Weeks 5-6: Intervention planning/program development components Sheri Kingsdorf, Ph.D., BCBA-D Operational Definition Practice ▧ Everyone did a nice job on section 2 of the intake report. However, I see that operational definitions can still be a challenge. ▧ So let’s start with this practice. ▧ Then discuss. In this week’s class you will: ▧ Select intervention strategies for behavior change and skill acquisition targets that are based on functional assessment data and incorporate them into the intake report. ▧ You’ll need: ○ Week 5-6 report template & example. ○ Part 3 instructions. ○ Blank LTO. ○ Lots of example docs to come… Starting with challenging behavior strategies….. Antecedent Based Strategies ▧ Noncontingent reinforcement ○ As access ○ As attention ○ As escape ▧ High probability (high-p) request sequence ▧ Functional communication training (FCT)/DRA/other DR procedures ▧ Manipulating motivating operations (EO and AO) ▧ Adding or removing SDs or cues for the behavior ▧ Adjusting response effort Instructions - Model - Practice Instructions - Model - Practice Antecedent-based strategies: The strategy of manipulating motivating operations, by creating the abolishing operation for escape, will be used prior to JR participating in a group-work environment. A high-p/low-p sequence, as a self-managed schedule, will be used during group-work time to target JR self-managing his participation in work tasks. Later elaboration… Manipulating motivating operations: For 30 minutes prior to group work time, JR will work in the resource room and be allowed to escape non-contingently during that time. High-p/low-p: During group work time a visual schedule will be used to show a sequence of work tasks that are structured to alternate between more and less preferred work tasks. JD will be involved in the self-management/creation of the schedule. Take a moment to look at your case and PRACTICE by writing one sentence about a possible antecedent strategy. ▧ Extinction ▧ Punishment procedures ○ Response cost, time-out, overcorrection, guided compliance, response blocking, etc.. ▧ Reinforcement contingencies for desirable behaviors Consequence Based Strategies Instructions - Model - Practice Instructions - Model - Practice Consequence-based strategies: When the challenging behavior of non-compliance is emitted an extinction procedure will be used. Later elaboration…. Extinction: When a task demand is presented and JD is non-compliant the task demand will remain in place before access to reinforcement is allowed. The task demand can be carried over into another setting (e.g., resource room or sent home). Take a moment to look at your case and PRACTICE by writing one sentence about a possible consequence strategy. Instructions - Model - Practice Instructions - Model - Practice ✓ Functionally equivalent replacement behavior: ○ Manding for a break, help, or task reduction when presented with a direction in an academic or non-preferred activity. ■ Teaching procedures (not necessarily needed in this section): ● During sessions in the resource room the teacher will create at least 10 opportunities (directions within a non-preferred activity). ● After the direction the teacher will immediately provide the echoic prompt for the mand, and consequate the mand (by providing a break, help, or task reduction, as aligns with the current target). ● Collect data throughout the session on: ○ Compliance ○ Non-compliance ○ Echoic mand ○ Independent mand Take a moment to look at your case and PRACTICE by writing one sentence about a possible functionally equivalent replacement behavior. Writing Goals & Objectives ✓ Goals are: ○ Typically broad areas of need. ○ They are statements about the direction that it is desired for the behavior to change. ○ Behaviors are not defined. ○ Criteria not specified. ○ Goal examples: ■ Sam will decrease tantrums. ■ Matthew will elope less. ■ Alex will transition without aggression. ■ Michael will comply with one-step directions. ✓ Objectives are: ○ Statements that identify a proposed change in behavior. ○ Clearly describe a level of performance and serve as a basis for evaluation by specifying: ■ Level of independence. ■ An observable target behavior. ■ The antecedent presentation/conditions. ■ Criteria for achievement. ○ Example: ■ When presented with various task demands during a 2 hour center-based session, child will decrease his task avoidance behavior (e.g., eloping from the table, swiping materials to the ground) to 1 or less occurrence per session, across 2 consecutive sessions. Instructions - Model - Practice Instructions - Model - Practice ✓ Challenging behavior reduction goal/objective: ○ Reduce noncompliant behavior in the school setting. ○ During a one hour observation in the school setting, when presented with a direction from an adult during a non-preferred activity JR will engage in 1 or less occurrence of noncompliant behavior. ✓ Replacement behavior increase goal/objective: ○ Increase appropriate mands in the school setting. ○ During a one hour observation in the school setting, when presented with a direction from an adult during a non-preferred activity, the appropriate establishing operation for escape, JR will emit an appropriate mand for escape from the independent work task (e.g., request for a break, help, or task reduction) in at least 8/10 presented opportunities. ○ Shaping work completion (in the skill building section). ■ Increasing amount of work completion ■ Increasing amount of time trying to complete the assignment independently before asking for help ■ Decreasing the number of break opportunities used per session ▧ Behavior ▧ Applied ▧ Technological ▧ Conceptually systematic ▧ Analytic ▧ Generalization ▧ Effective Remember these? ▧ Rewrite the operational definition ▧ Adjust the target behavior (reprioritize) ▧ Make the plan/goals/objectives more detailed ▧ Change your intervention strategies ▧ Make plans for new data collection and analysis procedures (think about the decision protocol) ▧ Make generalization strategies teaching strategies ▧ Consider what is needed to reach the level of effectiveness (e.g., targeting prerequisite skills) Can your grandmother run this program? What’s missing? Technological … DETAILS NEEDED The program sheet LTO: The objective created from the goal of reducing task avoidance behavior Probe: Plan for collecting the baseline data STO: The breakdown of the overall larger objective- think of it as the successive approximations to the terminal behavior Conceptually Systematic Interventions related to the antecedent... ✘ Noncontingent reinforcement (NCR) ✘ High probability (high-p) request sequence ✘ Functional communication training (FCT)/DRA/other DR procedures ✘ Manipulating motivating operations (EO and AO) ✘ Adding or removing SDs or cues for the behavior ✘ Adjusting response effort Instructions - Model - Practice Creating Technological Behavior Programming ➢ Use your target behavior (or another one of interest if not applicable) to: ◻ Complete the program/LTO sheet template to develop the programming for the behavior and the intervention of ______. ◻ For the LTO box: ◻ Use a format similar to: When presented with (the antecedent condition) _______________________________ child will (the behavior) __________________ for (criteria) __________________________. ◻ For the targets box: ◻ Consider the number of anticipated short term objects, and the targets in each (e.g., successive approximations to the terminal behavior). ◻ For the short term objectives: ◻ Include directions for conducting a probe, if needed. Using a format similar to: Probe for ____ times/observations. Set-up the environment (antecedent condition) ___________________________, collect data as ______________________________, graph as _____________________. ◻ Consider making it clear that there is no consequence in place when doing a probe. ◻ For STOs targeting behavior change, use a format similar to: Target (behavior change) _________________________ using (intervention strategy) __________________________________. ◻ Describe the antecedent condition ◻ Describe the use of the procedure ◻ Describe the response to the behavior ◻ State data collection procedure ◻ State the procedure for graphing ◻ State criteria NCR - Model Target behavior: Putting paper into mouth or attempts to do so. Goal: Reduce instances of mouthing paper. Behavior reduction strategy: Noncontingent reinforcement- with the function hypothesized as automatic reinforcement for items in mouth. Manipulating MOs Procedure - Model Target behavior: Putting paper into mouth or attempts to do so. Goal: Reduce instances of mouthing paper. Behavior reduction strategy: Manipulating motivating operations - with the function hypothesized as automatic reinforcement for eating. DR Procedure - Model Target behavior: Putting paper into mouth or attempts to do so. Goal: Reduce instances of mouthing paper. Behavior reduction strategy: DRO Removing SDs or Cues - Model Target behavior: Putting paper into mouth or attempts to do so. Goal: Reduce instances of mouthing paper. Behavior reduction strategy: Removing SDs for mouthing paper/shaping being around paper. Response Effort Procedure - Model Target behavior: Putting paper into mouth or attempts to do so. Goal: Reduce instances of mouthing paper. Behavior reduction strategy: Increase response effort for accessing paper while decreasing response effort for accessing crackers. High-p sequence - Model Target behavior: Compliance during transitions. Goal: Reducing disapprovals, crying, and aggressions during compliance. Behavior reduction strategy: High probability request sequence. Instructions - Model - Practice Following the program sheet format, write an antecedent strategy program (can be based on one of the strategies reviewed) for your targeted behavior. Use the instructions and models to guide you. Conceptually Systematic Interventions related to the consequence... ✘ Extinction (should be embedded in other procedures, as we just saw) ✘ Punishment procedures ○ Response cost, time-out, overcorrection, guided compliance, response blocking, etc.. ✘ Reinforcement contingencies for desirable behaviors Extinction - Model Target behavior: Compliance during transitions. Goal: Reducing disapprovals, crying, and aggressions during compliance. Behavior reduction strategy: Extinction - hypothesized function identified as escape/avoidance during the transition. Overcorrection - Model Target behavior: Appropriate transitions. Goal: Reducing touching items during transitioning. Behavior reduction strategy: Overcorrection Instructions - Model - Practice Following the program sheet format, write a consequence strategy program (can be based one of the strategies reviewed) for your targeted behavior. Use the instructions and models to guide you. Generalization & Maintenance Strategies ✘ Reinforce generalization ✘ Use natural contingencies of reinforcement ✘ Change reinforcement and punishment contingencies in the natural environment ✘ Multiple exemplar training - with different stimuli ✘ Multiple example training - with different responses ✘ Manipulate cues in the natural environment ✘ Use self-strategies to promote generalization Instructions - Model - Practice Instructions - Model - Practice ✓ Generalization/maintenance: ○ Multiple exemplar instruction will be used to teach appropriate mands for escape across the settings of the resource room, the inclusive classroom, in the community, and in the home. ○ The schedule of reinforcement for consequating the mand for escape will be gradually reduced to shape: ■ Number of breaks during work ■ Amount of help provided during work ■ Work completion ○ Self-strategies will be incorporated to work towards JR managing the amount of breaks taken and the amount of work completed. Take a moment to look at your case and PRACTICE by writing one sentence about generalization & maintenance. As we transition to skill building…. Thinking about the intake report again… ▧ Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) ▧ Assessment of Basic Language and Learning Skills (ABLLS) ▧ Promoting Emergence of Advanced Knowledge (PEAK) ▧ Checklist of Adaptive Living Skills (CALS) ▧ Assessment of Functional Living Skills (AFLS) ▧ Essentials for Living Tools for Skill Assessment (to name a few) VB-MAPP Milestones Assessment: Provides a representative sample of the child’s existing verbal and related skills. 170 measurable learning and language milestones, sequenced and balanced across 3 developmental levels. ▧ 0-18 months ▧ 18-30 months ▧ 30-48 months VB-MAPP (some basics) Skills assessed include: ▧ Mand ▧ Tact ▧ Echoic ▧ Intraverbal ▧ Listener ▧ Motor imitation ▧ Independent play ▧ Social and social play ▧ Visual perceptual and match to sample ▧ Linguistic structure ▧ Group and classroom skills ▧ Early academics VB-MAPP (some basics) ● If a test item is clearly below a child’s level, score the milestone as a 1. ● If the child misses 3 milestones in a row it is reasonable to stop testing him, he may also not need to be tested at the next level. ● If a child scores all milestones in one level (e.g., all 5 in the Mand level 1, red, section), then move on to testing the milestones at the next level for that section (e.g., the Mand level 2, green, section). ● The 4 methods of assessing a specific skill are: ○ Formal testing (T) ○ Observation (O) ○ Either observation or testing (E) ○ A timed observation (TO) VB-MAPP (testing) (Sunberg, 2007, p. 29-30) VB-MAPP (scoring) ▧ The 4 boxes to the left of each individual item refer to the administration of each milestone assessment. ▧ So, if we are conducting this assessment for the first time, and we just assessed the first statement, we insert the score into the 1st box for that item. The score choices are 0, ½, 1. Instructions Model Model Model Model Model Practice Using the VB-MAPP sections provided, select a skill that you want to target for practicing creating skill building programming. If available, feel free to use real data that you have from your client. Regardless, transition the “assessment” information into programming by creating a program sheetusing the same LTO format. Then, let’s revisit the report…. Instructions Model Additional Skill Building Report Section ➢ Use some of the hypothetical data, via the scored assessment sections/or your client’s data to: ○ Write a few sentences about the description of the skills assessment process. ○ State the tool or tools used. ○ You can included further descriptive information on the assessment tools, if needed. Additional Skill Building Report Section ➢ Use real or hypothetical data, via the scored assessment sections to: ○ If possible, write a small summary about the data that were collected and their outcome. ■ Reference data, if available. ■ Describe terms as needed for your audience. ■ Try not to focus only on the negative/deficits, if possible. Instructions Model PRACTICE! Practice completing the first two components of the skill building section of the report (those that were just modelled). I’ll be around to support. Additional Skill Building Report Section ➢ Use real or hypothetical data to: ◻ Write goals and objectives that align with the program sheets that you developed. ➢ Goal ○ Make the goal just a statement about the behavior and the direction of change. ➢ Objectives ○ Describe the target behavior in a clear and observable way. ○ Describe the antecedent condition under which the behavior should or should not occur. ○ Include a criterion for success. ○ The assessment data on the target behavior are reflected in the development of the objectives. ○ Break the long term objective down to include short term objectives (smaller steps toward the larger goal), as needed. Instructions Model PRACTICE! Practice writing goals and objectives. You can stay for support, meet with me before our next class, or work on your own. Before next time… ▧ Continue with the intake report ○ Complete part 3 for the two behaviors. ○ Including adding skill acquisition targets. ▧ Create program sheets for the behaviors targeted for reduction and skill building in the report/plan (suggested only). ▧ If you do not have a current case, please complete all of the pieces with another person who can pretend to be a parent of a child in need of services. *** Remember, telehealth is an option. Before next time ▧ View all of the week 5 and week 6 materials. ▧ Watch this recording, if needed. ▧ Complete the assessment. ○ Do your best to complete sections 1-3 what we have worked on already. You can copy and paste your past section pieces/upload them. ○ Do not worry about the section that we have not gotten to yet. ▧ Be prepared with parts 1-3 of the intake report and any collected data for the next live class.