Training on autism in Kyrgyzstan by William Edwards, Director of the Clemson University Youth Learning Institute Center for Behavior Analysis. Bishkek and Osh, 8-12 October 2013. Organized by Kelechek HP and partners Hand in Hand in Bishkek and Smile.kg in Osh, funded by ACCELS.

1. Applied Behavior Analysis &
Autism
William H. Edwards, MS, BCBA
Director of Applied Behavior Analysis
Services
Clemson University Center for Behavior
Analysis, 2013

2. Therapy & Science
• What is Applied Behavior Analysis (ABA)?
– A systematic way to view behavior as a subject
matter
– A means of developing a treatment methodology
for people with Autism
– A mechanism for understanding how people learn.
Clemson University Center for Behavior
Analysis, 2013

3. Autism & ABA
• ABA Programs Address:
– Language and Communication
– Self-help/Daily Living Skills
– Social Skills
– Play Skills
– Academic/Pre-Academic Skills
– Problem Behavior
Clemson University Center for Behavior
Analysis, 2013

4. A-B-C
• Antecedent
• Behavior
• Consequence
Clemson University Center for Behavior
Analysis, 2013

5. Functions of Behavior
• Haven’t you ever wondered why they do what
they do?
– Attention
– Escape
– Tangible Removal
– Self-stimulation
Clemson University Center for Behavior
Analysis, 2013

6. Teaching Principles
• The learner is never wrong
• Parents know their child the best
• A good teacher is able to observe their own
behavior
• Repetition matters (practice makes perfect)
• Flexibility, Consistency, and Adaptability is the key
to success
• Patience truly is a virtue
• Functional Language use is imperative
Clemson University Center for Behavior
Analysis, 2013

7. Teaching Practices
• Motivation is key
• Good assessments yield good programs
• On-going evaluation is critical to the success
of the program
• Arrange the environment to bring about
behavior change
Clemson University Center for Behavior
Analysis, 2013

8. Teaching Practices (cont.)
•
•
•
•
•
Reinforcement
Extinction
Punishment
Intermittent (Variable) Reinforcement
DISC (Deprivation, Immediacy, Size, and
Contingent)
Clemson University Center for Behavior
Analysis, 2013

9. Teaching Practices (cont.)
•
•
•
•
•
•
Incidental Teaching
Discrete Trial Teaching
Activity Schedules
PECS
Verbal Behavior
Prompts
Clemson University Center for Behavior
Analysis, 2013

10. Prompts
• Prompt Types
– Physical
– Gestural
– Visual
– Positional
• Prompt Delivery
– Errorless Learning
– Correction Based Learning
Clemson University Center for Behavior
Analysis, 2013

11. Incidental Teaching
•
•
•
•
Capitalizing on Opportunities
Arranging Opportunities
Shaping
Chaining
Clemson University Center for Behavior
Analysis, 2013

12. The Role of the Parent
• To provide for basic needs
• To provide a safe and nurturing home
environment
• To support educational efforts
• To promote language development
Clemson University Center for Behavior
Analysis, 2013

13. Functional Communication and
Incidental Teaching
•
•
•
•
Arranging opportunities
Prompting and Prompt fading
Delivering reinforcers
Consistency is Key
Clemson University Center for Behavior
Analysis, 2013

14. Functional Language/Verbal Behavior
• What is Verbal Behavior?
-The vocal, written, and gestural performances of a
speaker, writer, or communicator. (Pierce & Epling, 1995)
• What are the forms of Verbal Behavior?
-Mands (Requests)
-Tacts (Labels)
-Intraverbals (Free Association)
-Echoics (Vocal Imitation)
-Textual (Written)
-Receptive Language (Instruction/Request Following)
-Mimetic Behavior (Motor Imitation)
Clemson University Center for Behavior
Analysis, 2013

15. Functional Language/Verbal Behavior
• Manding
-Requesting an item because you want the
item.
e.g. Asking for a sucker because you
want a sucker
Clemson University Center for Behavior
Analysis, 2013

16. Functional Language/Verbal Behavior
(cont.)
• Tacting
-Naming objects, actions, or events
because you see them.
e.g. Saying “sucker” because you see a
sucker.
Clemson University Center for Behavior
Analysis, 2013

17. Functional Language/Verbal Behavior
(cont.)
• Intraverbals
- Answering questions or having
conversations when your words are
controlled by other words.
e.g. Saying “sucker” when someone else
asks, “What is your favorite candy?”
Clemson University Center for Behavior
Analysis, 2013

18. Functional Language/Verbal Behavior
(cont.)
• Echoics
- Repeating what is said when heard.
e.g. Saying “Sucker” when someone else
says, “Sucker”
Clemson University Center for Behavior
Analysis, 2013

19. Functional Language/Verbal Behavior
(cont.)
• Textual
- Reading textual stimuli.
e.g. Saying “Sucker” because you see the
written word sucker.
Clemson University Center for Behavior
Analysis, 2013

20. Functional Language/Verbal Behavior
(cont.)
• Receptive Language
- Following the instructions given by or the
mands of others.
e.g. Touching a picture of a sucker
because someone says, “Touch the
sucker.”
Clemson University Center for Behavior
Analysis, 2013

21. Functional Language/Verbal Behavior
(cont.)
• Mimetic
- Copying the motor movements of others.
e.g. Signing “sucker” because someone
else signs sucker.
Clemson University Center for Behavior
Analysis, 2013

22. Play Skills
• Types
– Independent
– Parallel
– Interactive
• Forms
– With toys
– Imaginative/Pretend
– Recreational
Clemson University Center for Behavior
Analysis, 2013

23. Social Skills
• Greetings
• Reciprocity
• Turn Taking
• Conversation
• Following Peer Instructions
• Observational Learning
Clemson University Center for Behavior
Analysis, 2013

24. Self-help/Daily-living Skills
• Independence
• Eating
• Dressing
• Leisure Activities
• Grooming
Clemson University Center for Behavior
Analysis, 2013

25. Motor Skills
• Gross Motor
– E.g. Jumping, running, clapping, rolling, etc.
• Fine Motor
– E.g. Clasping hands, writing, finger puppets, opening wrappers, etc.
• Oral Motor
– E.g. Blowing bubbles, chewing gum, tongue movement, etc.
Clemson University Center for Behavior
Analysis, 2013

26. Pre-academic/Academic
• Pre-academic
– Skills that prepare a child to learn academic skills
– E.g. coloring, sitting in a chair, completing puzzles,
etc.
Clemson University Center for Behavior
Analysis, 2013

27. Pre-academic/Academic (cont.)
• Academic
– Educational objectives typically taught in schools
– E.g. Hand-writing, number identification, letter
identification, math facts, reading, etc.
Clemson University Center for Behavior
Analysis, 2013

28. Don’t Give Up, Rome Was Not Built In
a Day
• Tantrums are not the end of the world
• Your job is to care for and teach the child, they
will not always be happy
• Giving in damages growth
• Keep in mind the long term goals and not only
your immediate needs
Clemson University Center for Behavior
Analysis, 2013

29. Some Practical Tips
• Be consistent
• When you give choices allow choices
• If you’re not prepared to follow through with
an instruction, just don’t give it
• Give instructions one time/Ask questions one
time
• Instructions and questions don’t teach
language, consequences do
Clemson University Center for Behavior
Analysis, 2013