do not have this focus, they are other programs: special ed, developmental disabilities, general psychology, etc that add in a behavior analytic component. But FSU'S program was a Behavior Analytic program that taught about the various applications of behavior analysis. I am often astounded and baffled when I meet fellow behavior analysts working in the field of autism who literally do not seem to have a clue about behavior analysis. I know that they are well intentioned and probably came from the same path in life as me: working with autistic children. However, they somehow missed out on learning a VERY important component of being a behavior analyst: using behavior analysis to develop programming. Some of the people are "experts" in the Lovaas Method, or Verbal Behavior Approach, or Pivotal Response training, or using the ABLLS but throw something at them that is a little different from how they were originally trained and they have no clue what to do. This is NOT a behavior analyst.

So what does it mean to be a behavior analyst and to do ABA?

First let's start with the definition of behavior analysis:

Behavior analysis is a science that studies behavior. Behavior analysts focus on finding and using the best techniques to increase, decrease, or otherwise change behavior based on the needs of the client/parent.

The theories, principles, and techniques researched in behavior analytic research can be applied to a plethora of settings, populations, and situations. One of my favorite quotes from Dr. Bailey at FSU was "If it moves, we own it." Basically meaning behavior analysts literally can work in any situation where behavior occurs. That doesn't necessarily mean they should or will work in those situations....but they could. Additionally, they should only work with populations in settings where they received training or be under direct supervision of someone who has training in that area. For instance, my primary area of training is with children diagnosed with autism or developmental delays so if I wanted to work in a nursing home, I would need to be supervised by a behavior analyst that has training with this population.

Merging behavior analysis with autism

I have noticed two trends for working with autistic children:

1. A behavior analyst who assesses the child using direct observation, parental report, specific assessments such as the ABLLS-R, VB-MAPP, Lovaas Approach etc, functional assessments, environmental assessments, and any other pertinent information or assessments. The behavior analyst then uses this information PAIRED with the latest research to develop the child's programming

2. A behavior analyst is trained to use a specific assessment/protocol such as the ABLLS-R, VB-MAPP, Lovaas Approach, Verbal Behavior Approach, etc and then the behavior analyst uses this protocol to design the child's programming.

Trend 2 is completely lacking when it comes to actually applying behavior analysis and making use of behavior analytic principles in the child's programming. Someone cannot just use an assessment or protocol that was designed by a behavior analyst or behaviorally oriented person and say they are doing behavior analysis. Conversely, if someone uses a "developmental" protocol or programming protocol that was not designed by a behavior analyst and does not have research to support it; as long as they pull from this programming and apply it in accordance to the behavior analytic research, they ARE doing behavior analysis.

It is important to note that when working with a population such as autistic children, the behavior analyst must become an expert in analyzing behavior and if they are developing the child's programming an expert in program development for autistic children. There are hundreds of programs, protocols, and resources to use when teaching autistic children and if the behavior analyst is developing programming as well as assessing the child from a behavior analytic perspective, then it is on them to learn about these approaches even if they don't use the approaches.

A good behavior analyst will look at a child's strengths and weaknesses and develop the child's programming by:

*Assessing the deficits from a behavioral perspective (do the prerequisite skills exist, is the child attending, is the child motivated, does the material need to be presented differently, are there environmental factors that are impeding learning, etc), *Determining how to make use of the strengths when teaching,

*Draw from the relevant behavioral research, assessments, and protocols AND

*Draw from autism specific resources.

For example if I have a client who is not motivated and not attending to the task, then it is my duty to:

*Determine how to increase the child's motivation and how to increase attending. I will do this by:

*Looking at behavioral research on motivation and attending,

*Looking at protocols/programming that designed for autistic children that have specific ideas/programs for increasing motivation and attending, and

*Assessing the child's lack of motivation and attending to determine where the exact deficits lie (is the child motivated for an item, but loses interest once a demand is placed?, does the child have free access to all items so it is difficult to have the child "work" for an item, will the child attend to preferred items but not common items?,etc).

I would then pull all of this information together to design the child's programming.

Additionally, while working with a child, if the child starts to engage in a novel behavior that is dangerous such as hitting their head, it is my responsibility as a behavior analyst, to analyze why this behavior is occurring. I shouldn't just guess and put forth a general plan for responding to the behavior. I need to collect data and determine what the antecedents and consequences are, I also need to make use of the research when designing the behavior intervention plan.

A Behavior Analyst is...

*A behavior analyst is someone who collects information about a child's behaviors, skills, strengths, weaknesses, and environment

*A behavior analyst is someone who uses information collected from the assessment to develop an individualized plan for the child using behavior analytic principles and techniques

*A behavior analyst is someone who constantly assesses the child and modifies programming based on the child's performance. If a child has difficulty with a task, the behavior analyst immediately determines why and modifies

*A behavior analyst is not automatically an expert on autism

*A behavior analyst is not someone who just uses one protocol, assessment, or approach when working with autistic children. Instead the behavior analyst researches the BEST methods to use with the child based on the research

*A behavior analyst is someone who follows the Behavior Analysis Certification Board's Code of Conduct

*A behavior analyst is an analyzer, modifier, and researcher and this should be reflected in their work.

My basic point for behavior analysts out there is to be a behavior analyst first and foremost. If you took the time to earn your certification, make use of your degree and the knowledge that you have about behavior analytic techniques and principles. If you do not approach your client's programming from a behavior analytic perspective and you get stuck in following a certain approach, protocol, or assessment, then you might as well not be a behavior analyst. On the other hand if you are going to work with autistic children, learn about the plethora of assessments, protocols, techniques, and approaches that are available to you so that you can develop the BEST program for your child.

For more information on what it means to be a behavior analyst, I highly recommend checking out this book: How to Think Like a Behavior Analyst

Posted by Megan DeLeon BCBA at 2/15/2010 8:33 PM | View Comments (2) | Add Comment

Understanding the ABLLS-R part 9: How I do the assessment

This is the last part of the ABLLS-R series for now. When I originally made this document, it was for graduate students who would be using the ABLLS-R with their clients so I finished the document with an explanation of how I complete the assessment. This is the way that has worked best for me but is not necessarily the best way to complete the assessment. I conclude the section with a description of 3 stages of learners I typically encounter and the types of programs I typically do with these learners. Everything is ALWAYS individualized but I use these profiles as a starting point for determining programming. I would like to make it very clear that reading this series DOES NOT replace formal training on the ABLLS-R and that anyone using the ABLLS-R should read the companion guide as well prior to using the assessment. Here is the link for purchasing the ABLLS-R and/or Companion Guide Additionally, what you will find below is all based on my OWN experience. As far as I know there is limited to no research to support my suggestions. I made theses suggestions and provided these explanations based on my experience with how clients acquired skills and what worked best for my purposes. Always remember to invdividualize programming for your child/client and consult the research. The information that I am sharing here is to provide a basic skeleton for people who are not familiar with the sections of the ABLLS. Hopefully after reading this series you will have a better understanding of what skills are targeted in each section of the ABLLS, how to combine goals when possible, and what the typical progression of skills is like for children on the spectrum. "Typical" progression means that typically the skills are easier when done in this order however this is not always true. For instance, sometimes you will have a child who is highly verbal but does not listen well so it is easier to teach them expressive tasks first then receptive. If any providers/parents who read this blog have suggestions on other ways to combine/target/organize goals, please do share

How to Complete an Assessment:

I typically have the parents do the assessment by having them answer whether their child can do the skill or not because it takes too long to go through and do it with each parent. Then as I decide to start programs I will double check the parental assessment if I think the parent either over or underestimated the child’s ability. Sometimes it is obvious when a child does/doesn’t have a skill and sometimes you need to test it first. I also typically tell a parent that certain sections do not to be filled out if their child is not engaging in skills from that program yet such as Section G Labeling if the child doesn't talk or sign.

The grid is filled in by looking at each section and the “tasks” listed. You look at your grid and see the label of the section “cooperation and reinforcer effectiveness” then task label “A1.” It is easiest to fill out the grid if you have a copy of it and hold it while looking at the descriptions in the book.

Look at page 1. The task is A1. We determine the score by looking at the criteria at the end. If the child takes the item within 3 seconds then they have a “2” and you fill in 2 boxes. If they only do it sometimes they have a 1 and you fill in one box. If they do it never. Then they have a 0 and you fill in the o.

Each box represents a “criteria.” You fill in a box for each criteria the child meets in that task. Some tasks have 2 criteria and some have 4.

Each task also has:

Task Name – the name of the task we typically use this as the program label
Task Objective – the point of the task
Question – an assessment question to ask yourself “can the child…..”
Examples – an example of what the task should look like or how it should be presented

Some tasks have targets listed in the back.

Typical Programming for children doing A-H

This how programming of A-H typically progresses for students. Every client should also have play programs, reading, writing, and math as they progress toward stage 3. All of those areas should be incorporated for a stage 3 learner. We will take about more advanced programming later.

Stage 1

Compliance Training – use tasks from the A and C section if child has not acquired skills such as takes preferred reinforcing item. If the child won’t engage in preferred activities with you when asked, you won’t make much progress with new activities.
Mand Training – start with signs if child is not vocalizing, words if child is vocalizing and echoing, signs and words if the child does a little bit of both, and PECS if the child is highly visual but doesn't vocalize or have an imitation repertoire
Attending – A3 and C3. The child should attend to reinforcing items first.
Matching
Motor imitation
Object imitation
Shape sorter
Basic Puzzles

These are all programs that a typical early learner lacks and most of them are prerequisite skills for more advanced learning. Sometimes we may need to incorporate a “sit” program and some other attending type programs if the child has difficulty. You will determine whether to implement all or some of these based on each child. Do not do all if the child is non-compliant and frustrated. Start with tasks the child is most likely to understand.

Stage 2

To determine programming for a middle learner, look at what areas the child lacks the most. Try to focus on tasks from these areas if it isn’t too frustrating. You want to try to even the areas out. Most middle learners will have a lot of receptive programs because you typically need to master those before doing expressive programs

Advanced puzzles
Block designs
Patterns
Sorting
Receptive identification of objects/pictures
Receptive commands
Receptive identification of feature, function class, associated pictures
A few advanced imitation tasks
Vocal imitation
Labeling items/pictures as they are mastered receptively
Fill in songs
Fill in fun activities

Stage 3

An advanced learner is one who has learned all of the basic skills and is ready to start intraverbals and stringing words together

Patterns
Sequencing
Seriation
Mazes
Receptive pronouns, community helpers, actions, prepositions
Receptive identification based on 2 characteristics
Labeling feature, function, class, pronouns, community helpers, actions, prepositions as he masters them receptively
Receptive and expressive identification of body parts
Receptive and expressive identification of emotions
Receptive and expressive identification of adjectives
Personal questions
Fill in feature, function, class, associations
Answering basic WH questions

Some goals need to be mastered in one section first before they can be targeted in another section. Here is the typical progression for adjectives, features, functions, and class:

Adjectives: C24 select adjective vary objects on only 1 dimension G13 label adjective with picture
Function: C37 select by function G15 label item in array of 3 when told function  G24 label function when shown picture  H8 fill in item given function (no pictures) H9 fill in function given item (no pictures)
Feature: C38 select by feature  G12 label feature of object with picture  G16 label item when told feature with pictures  H16 fill in feature given item  H17 fill in item given feature
Class: C39 Select by class G17 label item when told class  G25 label class when shown object G27 label class of set of items H14 fill in item given class H15 multiple responses for a class  H18 fill in class given item

Posted by Megan DeLeon BCBA at 2/14/2010 10:23 PM | Add Comment

Teaching a child to use their words

I have noticed on a few of the list servs that I am on that a lot of parents and providers ask questions about children who are hitting, tantruming, etc because they do not have the words to communicate what they want/need. Sometimes people will focus too much on reducing these behaviors and not enough on increasing functional language and responses. It is very important to teach a child what to do rather than just focusing on what not to do. Children who engage in tantrums, aggression, SIB, etc typically have a skill deficit of: not being able to communicate and not being able to calm themselves, or leave the situation. I highly recommend using Behavior Skills Training (BST) and Functional Communication Training (FCT) to help children acquire these skills. Both of these methods are supported by the research and are used very often by behavior analysts. In this blog I will provide a brief description of each of these procedures with examples. It is important to keep in mind though that the examples I am giving are specific to a particular child and should not be used directly for your child/client. I am only providing them as a model. It is also important to read the research on BST and FCT for yourself in order to better understand the techniques. I have included resources at the end. It is also important for both of these techniques that the behavior is analyzed to determine the function and the areas of deficit so that you are training the child a response that is functionally equivalent. If you think that the behavior is occurring because the child wants out of a demand and you teach the child to ask for a break but really the behavior is happening because the demand is too hard and you don't teach the child to ask for help, then the behavior will probably still occur.

Behavior Skills Training

Behavior skills training is a technique that is used to help people acquire complex/difficult behaviors. This method is frequently used to train employees, parents, and behavior analysts. Research indicates that people learn skills better when the steps used in behavior skills training are followed as opposed to other training methodologies.

Behavior Skills Training consists of these steps:

Explain the steps of the behavior

Have the person tell you the steps

Model the steps for the person either via video or in vivo

Have the person do the steps

Provide feedback and reinforcement

I usually combine BST in this way:
Behavior Skills training + additional practice +prompting + reinforcement

Here is an Example of BST for Calming techniques:

Explain the steps: “ when you something is hard or your are upset you should: 1. use your words 2. calm yourself 3. ask for help”

Have the person tell you the steps: “what do you do when you are upset”

Model the steps “ok now I am going to show you what to do when you are upset” Pretend like you don’t like a worksheet, say “this is hard”, ask for rubs and a break, and then go back to work. YOU DO ALL OF THIS

Have the person do the steps - “its your turn. Show me what to do when you are upset” NOW THE CHILD DOES THE STEPS

Provide feedback and reinforcement - you can video tape and have the child watch her self and point out what she did well and what she needs to do different, you can have a checklist for her that you check off or put smileys next to the steps that she did, etc
Continue to follow these steps until the child is able to do all of the steps independently

This needs to also be paired with:

Additional Practice - throughout the day and session ask the child “show me what you do when you are upset” and reinforce for her doing the steps

Prompting - set up situations that you know upset her and remind her prior to starting the situation “remember what to do when you get upset: 1____ 2______ 3______” present the demand and prompt again “if this is to hard, you can calm down”

Reinforcement - provide reinforcement: smiley faces, longer break from demands, etc anytime the child engages in the appropriate behavior Make sure it is more reinforcing for her to stay calm than get upset. It is ok to give her a change in demands/manipulate the environment for her, for now when she engages in appropriate behavior to express she is not happy. But if she is whining and tantruming you absolutely must not give in to her or manipulate the situation.

Example: You give the child a worksheet and she says “this is hard” and whines a little but chooses a calming technique - it is ok to say “we will do it later thank you for staying calm.” If however she said “this is hard” and had a tantrum, you would HAVE to follow through on the doing the worksheet or at least part of it once she is calm. So that she learns: when I stay calm, I can remove the demand. If I get upset, the demand stays.

Functional Communication Training

The purpose of Functional Communication Training is to teach a more appropriate/functional response to replace an inappropriate response.  FCT has successfully been used to teach a wide variety of responses to children with autism and other communication deficits. It is important to determine the function of the behavior and to choose a response that is appropriate for the child. My example below is for a child that is vocal. However, FCT can be used for nonvocal children as well by teaching them a sign, gesture, or even a response as simple as holding up a card. The response should be something that is already in the child's repertoire so that you are not trying to teach them a whole new response and to use that response during the situations where they typically engage in tantrums, aggression, etc. The response can be shaped over time to a more complex response but always start with a response that is easy for the child.

Steps of Functional Communication Training

Identify the function of inappropriate behavior

Choose a functional replacement (a behavior that serves the same function and is already in the child's repertoire)

Teach the functional replacement (using training trials a few times a day)

Provide reinforcement for replacement behavior and no reinforcement for inappropriate behavior

Here is an example of this process:
Identify the function of the inappropriate behavior

A functional assessment indicated that the behavior functions as an escape from a demand or to indicate that the environment is aversive in some way.

Choose a functional replacement behavior
The replacement behavior for XXXX will be to teach her to request breaks, to indicate when she doesn’t like something, and to indicate when she needs to go somewhere or do something to calm herself down.
Teach the functional replacement
Typically the functional replacement is taught by doing training trials and reinforcing for appropriate responses. For XXXX we will teach the functional replacement by:

Training the use of the skills by purposely presenting situations that we know will trigger XXXXs inappropriate behavior. (more info on this below)
Prompting XXXX immediately when a situation arises where she needs to engage in the appropriate behavior

Provide reinforcement for the replacement behavior and no reinforcement for inappropriate behavior

It is EXTREMELY important that the appropriate responses result in access to reinforcement: ending the demand, fixing the situation, AND access to a preferred item for now (skittle, pop rocks, etc). Additionally, when XXXX engages in the inappropriate behavior, she should NOT receive access to the reinforcement.

Situations to Present

The following are some examples of situations you can present to practice use of functional appropriate communication. You will also follow these steps when situations like this naturally come up throughout XXXX’s day.

Low Preference Demands

Remind XXXX before presenting the demand “if you don’t want to do something, remember you can ask to do it later”

As you start the demand tell her “you can say ‘can I do this later’”

If XXXX says the phrase, tell her she can do it later and provide a time (we will do this AFTER.....) because she does need to do it eventually and provide her with extra reinforcement (candy, a smiley, etc)

If XXXX doesn’t say the phrase and starts to engage in inappropriate behavior offer her choices “XXXX you can say ‘can I do this later’ or you can do this sheet now.”

If XXXX starts to tantrum, follow through with the demand.

Make sure to tell XXXX the phrase “if you don’t want to do something you can ask to do it later” prior to high preference demands too so that she doesn’t think you only say it before a low preference demand

Difficult Demands or making mistakes

Remind XXXX before presenting the demand “if something is hard, remember you can say ‘this is hard will you help me?’”

As you start the demand tell her “you can say ‘can you help me’”

If XXXX says the phrase, help her with the task either by providing help or modifying the task so that it is easier and provide her with extra reinforcement (candy, smiley, etc)

If XXXX doesn’t say the phrase and starts to engage in inappropriate behavior, offer her choices “XXXX you can ask for help or you can do the sheet.”

If XXXX starts to tantrum, continue the demand WITHOUT help. If she asks for help after the tantrum make her do about 5 seconds without help and then help her.

Make sure to tell XXXX the phrase “if something is hard, you can say ‘this is hard will you help me?’” before easy demands occasionally too so that she doesn’t think you only say it before a hard demand.

Aversive Environment/interaction (Situations that are not liked by XXXX)

Remind XXXX before presenting the aversive situation “if you don’t like something, you can say ‘I don’t like that’” and then you can (calming technique)

As you start to present the aversive situation tell her “you can say ‘I don’t like that’”

If XXXX says the phrase, and it is appropriate to stop what you are doing, stop. If it is not appropriate to stop, tell her “thank you for telling me you can (calming technique)” and provide her with extra reinforcement (candy, smiley, etc)

If XXXX does not say the phrase and starts to engage in inappropriate behavior, present her with the choice “you can say ‘I don’t like that’ or you can stay here

If XXXX starts to tantrum, continue the aversive situation and do not provide extra reinforcement. If she says “I don’t like that” after the tantrum, wait a few seconds and then acknowledge.

Make sure to tell her “if you don’t like something, you can say ‘I don’t like that’” during non aversive situations too

This is going to be the trickiest one to do and it is important to provide her with appropriate phrases and a lot of practice. Phrases we need her to learn include: “I don’t like that” “Stop” “Can I leave”
Resources for BST and FCT
SkillStreaming is a program designed to teach social skills/problem solving skills to children using BST. Manuals and videos can be purchased on their website

Miltenberger and colleagues have done a lot of research on using BST to teach safety skills to children. Here is a reference to one of their articles but I highly recommend doing a google search or search in the Journal of Applied Behavior Analysis for Behavior Skills Training.

Miltenberger, R. G., Flessner, C., Gatheridge, B., Johnson, B., Satterlund, M., & Egemo, K. (2004). Evaluation of behavioral skills training to prevent     gun play in children. Journal of Applied Behavior Analysis, 37, 513–516.

A longer explanation of FCT from Reinforcement Unlimited.

A book on using FCT with Severe Behavior Problems by Durand

Articles on FCT:
Carr, E. (1988). Functional equivalence as a mechanism of response generalization. In R. Horner, R. Koegel, & G. Dunlap (Eds.), Generalization and maintenance: Life-style changes in applied settings (pp. 221-241). Baltimore: Paul H. Brookes.

Carr, E., & Durand, V. M., (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.

Durand, V. M. (1993). Functional communication training using assistive devices: Effects on challenging behavior and affect. Augmentative and Alternative Communication, 9, 168-176.

Mirenda, P. (1997). Supporting individuals with challenging behavior through functional communication training and AAC: Research review. Augmentative and Alternative Communication, 13, 207-225.

Sigafoos, J., & Meikle, B. (1996). Functional communication training for the treatment of multiply determined challenging behavior in two boys with autism. Behavior Modification, 20(1), 60-84.

Fisher, W. W., Adelinis, J. D., Volkert, V. M., Keeney, K. M., Neidert, P. L., Hovanetz, A. (2005). Assessing preferences for positive and negative reinforcement during treatment of destructive behavior with functional communication training. Research in Developmental Disabilities, 26, 153-168.

Hagopian, L. P., Kuhn, S. A., Long, E. S., & Rush, K. S. (2005). Schedule thinning following communication training: Using competing stimuli to enhance tolerance to decrements in reinforcer density. Journal of Applied Behavior Analysis, 38, 177-193.

Lalli, J. S., Casey, S., & Kates, K. (1995). Reducing escape behavior and increasing task completion with functional communication training, extinction, and response chaining. Journal of Applied Behavior Analysis, 28, 261-268.

O’Neill, R. E., & Sweetland-Baker, M. (2001). Brief report: An assessment of stimulus generalization and contingency effects in functional communication training with two students with autism. Journal of Autism and Developmental Disorders, 31(2), 235-240.

Posted by Megan DeLeon BCBA at 2/12/2010 9:47 AM | Add Comment

Understanding the ABLLS-R part 8: Section H Intraverbals

I would like to make it very clear that reading this series DOES NOT replace formal training on the ABLLS-R and that anyone using the ABLLS-R should read the companion guide as well prior to using the assessment. Here is the link for purchasing the ABLLS-R and/or Companion Guide Additionally, what you will find below is all based on my OWN experience. As far as I know there is limited to no research to support my suggestions. I made theses suggestions and provided these explanations based on my experience with how clients acquired skills and what worked best for my purposes. Always remember to invdividualize programming for your child/client and consult the research. The information that I am sharing here is to provide a basic skeleton for people who are not familiar with the sections of the ABLLS. Hopefully after reading this series you will have a better understanding of what skills are targeted in each section of the ABLLS, how to combine goals when possible, and what the typical progression of skills is like for children on the spectrum. "Typical" progression means that typically the skills are easier when done in this order however this is not always true. For instance, sometimes you will have a child who is highly verbal but does not listen well so it is easier to teach them expressive tasks first then receptive. If any providers/parents who read this blog have suggestions on other ways to combine/target/organize goals, please do share

ABLLS-R Section H – Intraverbals

Focus: The focus on this section is on basic fill-ins at first then developing advanced conversation.

Skill progression: filling in words in preferred activities  answering personal information fill in feature function and class  answering wh questions naming previously observed events identifying items based on several descriptors describing items conversation exchange telling stories

When/how to implement: This goal can be started when the child is reliably saying or signing for a few items in mand training and/or if you have a child who loves music and already sings. You want to make sure to go in the order listed at first up to about H7. Then you get into feature/function/class. For this area you want to find all of the goals related to feature, all related to function, and all related to class. Progress through each of those in the order described. DO NOT implement these goals until they have been mastered in B, C, and G. Some of them may seem similar but you are presenting the material differently. Make sure to probe these goals though. The more advanced goals will not be implemented with most children until they have pretty much mastered all of the previous sections.

Goals that can be combined:

H10/11/23/24 – all of these deal with answering “what” questions. You can target these at one time by making sure the program has “what” questions from each of the areas described. You do not need to do the number listed in criteria. Shoot for about 25 to start. If the child learns them quickly you can stop. If the child has difficulty and there are other “what” questions you think they should be able to answer then continue with the program.
H12/13/25 – all of these deal with answering “where” questions. You can target these at one time by making sure the program has “where” questions from each of the areas described. You do not need to do the number listed in the criteria. You want the child to answer 50 “where” questions or acquire novel questions within one session whichever comes first. Make sure the child can answer obvious “where” questions first.
H19/20/21 – these all deal with name previously observed items, activities, and people. Combine these and target each one in the same program. This program is often done by asking the child immediately then increasing the duration.

Posted by Megan DeLeon BCBA at 2/8/2010 9:09 PM | Add Comment

Understanding the ABLLS-R part 7: Section G Labeling

ABLLS-R Section G – Labeling

Focus – The focus in this section is teaching basic labeling and then more advanced labels.

Skill Progression- Label items label feature/function/class/etc label two component advanced labels

When/how to implement – If the child is requesting items using signs or words you can implement this program. You will start with labeling reinforcing items then move to common items/pictures. You typically do not want to implement some of the goals in this program unless they have been mastered in B and C first. Sometimes some of our children learn better expressively so if this is the case you can target the G items first then do them receptively. You will progress through this section in the basic order given. If you are targeting a goal that has already been mastered receptively, make sure to probe it first. Some of these goals can be targeted informally like using carrier phrases and stringing labels together. If the child doesn’t pick up the carrier phrases and stringing words together, then you will need to have a program for this.

Goals that can be combined:

G1/2/3/4 – these all deal with labeling items. Start with reinforcing items then move to pictures and objects. You can target the picture and object by having a column for each. Make sure to use items that have already been taught in B and C first then do novel items.
G7/G8 – these both deal with actions. One is label ongoing actions and one is to label pictures. You can do together by having 2 columns and recording mastery of both.
G11/G18/G19/G20/G21/G22/G34/G36/G38/G44/G45 - these all deal with various ways of combining words and using carrier phrases. You can combine them all into an advanced language program and target the different combinations as appropriate. It is typically best to target this informally in the natural environment. A common mistake with these goals is they are taught at the table and lack functionality. When taught this way, the responses often become rote and do not generalize to the natural environment.

Posted by Megan DeLeon BCBA at 2/6/2010 9:36 PM | Add Comment

ABA Myth: ABA is not fun!!!

One of the largest critiques of ABA is that the intervention is not fun. It is rote, boring, repetitive, etc. I once had a parent tell me prior to starting the intervention that her parents were nervous about doing ABA because they heard it was like bringing in a drill sergeant and she didn't want that for her son. I have often wondered why so many people think ABA is not fun, especially when I have read so many articles, seen so many sessions, and talked to so many behavior analysts about working off the child's motivation and having fun during sessions. For this blog I am going to explore some of the reasons why this myth exists, explain why the myth is false, and then provide some resources for making sessions fun.

Why does this myth exist?

1. The first reason this myth exists is because when Lovaas first applied the principles of behavior analysis as an intervention for autistic children, the sessions were very structured, somewhat aversive, and really not fun at all. It is important to keep in mind though that: this study was done back in the 60s and 70s when children were still heavily spanked in schools and the learning culture in general was entirely different from how it is today. Teachers in reg ed classrooms probably didn't have much fun with their students either. Additionally, at the time of the study very little progress had been made in terms of teaching autistic children and almost all people with autism were institutionalized. It is also important to keep in mind that Lovaas merely applied some principles of ABA he didn't use all of the available research. And of course research since the 60s and 70s has come a long long way so ABA has it used today with autistic children or any other population is drastically different in a lot of ways.

2. The second reason this myth exists is because of the way the media, parents, proponents, and other people not trained in behavior analysis portray ABA. I used to think that the reason for this was because they just saw videos or read descriptions of ABA from back in the day related to Lovaas' early work. However, from researching over the past few days I am starting to see that this understanding of ABA is how it is portrayed by people saying they are doing ABA, by videos on Youtube, and even by behavior analysts explaining what they do when working with the children. I personally have learned over the years how important it is to have fun during sessions and I suppose I have been doing naturally for so long that I didn't realize there are still a lot of people not having fun during their ABA sessions. That being said this does not mean ABA is not fun. What this means is that some behavior analysts do not employ the fun, motivational component in their programming. It is also means there are other people who are not trained in behavior analysis and don't keep up with the research, have learned about Lovaas' early work and design programming based on this still.

Why is the myth false?

I just said above that behavior analysts and people saying they are doing ABA are partially responsible for the myth but I still contend the myth is false. How is that possible? ABA is a the application of the science that studies how people learn. ABA in and of itself cannot have the quality of being fun or directive or demanding, etc. Whether or not someone develops an interest in ABA and finds the field itself interesting or boring, is one thing but the applications of the principles cannot be fun/boring. What people really mean when they say ABA is not fun is "the people who ran my child's programming were not fun." Everyone has different ranges of fun behavior: some people are more creative and goofy than others. Therefore, some behavior analyst are more fun and entertaining during sessions than others. This style of implementing programming though can be learned and purposefully created. I am not a creative person, I am sure my play as a child was pretty limited but I have taken the time and effort and broke out of the box to learn how to be more fun and creative. I am still learning and there are other behavior analysts who probably more fun than I am.

The myth is also false because behavior analytic research shows that working off the child's motivation, embedding skills into fun activities, using the child's interests/obsessions, etc leads to faster skill acquisition and less problem behaviors. The code of conduct for behavior analysts set forth by the Behavior Analysis Certification Board requires that we employ techniques based on the literature so the people who are not employing "fun" (working off the child's motivation, embedding skills into fun activities, etc) are technically not employing ABA effectively or following the code of conduct.

My recommendation for parents is to make sure to find a provider who does work off the child's motivation and knows how to have fun. There is almost always going to be some structured time at a table but the amount of time will vary based on the child's needs especially if the child is school aged and is required to sit at a table or desk at school. Even while at the table though it is possible to have fun and the child's interest and motivation still needs to be included.

My recommendation for providers is to stop being rigid and start looking at the research. Just because you were originally trained to do discrete trials at a table, and just because it might be a big harder to "have fun", doesn't mean you can ignore the research and not include this component during your intervention.

Additionally, while research indicates that using the child's interests and working off their motivation is more effective than the therapist choosing, more research needs to be done to determine how to engage the child (what if we cannot figure out what interests the child), and to what extent the intervention needs to be "child led" vs "adult led" in order to obtain optimal learning and skill acquisition. Lastly, research needs to be done on the most effective ways to teach people to be fun and motivating during their sessions.

Resources for "being fun"

The following is a list of resources/ideas that I think are helpful for making sessions more fun:

1. Watch other people who are already playful and fun doing their sessions

2. Incorporate fun things that you use to do when you were a child

3. Trial and error goes a long way and don't give up after the first try. A lot of times I do something with one of my clients and they just sit there. I typically will continue to do the activity throughout the session for a few sessions because the more I expose the child to the activity, the more they tend to like it. If after a few sessions the child doesn't show a reaction, then I stop trying that activity. Also, if a child doesn't like the activity and shows this by crying or moving away, then hold off on doing it.

4. Watch how the parents interact with the child. If you are the one doing the sessions, try to incorporate some of the same fun things that the parents incorporate and/or pair yourself with the parent. Some children love when mom picks them up but not someone else and if you try to pick up the child instead of mom while mom is in the room, the child really does not like this. So it is important to work within the child's comfort zone and interact with the child while doing the activity with the preferred person then slowly transition to them doing the activity with you.

5. I would recommend buying books or reading research by Koegel, Pierce, Schriebman, Charlop-Christy, Carbone, Sundberg, Partington, Jack Michael, Jim Carr, and Robert Schramm (I am sure there are others but these are the ones I know off the top of my head)

6. I would recommend buying books or reading research about: joint attention, pivotal response training, motivation, and ideas for activities to do with autistic children.

7. There are also a lot of books about "building relationships" with autistic children. While a lot of the interventions are not empirically validated, the activities recommended typically are fun and can be incorporated to make the session more fun. The best example I have for this is Relationship Development Intervention. The intervention itself is not research based but when you look at the activities in the book the activities do fit in with behavior analytic research and provide excellent ideas for fun things to do during sessions.

Also see the list I am posting below. Disclaimer: I was sent this list a long time ago with no copyright requirements so I am reposting it because there was nothing to say I couldn't.

Here is a list of ideas from Scott Cross and the folks at UCLA.

Here’s a fun list of silly reinforcing social activities to try with your child. This list goes way beyond a simple “101 ways to praise” type of list, because every child is different and wants different reinforcers at different times. Many aren't as interested in what you say, but in how you say it. Remember that your excitement, smiles, laughter and interest in their success is often what is most important. Rely on engagement with observably effective reinforcers to result in positive motivation. Many of these ideas will work much better after the child has been able to sample them and build some anticipation for you to "do it again." Be sure to look for their reaction and adjust to use the ideas that get a positive response. Vary the exciting actions with quiet, gentle reinforcers, to suit the mood. Don't let these reinforcers go stale. Keep a list of effective reinforcers and rotate them off of the list before the child becomes routinely “bored” with them. They can be brought back several weeks later with renewed enthusiasm. Be sure to use them as reinforcers (the child earns them –) rather than only as entertainment (provided noncontingently to gain their interest).

Basket Airlines! Put the child in a laundry basket and pick them up and fly them around the room as if they are the pilot of a jet plane (with sound effects).
Squirt Gun Attack! Let the child squirt you with a squirt gun. Be sure to act up like you don't want them to get you. Let them chase you around the room.
To Infinity and Beyond! The child is Buzz Lightyear. After hesitating to build anticipation, shout, “To infinity and beyond!” and then throw the child over your shoulder onto the bed.
Paper Spool Surprise! Hide your hand in a large round wrapping paper spool and cover it with a towel. With mock suspense tell the child to look inside. When they lift the towel, push your hand out to "scare" them.
I’m Gonna Eat Your Toes! Shout, “I’m gonna eat your toes!” Take the child’s foot toward your mouth with pretend chomping sounds. Build anticipation with repetition.
Scare Me! Say, “do this” and make a roar sound. When the child does, act terrified and fall off your own chair. Try other silly actions.
Washing Machine Vibrator! When the washing machine is running, go sit on it to feel the vibration. Imitate drone noises to go with it.
The Big Dipper! Hold the child in your arms in front of you and dip forward, lowering the child to the floor. Let them hold on tight while you unpredictably dip and pull. Pretend to drop them and act scared, like you can’t hold them.
Whipped Cream Shower! Have the child decide who gets sprayed with the whipped cream.
Scary Dinosaur Cave! Build a cave with a table and blankets. Sit in the cave to run programs, while Dad stomps around outside like a dinosaur sumo wrestler. The reinforcer is getting to open the blankets and look out at the scary dinosaur.
Confetti Sneeze! Put confetti in a shallow bowl and "sneeze" into it to blow it everywhere. A bonus reinforcer might be to vacuum up the confetti.
Get the Maid! Try to pick up toys while bending from the waist. Let the child push you over whenever you try to bend over.
Whistle Praise! Try to praise with a whistle in your mouth, which forces you to simulate talking with a whistle (or blow-out noisemaker, sound vibrator, guitar amplifier or microphone).
Magician’s Chain! Make a magician's chain of kerchiefs and stuff them all in your sleeve. Let the child pull them out. When will they end? Possibly tie a reinforcer onto the end of the chain.
Wind-up Hand! Wind up your hand like it's a toy - use cranking sound effects - then let it go and flap your hand wildly over the table and child's tickle spots in a flip-flop motion.
Laughter Zone! Bury your head into the child's stomach, burrowing your head in a wiggly way. At the same time laugh and shout, "it's the laughter zone!"
Let’s Not Go Play! When you tell the child, “let’s go play," surprise them by pulling them back to you by the back of their shirt. Do several times. It usually builds a smile and a lot of times when you don’t grab the shirt the child will back up to you to do so.
Tell Me What to Do! Model an instruction to do something silly, and then comply with the child's instruction when they say it. For example, give the instruction, "say, 'walk like a duck.'" When the child says so, start crouching on the floor and struggle around while quacking like a duck. Try other silly actions, like falling down or imitating "Barney."
Train Ticket Tokens! For a child who likes trains, wear a conductor’s cap and punch their ticket as token reinforcement. Print up tickets with a train on them to look like train tickets.
Wake Up! Fall asleep and snore loudly on the child’s lap. Then wake up suddenly for the school bell — "ding ding ding!"
Emotional Clown! Act out silly, exaggerated emotions like sad — with a real sappy "boo hoo hoo" and drip water on your face for tears (all very fake) or happy - with a silly song and dance.
Paper Cup Shower! Poke some holes in a paper cup. Then sit Dad in a chair with the empty paper cup balanced on his head. Pour water into it until…
Keep My Arms Down! Put one of your arms out and when the child pushes it down, make a cranking sound, and raise the opposite one up. If they try to hold both down, raise a foot.
Milk Carton Spray! Punch holes in a milk carton, and pour water into it. Pour water in until the shower starts.
Where’s My Hand! Say, "Give me five" but lose your hand in your sleeve - have child help you find it and then lose the other hand.
Keep It Up! Cooperate keeping one balloon floating in the air.
I’m Pouring! Hold a spring water bottle above the child’s head - tilt ever so slightly in anticipatory way —drop droplet. Fair play, however, is allowing them to get you. But they are usually less reserved about the amount they drop!
Drink from the Squirt Gun! Put juice in a squirt gun to deliver it that way.
Where’d He Go! Take the child's arms in yours behind your back, and then lean over until the child leans on your back. Then pick them up, hanging behind you, and start calling out, “where is (child)?” “(Child’s name)--where aaaarrrreeee you?”
Lost in the Hood! Wear a hooded sweatshirt with a drawstring and make your head disappear as you tighten the string. Ask the child to help to get you out.
Crack an Egg! Crack a pretend egg in their hair. Put the fingertips of your hand together and touch them to the top of the child's head. Then gently bop the top of the hand to simulate "cracking the egg." Then slowly drizzle your fingers down their hair.
Bubble Gum Bubble! Blow a big bubble of bubble gum and pop it with a big pop.
Hand Grenade! Deliver reinforcers like a hand grenade. Instead of giving an M&M, pretend to send it through the air with a whistling sound until it gets to child’s mouth then explodes (i.e. you make an exploding sound). Run from the child and toss the (soft) reinforcer back to them.
Reinforcer Presents! Wrap the reinforcer like a real present. Sustain the anticipation by gradually unwrapping across many trials.
Treasure Hunt! Hide the reinforcer and go on a treasure hunt, giving out clues for each trial.
P-U! Smell the child's feet with a dramatic "P-U" and pass out on the floor. Most children will proceed to put their feet in the proximity of your nose. Then wake up and chase after them.
Break Dance! Put the child on a table or slippery floor for some break dancing. Lay the child’s stomach on the table with their head toward you and feet away. Put your left hand by their feet and your right by their head to generate a pretty good spin.
Foot Flying! Make the child fly on your feet. Then say, “Its Barney’s turn” and make Barney fly on feet, then child again.
Silly Telephone Calls! Make a ringing noise and pick up the telephone and say, "it’s for you, (child)!" Add in silly praise dialog. Alternatively say that you've got to call Mickey Mouse to praise the child's performance.
Face Machine! Have the child push your nose to make your tongue come out, or pull left ear to move your tongue right and vice versa. Have them push your stomach to make you blow air in their face.
Barney’s Working! Make Barney, Buzz, or Woody doll do trials.
Where’d the Tickles Go! Look for the “tickles.” Be surprised, asking, “Where’d they go?" Then find them: "Oh, there they are!”
Intense Edibles! Try out intensely flavored edibles, like red hots, war heads, pop rocks, breath-mints, or taco sauce.
Hide Behind the Table! Turn the table on its side with the legs toward you. Hide until the child stands up to find you and then either roar or act scared.
Stayin’ Alive! Break out your best John Travolta Disco imitation.
I Won’t Drop You! Hold the child, worry and say, “I hope I don’t drop you...” Then drop and catch them pretty low to floor (without letting go) with a, "Whew! Thank goodness!"
Table Tent! Use the table for a tent with a blanket over it; crawl underneath for chasing or quiet hiding.
Cardboard Fan! Swing cardboard in front of the child to create wind.
We’re So Quiet! Sit close to the child and whisper gently next to their ear. Keep it up till they talk back in a whisper. Get a simple conversation going, or just echo each other’s whispers.
Sock Imitation! Put socks on the child’s hands then say, “do this” and clap or other wacky commands.
Banana Ears! Say, "Ohhhhh, you want a (food) in your ear?" "Nooooooo." "In your nose?" "Noooo." "On your head?" "Nooooo." "Oh, in your mouth!" In an unpredictable fashion.
Mr. Froggy! Put the child on your lap and say, “Mr. Froggy’s sitting on a rock, along comes (therapist), and the Froggy goes “kerplop!” Throw the child on couch or beanbag chair. (Or let the child fall through your legs).
Thumb Wrestle! Thumb wrestle by hooking fingers together with the child, with your thumbs on top. See who can trap the other person’s thumb. Do it with both thumbs sticking out a large, stretched-out sock, or through a cardboard wrestling ring.
Puppet Teacher! Have a stuffed puppet praise and tickle the child. Have the puppet give the instructions.
Mandy! Sing Barry Manilow songs with either a good or an outrageously bad voice.
Funky Dancing! Sing and dance to really funky songs. Hold the child in your arms, or on your feet.
Cookie Monster Praise! Practice your imitations of kid show actors, such as Barney, Goofy, or Cookie Monster. Give praise in their voices.
There’s a Monster at the End of This Book! Play with the Sesame Street Book, "There is a monster at the end of this book." Ham up the Grover parts. Use each page as a reinforcer.
Blow Raspberry’s! Give Raspberry’s (blowing and making noises) to the belly or fake tickles kissed to the ticklish part of the neck.
Hair Torture! Lay the child down and gently sweep your hair over their face with “oh, no” or whatever to let them know it is coming.
Pillow Fight! Have pillow fights.
Let Me Draw! Try to draw on paper with the child pushing your hand to wreck the picture.
Motor Cycle Racer! Put the child on your lap, facing away from you, for a motorcycle ride. Use your fists as handlebars and rev up. Go around curves by leaning the child left or right with all important motorcycle sounds. Then crash!
Monster Palm! Draw a monster on your palm. Use the other hand to hold the wrist of monster palm so it can’t get you. However, we all know monster palm is stronger. Elicit the child’s help to get rid of monster palm.
Feed Me! Have the child feed you. Will he smear you?
Shall We Dance! Sing, “shall we dance” from the King and I with the Tango, where you hold the child cheek-to-cheek, then walk one way, then turn your body and cheeks and walk the other way. Freeze and play up the anticipation of lunging to “Shalala… Weeeee… DANCE! Dum Dum Dum!
It’s Time to Mambo! Do the "Mambo," with your best John Candy imitation. Head upstairs to get Dad in on the dance. Dance a chain through the house to get Mom and siblings into it.
I’m Trying to Talk But Nothing’s Happening! Put tape over your mouth and try to talk - or pretend you’re trying to keep your hand from covering your mouth but can’t.
Macarena! Dance the Macarena. Learn all the moves in gross-motor imitation and build it together.
Who Let the Dogs Out! Sing, "Who let the dogs out?" with exaggerated arm motions.
Media Player! Work with the computer on, and Microsoft Media Player turned on. Set it to a song or punch line that the child likes to hear, and click start to play it while the child watches the light show.
Tower Disaster! Set up a tower ten feet away and let the child run at it.
Who Let the Boy Fall! Hold the child up in the air and sing, "Who let the (boy) fall?" (to the tune of “Who let the dogs out?”) While pretending to drop the child.
I’ve Got a Secret! Tell the child, "I have a secret," and when they listen up close, blow quiet raspberries to the ear.
Soft Tickles! Give soft ticklish back, arm, leg or foot rubs by slowly drizzling your finger tips over their skin.
Jump! Sing, “Jump” by Van Halen with a model and jump when the song tells you to.
I’m Shocked! Fall completely over with surprise and shock that the child answered the question correctly.
Car Ride! Line your chairs up next to each other and go for a car ride. Put seat belts on. Checks left and right for traffic, beep the horn, etc.
Electro-Glide! Do a line dance such as the "Achy breaky heart dance."
Blanket Pull! Pull the child by a blanket wrapped around their waist in circles then tease, “Nope we got to go left, no right, no left...”
I’m a Little Teapot! Sing, "I’m a little teapot" and act it out, but have water to tease that you will pour on the child.
Aladdin’s Magic Carpet! Put the child on a towel or blanket and pull them across floor.
Chest Vibrator! Hit the child’s chest gently with your palms while they vocalize so they can hear the funny reverberation.
Kick the Can! Play kick the can by racing to be the first one to kick the can over. The child doesn’t know which trial you’ll let him go on, so you’ve got a head start. The anticipation of trying to race you keeps his attention. (But don’t cheat by going when he’s not attending!)
Water the Plants! The child helps water plants with a small pitcher.
Imitate the Child! The child says, "Uh" and puts their hand on table and you imitate. After a while the child realizes he can run the show in reinforcement.
Elevator Rides! Pick the child up - “First floor!” - Higher - “Second floor!” - “Do you want to go to the third floor?” Then, “Oh no! The elevator is going sideways!”
Chair Rides! “Fasten your seatbelt! Hold on to the chair!” Begin to lift chair off ground slowly. Then take off like a racecar!
Chair Tipping! “Fasten your seatbelt! Hold on to the chair!” Tip back just a bit at first. Next time a bit more, unpredictably.
Music Video Shots! Set up a music video on the VCR. You control the remote to dole out parts of the song as a reinforcer.
Butterfly Kisses! Put you eye next to their cheek and blink your eyelid onto it.
Piggyback Ride! Go some place fun (imaginary!). Watch out for the potholes in the road! Weave around drunkenly. Run unexpectedly. Be sure to bounce the child on your back.
Hand Spiders! Run your hand around on the table like spiders. Then let the child SPLAT them. Run at him and crawl onto him, if he’ll let you.
Removing body parts! “I got your nose (holding your thumb between two fingers, to look like a nose) - I’ll put it in my pocket - want it back?”
Big Bear Wants In! Stuff stuffed animals down the back of the child's shirt, up the pants leg, in the sleeves.
The Big Spin! Pick the child up by the armpits for a big spin (don’t fall over!).
Pump Me Up! Say, “It’s time to pump me up!” Mimic two-handed bicycle pump while inflating your cheeks. Now you can’t talk, but hold the child's hands and have them POP your mouth. You can also mime inflating your entire body by slowly lifting up onto your toes, and expanding your arms and stomach (in rhythm with the child’s pumping action).
Hot Hands! Place the child's hands on yours. They have to pull them away before you can gently slap them.
Choosing Firsts! Take turns putting your hands hand over hand over hand over hand with the child - flat or on a pole, as you would do when choosing ‘firsts’ with a baseball bat.
Science Tricks! Baking soda dropped into vinegar makes a nice fizz volcano!
Cornstarch! Play with cornstarch and water. It makes a terrific tactile effect.
Musical Chairs! Play musical chairs, marching, or silly dancing and then FREEZE when the music stops. Be impressed by the child’s frozen poses.
Magic Tricks! Pull a candy out of the child's ear. Transfer a reinforcer magically from one hand to another closed fist (the child doesn’t know you had it there already). Or even into a sealed container (where it already was).
The Glomulator! Draw buttons on paper, have him press one - it makes you “glom” (make something up!) press another one, you stop, another, you hop. The child never knows quite what will happen.
Horsy Ride! Ride the child on your back while you crawl on all fours. Be sure to vibrate the child. Try a bucking bronco ride, or just a very gentle ride.
Echo Cup! Blow or say silly things into a cup to hear the echo.
Why Are You Stomping! Hold the child's ankles and gently stomp their feet on the floor. Or stomp onto your feet, and complain, "Ouch!"
Pavarotti! Sing lines of a favorite song, especially with a bombastic silly voice.
Earthquake! Shake the child's chair like an earthquake.
Creep-a-Mousey! Crawl a “mouse” hand up the child's leg, tummy, and arm and then quickly tickle them under the chin while making sounds that indicate, “I’m coming to get you…”
Massage! Practice gentle or pressure massage the way the child likes it.
Train Ride! Line up the chairs, one behind the other and go for a train ride. Who’s the engineer? Who’s in the caboose?
Go Swimming! Manipulate the child's arms and legs so they are “swimming” or doing a “cheer".
Blast Off! Turn the chair into a “rocket” which lifts off after a countdown.
Musical Bounces! Sing silly songs while you bounce the child on your knee.
Singing Your Song! Sing songs using the child's name within the song. Imitate a favorite character as you sing.
Puppet Nibbles! Use a puppet to nibble on toes and fingers.
Secret Joke! Whisper something silly in the ear.
Eskimo Kisses! Rub noses with the child or on their cheek gently.
Human Broom! Hang the child upside down and pretend that they are a broom.
I’m a Real Character! Imitate lines and characters from the child's favorite movies or cartoons, i.e. Pumba saying, “Hakuna matata,” Donald Duck saying, “That was just wonderful,” or Curly saying, “I’m trying to think but nothing’s happening!”
Kissing Machine! Have the child push an imaginary button to turn on a “kissing machine.”
Chase! Play chase games, especially when on the way outside or to a favorite activity.
Jack-in-the-Box! Crawl into a large box and pretend to be "jack-in-the-box." "Pop goes the weasel" is a great song for this.
Lady and the Tramp! Suck strands of spaghetti quickly into your mouth.
The Big Sneeze! Fake a long build up into an exaggerated sneeze.
Commando Attack! Plan a commando attack on Dad. Sneak up and throw water at him.
The Pokemon Polka! Dance to Weird Al's Pokemon Polka. Try to sing as fast as he does.
Rubba Ribs! Tickle the child's ribs by rubbing your knuckles on them. Say, "Here comes the big one! Rubba Ribs!"
Domino Disaster! Set up a domino chain to knock over.
Balloon Chase! Blow up ten balloons and chase them all around the room simultaneously, with lots of laughter.
Calling Daddy! Call Dad for praise on an intercom or walkie-talkie.
Nesting Rewards! Place a treat inside multiple nesting boxes and lift each as a reinforcer.
Adjective Search! Teach colors or other adjectives by hiding a reinforcer under one of many colored boxes. Tell the child, "It is under the "red" one, for example. In this way, the child is motivated to find the correct color to find the reinforcer more quickly. This works for other adjectives as well.
Hide and Seek! Have someone hide and go find them. They can leap out to "scare" the child.
It Wasn’t Me! Simulate the sound of passing gas, and act embarrassed.
Go Ahead and Get It! Cut two holes in each end of a box. "Secretly" put one hand in the box. Then drop a reinforcer in the box with your other. Let the child reach in to get it, but grab their hand when they do.
I’ve got ya! Trap the child in your legs and let them struggle to get out.
Jumping Animal! Squeeze a wet foam animal tightly into your hand and open it to let it spring out to the child.
Pan Parade! Hold a parade with pots and pans.
Garden Hose Surprise! Spray Dad outside with a garden hose for each correct trial. Go outside to do the trials.
Dryer Time! Have child sit on the dryer while it is running.
It’s Coming Baack! Hang a soft toy from a long rope and let the child hit it away from them. "It's coming baaack!"
Dancing to Ernie! Get a mechanical musical toy (Ernie, or the fish, or the sunflower) and dance to its song.
Chattering Teeth! Get chattering mechanical teeth and throw them on the table by surprise.
Watch it Go! Set up a remote control car and tell the child to "look at the car." When they look, turn it on to reinforce compliant eye contact. When they turn away, stop the car, and repeat the instruction to turn it on again.
Get Her! Tie a stuffed animal to a string and place it on the table. Let the child race you to grab it before you yank it off the table and vice-versa.
What’s So Funny! Find a suction toy that will stick to your forehead.
I’m Batman! Give praise while wearing a new mask.
Bombs Away! Drop water balloons from the second story.
Hula Dad! Have Dad dress up in a grass skirt and lei's and dance the hula for the child.
The Limbo! Set a broom handle across two chairs and do the limbo to Caribbean music.
Ham It Up! Do your favorite silly actions and noises from your childhood

Posted by Megan DeLeon BCBA at 2/6/2010 10:28 AM | Add Comment

Understanding the ABLLS-R part 6: Section F Requesting

ABLLS-R Section F – Requests

Focus: The focus of this program is teaching the child to make basic requests then more advanced requests.

Skill Progression: indicates wanting an item request items with item present and prompt request item with item present request item without seeing item request missing items/request actions/requests help requests using a sentence requests using descriptive requests information/future events

When/how to implement: This area is almost always targeted first in a program using mand training. It will depend on the child whether you use signs, vocalizations, or PECS/Visuals. Always start with just having the child request the item by labeling it. As the child reliably requests the item using the label, you can shape the request into a sentence and start requiring more descriptive mands. When teaching requests for information you will need to set up situations that would require the child to use WH questions and prompt heavily. It helps if the child can read at this point because you can use cue cards. Some examples of how to do WH questions:

What is it? – show child an item they have never seen before and say “Look” and then prompt the child to say “what is it” only reinforce and tell the child what it is if they ask without a prompt. Make the item something interesting.
What is it? – hide something in a box or your hand or pocket and say “I have something for you” then prompt “what is it” only reinforce and tell the child what it is if they ask without a prompt. Make the item something interesting.
Where is it? – hide a preferred item and tell the child “get your (item)” prompt the child to say “where is (item)”
Where is it? – ask child to get you an item that is not visible “can you get my (item)” prompt the child to say “where is (item)”
Who is it? – have someone knock on the door and prompt child to say “who is it?” have the person on other side have a preferred item some of the times
When – tell the child you are going to do something fun but not yet prompt the child to say “when will we do it?”
When – when the child asks to do something say “yes but not yet” prompt the child to say “when will we do it?”
How – give the child something interesting but hard to do like new toy or game prompt the child to say “how do I do it.”
How – tell the child to do something silly using a made up word or phrase and prompt the child to say “how do I do that?”
Why – tell the child how you feel and prompt them to ask “why” make your emotions very exaggerated
Why – tell the child you really like something and prompt them to ask “why”
Which – have some similar items on the table like different pens and tell the child to get you one, when they reach for one say “no not that one” and prompt them to say “which one?”

Goals that can be combined:

F2/3/4/5/6/7 – all of these deal with first teaching the child to request and fading out the prompts. The last one is eye contact which we should always be targeting. Target each goal by changing the reinforcement criteria as the child meets each goal.
F16/17/22/23 – these deal with using descriptors you can target these informally by prompting the child to include these as they start manding more reliably or formally by having each be a target in a program.
F19/F20/F21/F24/F25/26/28 – these deal with requesting information. Combine into one program and target each.

Posted by Megan DeLeon BCBA at 2/5/2010 4:54 PM | Add Comment

Understanding the ABLLS-R part 5: Section E Vocal Imitation

ABLLS-R Section E – Vocal Imitation

Focus: The focus of this section is on basic vocal imitation then advanced vocal imitation.

Skill Progression: imitating basic sounds imitating sound combinations imitating words matching the model exactly imitation of phrases imitation of number sequences repeating a message to a person/spontaneous imitation.

When/how to implement: This program obviously cannot be started unless the child is making vocalizations. The program can be implemented with basic sounds if you start using the sounds the child already makes. It is very tricky to implement and hard to reinforce. We typically informally target imitation during mand training first. Once the child is making sounds/words reliably for preferred items then you can target sounds. Some clients do better with sounds and some do better with words start with what you client does better with. Vocal imitation may be an ongoing programming in order to improve articulation of words as the child has difficulty with annunciating them.

Goals that can be combined:

E1/E3/E8/E9/E10/E12 – all of these goals focus on imitation of sounds or words. They can be combined in a vocal imitation program. For targets use the resources listed above, resources from the speech teacher, and work on sounds/words you hear the child have difficulty with. Always start with sounds/words you hear the child say then move onto novel sounds/words.
E2/E4/E5/E6/E7 – These all focus on advanced imitation of sounds. You might want to target these before targeting words if you have a client that has difficulty saying words. Each goal can be a target in an advanced imitation of sounds program. A lot of the children probe out of these goals.
E15/E16/E17 – These focus on advanced imitation of sounds and words. You want to wait to target these until the child is reliably imitating a variety of sounds and words.

Posted by Megan DeLeon BCBA at 2/3/2010 8:46 AM | Add Comment

Convincing your school to allow ABA

A parent asked me for advice on how to convince a school system to use ABA so I am going to attempt to answer that question in this blog.

I have to admit that this topic is not something that I am in any way an expert on. I have attended a Wrightslaw Workshop and read some of his books and materials on his web site. I lived in Florida the past few years and the school system in Bay County had two BCBAs working for their Autism Program and their classrooms were set up using the principles of behavior analysis so I don't have much practice convincing schools to use ABA. My recommendations are going to be based mostly on opinion with a few resources sprinkled in.

My first piece of advice is straight from Wrightslaw but also from my own experiences over the years: BUILD A RELATIONSHIP WITH THE SCHOOLS. The old saying "you get more bees with honey" is so very true. I know it can be tempting to go into meetings with the school on the defensive and with an attitude, but I can guarantee you this will probably not get you anywhere! Instead go in with a smile on your face and ready to listen to what your school is offering. Praise them for all of their hard work (even if there hasn't been much hardwork) and make a lot of statements such as "I am so happy that you have my son's best interest in mind" "You all are wonderful for what you do, you have such patience" etc This will help when trying to make your point later.

The next piece of advice I have is: HAVE YOUR DATA READY. Hopefully you have already been receiving some ABA before starting school or at least while in school. It is very important for you or your behavior analyst to have the raw data and a nice data summary of skills mastered since starting ABA. An ABLLS-R grid or VB-MAPP grid would be nice too in order to show skill progression. A nice way to summarize the data would be a cumulative graph of skills mastered by month or week. If you need help making this graph please let me know. Another nice summary of data would be anything showing reductions in behaviors such as tantrums. There are two reasons for having data: one it is hard to argue with data it is very objective. The second is the schools are required by law to use evidence based methods so if you have data to show this method is working for your child, and you say you would like for these same methods to be used in school because of the "data based decision making requirement."

I also recommend following all of the tips set out by Wrightslaw in the book From Emotions to Advocacy. Pete Wright and his wife have been working in this area for a long time and their book is based on their experiences with the schools so it only makes sense to follow their recommendations.

My biggest recommendation is to try breaking things down a bit. Maybe the school has already been resistant to ABA or maybe they have misconceptions about ABA or have no idea what ABA is. It might be more helpful to recommend techniques rather than asking directly for ABA. For instance, request that your child's IEP goals be derived from the ABLLS/VB-MAPP (you could tell the school that you were looking up IEP goal developing resources and came across the ABLLS/VB-MAPP or you could offer a few of your own IEP goals looking at the ABLLS/VB-MAPP yourself or having your behavior analyst make recommendations. It is important if you do this though to share the ideas with the team prior to the IEP so they don't think you are springing it on them and if the school is really resistant you might not want to say how you came up with those ideas) or that your child receive access to preferred items contingent on performance (typically this would be called reinforcement) or that your child receive assistance and have tasks broken down (prompting and shaping). It might be much easier to directly add in notes/parent requests like this then to ask for an overhaul of their system. If they see these things working, it might also help for some buy in for future additions of ABA methodologies.

I would also recommend referring them to the following reports/resources that show that ABA is THE established method for teaching children with autism. Because of the data based decision making requirement showing them these resources will help. Some suggestions on how you could bring these up "I know you all have (child's name) best interest in mind and I recently came across these reports that detail which autism interventions are effective and which ones are not. I thought they would be helpful for you all when deciding what interventions to use. I know you have to use data based decision making so hopefully these reports will help you all to decide what methods are evidence based. Who knows the reports might even help the school district to avoid law suits in the future ***don't say that if you are planning on suing the school and/or make sure to say it in a joking tone!***Here are the reports:

Maine's Report

National Autism Center's Standards Project Conclusions

National Autism Center's Standards Project Overview

National Autism Center's Standards Project Full Report

National Autism Center's Evidence Based Practice and Autism in the Schools ***I haven't read this yet but it is probably the best one!

I would also recommend this book for yourself and teachers because it lays out what methods are necessary for autistic children to thrive in the classroom. While you can't force the school to use ABA, they do have to use evidence based practice and this book is another summary of what practices are evidenced based for autistic children. Educating Children with Autism

If you all have any behavior analysts in the area, I would also recommend seeing if any of them would do a free workshop for teachers where they show videos and basic techniques in order to get some more buy in from the school system.

Those are my recommendations. I hope they are helpful. I will leave you all with this Success story from Wrightslaw about how one mom was able to get ABA for her child from the schools. Also, if you have any specific questions related to this topic, please feel free to ask and I will give my input on the more specific questions as well.

Posted by Megan DeLeon BCBA at 2/2/2010 7:02 PM | View Comments (2) | Add Comment

Understanding the ABLLS-R part 4: Imitation

ABLLS-R Section D – Motor Imitation

Focus: Teaching basic and advanced imitation skills. Imitation is a skill learned very early on by typically developing children and it is a prerequisite skill for learning a lot of other skills.

Skill Progression: basic imitation imitation of facial/mouth movements  advance imitation matching model exactly  imitation of sequence of actions/combining imitation with vocals spontaneous and delayed imitation

When/how to target: A basic imitation program for motor movement and object imitation should be included at the very beginning of programming. More advanced imitation skills can be targeted as soon as basic imitation is mastered but only if the child attends well. Sometimes the child also needs to be tested to see if the more advanced imitation is frustrating. If it is you want to hold off on teaching it for a few months, and then try to introduce again. Also, make sure to use the phrase “do this”. The biggest mistake I see with this program is the instructor saying the action “clap” or “push car” instead of “do this.” If you tell the child what you want him/her to do, then the child might not even be attending to your movements. The child might just hear the phrase and do the action. The whole point of imitation is for the child to attend to a model and then imitate. You want them to learn that the phrase “do this” means do what I am doing.

Goals that can be combined:

D1/2 – Both of these target imitating with objects. The first is in isolation and the second is with discrimination. You can either have a column on the program sheet for mastery of both ways or you can have it understood in the program protocol that targets start in isolation then are put in discrimination before being mastered. Some children don’t need the isolation portion. Doing in discrimination means you have the object and 2 other objects so the child has to watch what you do with the object and discriminate from the field which object to use. It is important that your objects are identical at first to make discrimination easier. For instance, if you are doing imitation of pushing a car; you should both have the same exact car.
D3/4/5/9 – these all deal with imitation of different body parts. Combine them into a motor imitation program and make sure to target a variety of movements. Use movements that are distinctly different at first. For instance clapping and stomping because these movements involve different parts of the body.
D10/D11/D14 – these all deal with facial and oral movements. Combine into one program and target AFTER body part imitation is mastered unless you have a child who spontaneously imitates facial movements. A mirror is often helpful for this program.
D12 – this isn’t combined with anything but its fine motor skills and typically you want the child to be able to do the movement but do it a few times in a row to build endurance. So instead of touching pointers together have the target be touches pointers together five times. Then you would say the child scores correct if he will follow the instruction “do this” touch pointers 5x in a row.
D6/D15/D16/D17/D21/D22 – These all deal with advanced motor imitation. They can be combined into an advanced imitation program and each goal can be targeted as a target in the order of the ABLLS.

Posted by Megan DeLeon BCBA at 2/2/2010 7:14 AM | Add Comment

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What does it mean to be a behavior analyst or to DO ABA?

Understanding the ABLLS-R part 9: How I do the assessment

Teaching a child to use their words

Understanding the ABLLS-R part 8: Section H Intraverbals

Understanding the ABLLS-R part 7: Section G Labeling

ABA Myth: ABA is not fun!!!

Understanding the ABLLS-R part 6: Section F Requesting

Understanding the ABLLS-R part 5: Section E Vocal Imitation

Convincing your school to allow ABA

Understanding the ABLLS-R part 4: Imitation

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