Integrating ABA Methods in Schools: Supporting School-Age Children
Filmed at Integrating ABA Methods in Schools: Supporting School Aged Children – August 24 & 25, 2017
This workshop focuses on using Applied Behaviour Analysis (ABA) methods to support students with autism from Kindergarten to Grade 12; in particular, those who are moderately to severely impacted by their autism.
While many educators are familiar with early behavioral intervention using discrete trial teaching, the science of ABA has much more to offer teachers who are responsible for the education of students with autism and related disorders. This workshop aims to expand your conceptualization of ABA in ways that are practical in the regular classroom.
Topics covered include:
Creating high quality Individual Education Plans (IEPs)
Review of BC Ministry of Education IEP standards
Introduction to the 4 core elements of IEPs
Instruction and guided practice in developing quality IEP long-term and short-term goals
Collecting practical and useful data as a necessary component of IEPs
Addressing problem behavior
Introduction to 6 types of consequences and how they affect problem behaviours
Introduction to the (4) functions of problem behavior and functional assessment
Introduction to the Competing Pathways Diagram and the structure of positive behavior support plans
Practical classroom strategies for everyday use
Richard Stock, PhD, BCBA-D, Capilano University
Richard Stock, Ph.D., BCBA-D is one of B.C.’s most respected Behavior Analysts. He is highly regarded both as a teacher and a collaborative member of inter-disciplinary intervention teams.
Dr. Stock has been on faculty in the ABA – Autism Department at Capilano University since 2009 and co-ordinator of the program since 2013. He has extensive clinical experience. Since 1999 he has provided behavioral/educational consultative services to children and youth with ASD and other developmental disabilities in home, school and community settings. His scholarly and clinical interests include: ABA, behavioural intervention, knowledge dissemination and inter-disciplinary collaboration, and the application of ABA to education and environmental sustainability. He also teaches graduate courses in ABA as an Assistant Professor at the University of Western Ontario and Adjunct Faculty at UBC.
Introduction to Applied Behavior Analysis
Part 1: Why ABA in the Education of Students with ASD?
Top 10 reasons children with autism deserve ABA
Part 2: What IS Applied Behavior Analysis
How ABA approaches teaching
ABC’s of behavior
Antecedent
Behavior
Consequence
ABC examples
Preschool
Kindergarten
Grade 6
Grade 12
How ABA benefits teachers
Part 3: The Learn Unit
A measure of teaching: The presence and number of learn units is the strongest predictor of effective teaching
Example: teacher’s antecedents
Part 4: Teacher Performance Rate and Accuracy Scale
The Teacher Performance Rate and Accuracy Scale is “…a method of direct teacher observation used in the teacher evaluation and training component of the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) model of schooling. The TPRA builds on the concept of academic engaged time (a measure frequently employed during ecobehavioral assessment) by counting the presence or absence of learn units (interlocking three-term contingencies for both students and teachers) during instruction.” Ross, D. E., Singer-Dudek, J., & Greer, R. D. (2005)
School teachers & Behavior analysts
Teaching & Behavior analysis
Part 5: Top 10 Myths of ABA
Bringing ABA and autism together
Part 6: Transitioning from Home Program to IEP Program at School
Examining the quality of IEP’s for young children with ASD
Issues arising from poor IEP’s
Part 7: Baseline Assessment and IEP’s
How to assess: RIOT
Review records
Interview
Observe
Test
Part 8: Assessing Present Level with RIOT
Part 9: IEP Collaboration: Working Together
Collaborative meeting – features
Preparing for an IEP meeting
Collaboration continuum
IEP writing practices
Questions & Answer period
Part 10: Writing IEP’s – Long-Term Goals
Transitions from high school
Planning for the future
Assessment of Functional Living Skills (AFLS)
Activity: Write long term goals
Part 11: Writing Short-Term Objectives (STO)
Avoid verbs that are not measurable
STO mastery level
STO components
STO wording
Part 12: Strategies and Tactics
Suggested literacy resources
Physical long-term goals
Part 13: Data Measurement
Types of measurement
Anecdotes
Summative
Formative
How to gather data
Part 14: IEP Implementation Checklists
Barriers & solutions for:
Data sheets
Collecting data
Graphing data
IEP Data tips
Part 15: IEP Examples; Functional Assessment and the Four Functions of Behaviour
Skip to 11:02 for Functional Assessment and goals of the rest of the sessions.
Tier 3 supports
7 day Functional Assessment/Positive Behavior Support Training
Part 16: All Behavior Serves a Function
The problems with problem behavior
In the past
The traditional goal: “Behavior Management” techniques
Traditional interventions
The problems with punishment
Potential negative effects of P+ (positive punishment)
See Part 19: Consequences for more on types of punishments
Part 17: Functional Behavior Assessment
Functional Assessment/Positive Behavior Support process
Topography: What does the behavior look like?
Question and answer period
9:35: How do we reconcile the move towards summative assessment for the general population in the new curriculum in BC, when it seems contrary to data-based, formative assessment?
10:57: How do you approach increasing distance with bolting behaviour in a student with autism?
Part 18: Setting Events
Setting Events (SE) are conditions that “set the stage” for problem behavior
Question & Answer period
6:05: What is the likelihood of success if there is little continuity between home and school life?
7:49: How would you approach the issue of a school only allowing a child to attend a small portion of a school day?
Part 19: Types of Consequences
Positive reinforcement
Negative reinforcement
Positive punishment
Negative punishment
Recovery after punishment
Part 20: Extinction
Extincition is a procedure of withholding a previously available reinforcing stimulus, with the subsequent function being a decrease in behavior
Examples of extinction
A caution about extinction bursts
Part 21: Types of Consequences Maintaining Behavior
Activity: Reinforcement & Punishment – Determine the type of consequence maintaining a problem behavior in the examples provided. Ask yourself:
Is something being added, subtracted, or withheld?
Is behavior increasing or decreasing?
Part 22: Goals of Functional Behavior Assessments
Functional behavior assessment (FBA) process
Four functions of behavior
Focus on addressing problem behavior maintained by:
Tangible
Attention
Escape
Part 23: Functional Behavior Assessment
Name that function!
Interview
Observation
FBA process
Part 24: Functional Behavior Assessment (continued)