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ABA_Presentation

Uploaded by

Srinivasan Rajivelu
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Waldwick School District

What is ABA? How do we use ABA in our


schools?
Presented by

Mary D’Amico, BCBA


Kate Polidoro, OTR/L
Allison Kellar, Teacher
Erica Hausch, Teacher
What is ABA?

● Science dedicated to the understanding and improvement of


human behavior
● Behavior Analysts focus on defining behaviors of social
significance
● Data collection occurs to make sure interventions are effective
● Behavior analyst train staff to implement interventions
● Program for generalization and maintenance
Functions of Behavior

● Sensory /Automatic- simply because it feels good!

● Escape/Avoidance- this kind of behavior happens in order to escape or


avoid an unpleasant situation or task.

● Attention- some behavior happens because a person desires certain


reactions from others.

● Tangible- behavior with a tangible function occurs in order to gain


access to a preferred item or activity.
The ABC’s of ABA

● Antecedent- What happened before the behavior occurred?

● Behavior- define behaviors as clearly and concisely as


possible, use a lot of detail

● Consequence- what happens after the behavior occurs?


Types of Teaching

● Discrete Trial Teaching


● Natural Environment Teaching
● Direct Instruction
● Task Analysis
● Visual Schedules
Data Collection

● Decision Making
● Intervention Integrity
● Patterns
Graphs
Graph
Graph

Subject Monday Tuesday Wednesday Thursday Friday

Math

Writing

Reading

Science
Pre- K

● Ages 3-5
● Focus on:
○ Independence
○ Social skills
○ Appropriate play skills
○ Compliance
○ School readiness skills
ABLLS

● Assessment of Basic Language and Learning Skills


● Used as an assessment tool and curriculum or programming guide
● Assists with determining skills the student currently has
● Used as a programming tool to determine goals and areas to address with
students
● 26 Areas of focus
Receptive and Expressive language, Imitation skills, academic areas,
self help skills, play and social skills, and classroom routines
● Normative grid to compare assessment results vs student performance
ABLLS
ABLLS
Visual Schedule

● Definition / overview
● Task Analysis
● Examples
Visuals
Visuals
Preference Assessments

● Used to determine preferred items that may be motivating or


reinforcing to a student to increase behavior

● Also used to determine items that a child has no interest in

● Need to be done frequently - interests change often

● Can be a variety of objects - food, videos, computer time, toys,


etc
Preference Assessments

How do we perform Preference Assessment?


● Ask the learner, parent, family member, other staff members

● Observe the learner


○ Observe items activities that seem to interest the learner

● Formal assessment-
○ Present potential preferences in a structured way and record the
order in which the learner chose each item
Reinforcement Tools

● Token Boards
● First / Then
● Social Praise - high fives, fist bumps, clapping, etc
● Breaks
Elementary ABA

● Grades K-5
● Focuses on goals specifically derived from ABLLS/AFLS/VB-MAPP
assessments and grade level goals:
○ Reading
○ Math
○ Writing
○ Functional/social
○ Self-help
○ Leisure
○ Peer interactions
■ Opportunities for mainstreaming/mentoring
Mainstreaming

Students are given the opportunity to participate in general education


classroom activities.
● Homeroom, academic subject areas, specials, lunch, etc.

This allows students that are receiving ABA services to generalize acquired
skills, create and maintain peer relationships, follow daily routines, and regularly
be a part of a larger group.
Staff Training

● Training is modeled on the principles of ABA and how to accurately


take data
○ Additional training in the areas of: positive behavior supports and
mindfulness/supporting a calm learning environment
● Staff members learn how to graph data and analyze for specific trends.
● Meetings with ABA team members are held daily to review individual
student programs/steps, set changes and modifications
Task Analysis

● In our classrooms we use task analyses to teach skills that encompass


multiple steps.
○ For example, when teaching a student to wash their hands, each step
of the task is analyzed.

Hand washing TA
Generalization

ABA staff members received training regarding generalization from Dr. John
C. Burke from Felician College.
● Generalization is the ability for a student to perform a skill under different
conditions, or apply a skill in a different way.
○ Students receiving ABA services generalize skills throughout the day
both in and out of the classroom
Additionally, Dr. Burke reviewed video modeling and other ways to incorporate
generalization during the initial stages of programming.
How are related services incorporated?

Related services include Occupational Therapy, Physical Therapy, and Speech Therapy Services
Services can be DIRECT or INDIRECT

As an Occupational Therapist, direct service can provide occupational therapy to help develop
foundational skills to achieve program goals
Example: postural strength and control to remain seated in a chair
Example: holding a pencil to write
Example: manual dexterity to manipulate zippers, lunch boxes, etc.

Indirect service works in conjunction with the team members to help develop and consult on
programs
Example: Developing visual motor integration programs to ensure pre-writing sequences are
developmentally appropriate and/or letters are grouped/formed properly
Example: The implementation and incorporation of sensory diets as both reinforcers as well as
to improve sensory processing for increased sensory organization and emotional regulation
What is a sensory diet?

Kids with sensory processing difficulties respond to the environment in a number of


ways. Although each child is unique, there are some common ways of reacting to
sensory input.

A sensory diet has nothing to do with food. It’s a carefully designed series of physical
activities and accommodations tailored to give each child the sensory input they need.
Completing a sensory diet routine can help kids get into a “just right” state, which can
help them pay attention in school, learn new skills and socialize with other kids.

For kids who tend to get overstimulated, their sensory diet can help them come down
from an overloaded state and feel calm. Or kids who feel or appear sluggish can get into
a “just right” state by doing activities that help them feel more alert.
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