LIC Behavior Support Notebook
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This notebook provides teachers with tried and true behavior supports for students with moderate and severe disabilities
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Pairing
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INTRO
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Quick Access
Intro
Behavior Momentum Intervention
Discrete Trial Training
Antecedent-Based Interventions
Using Task Analyses
Differential Reinforcement
Prompting Hierarchy
Visual Supports
Most-to-Least & Least-to-Most
Visual Schedules
Graduated Guidance
Using Work Systems
Social Communication
Visual Supports for Structuring Tasks
Aided Language Modeling
What is Reinforcement?
Schedules of Reinforcement
First/Then Boards
Pairing
Preference Assessments
Token Economy
Functional Comm. Training
Social Narratives
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INTRO
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This behavior support “notebook” was created for you by the Low Incidence Consultants in Kentucky.
Links to past newsletters, resources for Alternate Assessment, and more can be found online here:
�
https://sites.google.com/nkces.org/kyalternateassessment/home
Each page has a link back to the table of contents (“Quick Access”)
Just click on the grid in the upper right corner!
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INTRO
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Reinforcement (R+)
Examples & Resources
What is it?
Reinforcement is something provided after a behavior/skill occurs that increases the likelihood that the behavior will occur again in the future.
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Schedules of Reinforcement (R+)
What is it?
When to use it?
How to Implement?
Examples & Resources
Two basic types
What is it?
Schedules of reinforcement is a rule that describes how often the occurrence of a behavior will receive a reinforcement.
Why and when to use it?
How to Implement?
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First/Then Boards
What is it?
First/Then Boards is a strategy that can be used to visually communicate instructions or expectations to a learner. The First/Then Board visually presents what the learner needs to do now (first) and what the learner will do next (then). It can be done with pictures, objects, written words, or an app. The first task is a non-preferred one which is followed by a preferred task (Premack Principle).
Why use it?
Using a First/Then Board will provide a visual means of introducing tasks, activities, or events in a manner that the learner understands and may be more motivated to complete. This tool assists with creating a structured and predictable environment for learners.
Why is it important?
A First/Then Board may be used to increase independence, clarify expectations while providing simple sequencing of events, support transitions (activity to activity or between locations), reduce verbal information (or prompts) provided, teach cause and effect concepts and prepare the learner for using a visual schedule.
When to use it?
The First/Then Board is good to use with learner who refuse to complete certain activities or tasks, who constantly asks questions regarding accessing a preferred item/activity or when a scheduled event will occur, or require reminders about the routines.
How to Implement?
Examples & Resources
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Pairing
What is it?
Pairing is the process by which you establish yourself as a reinforcer, in order to build a positive relationship and rapport with the learner. It involves the association of a “neutral stimulus” (you, other instructors) with an existing known reinforcer, and results in the “neutral stimulus” becoming reinforcing. Pairing can also be used to transfer reinforcing value of an object or activity to a neutral one.
Why use it?
Why is it important?
When to use it?
How to Implement?
Examples & Resources
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Preference Assessment
Examples & Resources
Forced Choice Reinforcement Survey.pdf�Forced Choice Preference Assessment Data Form
Preference Assessment Interview Form Data sheets from VKC
How to: ABA Autism Q&A Fact Sheet
What is it?
A preference assessment is a formalized way of identifying what a student likes. There are many ways to do preference assessments, ranging from systematic data collection to casual questions.
Many preference assessments will give a rank order which allows educators to provide differential reinforcement.
Why use it?
Motivation is one of the key components needed to increase student engagement and learning and is essential to the successful implementation of instructional strategies
When to use it?
Tips for using reinforcement
How to Implement?
Ways to identify potential reinforcers:
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Token Economy
What is it?
A token economy is a system for providing positive reinforcement to a student by giving them tokens for completing tasks or behaving in desired ways.
Why use it?
Token economies are used as a method of strengthening a behavior, or increasing its frequency, because the tokens are a way providing immediate feedback to learners for completing tasks.The learner can then use these tokens to earn desired activities or items.
When to use it?
Token economies can be used a couple of ways.
Tips for using token economy
How to teach a token economy?
The learner will need to be taught to use the token economy.
1. 1 token token-board – Deliver behavior specific praise upon correct responding, then put the token on the token board, then the student immediately receives the reinforcement.
2. 3-token token-board – Backward chaining – Have the first two tokens already on the board. Deliver behavior specific praise upon correct responding, then put the last token on the token board, then the student immediately receives the reinforcement.
a. 2 tokens on board – Student only works for last token
b. 1st token on the board – student works for last 2 tokens
c. All 3 tokens removed from the board – Student works for all 3 tokens
3. 5-token token-board
4. 8-token token-board
5. 10-token token board
6. Give the token to the student to put on the token board
7. Delay reinforcement after the 10th token is delivered (e.g., “Okay, let’s go get….” or “It’s right here somewhere, just let me find it…”)
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Behavior Momentum (BMI)
What is it?
Behavioral Momentum Intervention (BMI) essentially means to build up momentum to what you really want the learner to do, by giving them easy tasks or demands (high-p), that they are highly likely to do first before presenting them with more difficult tasks (low-p). Instead of approaching the learner with what you want them to do, you start with what they are most likely to do.
When to use it?
To teach variety of skills.
Difficulties with following teacher-directed activities�Need to regain attention�Need to increase motivation
Example
How to Implement?
Examples & Resources
Why use it?
By offering learners multiple opportunities to respond correctly and be reinforced, a momentum of responding appropriately is established that then carries over into the harder target skill. This can help learners gain new skills and reduce interfering behaviors.
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Antecedent-Based
Interventions
But which strategy should I try first?
Click here for the next page with examples of each!
Links to more resources:
What is ABI used for? Antecedent-based interventions (ABI) are used to address both interfering and off-task behaviors by modifying the environmental conditions to replace the factors that motivate undesired behavior with factors that motivate and reinforce positive behavior
Common antecedent-based interventions include:
> Using highly preferred activities/items to increase interest level,
> Changing the schedule/routine,
> Implementing transition prompts (e.g., providing a warning about � the next activity, providing information about schedule changes),
> Offering choices related to how a student can participate in the � next activity
> Altering the manner in which instruction is provided, and
> Enriching the environment so that learners have access to � sensory stimuli that serve the same function as the interfering � behavior (e.g., clay to play with during class, toys/objects that � require motor manipulation).
ABI strategies often are used in conjunction with other evidence-based practices such as functional communication training (FCT), extinction, and reinforcement.
To fully understand ABIs, it’s important to first understand the concept of antecedent-behavior-consequence, or A-B-C data. The Antecedent occurs directly before the target or identified behavior, then the Behavior occurs, and then the Consequence includes whatever occurs directly after the behavior.
Steps to Implementing:
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Antecedent-Based
Interventions, Cont.
What to try first?
1. Use transition prompts
2. Enrich the sensory environment
3. Use highly preferred activities/items
4. Change the schedule/routine
5. Offer choices related to how the student will participate in the next activity
6. Change how instruction is provided
Be specific!
Reinforce with behavior-specific
praise
Tips and reminders
Avoid threatening language like “Don’t make me count to 5!”
Also avoid bribery -
videos as transition models can be part of the routine, not only offered AFTER an undesired behavior occurs
Collect meaningful data - ABC data sheets and checklists make analysis of progress clear and finding trends/patterns much easier!
More info on the data collection piece from HowToABA here!
Click on the links to learn more
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Differential Reinforcement (DR)
Examples & Resources
What is it?
Differential reinforcement (DR) is the use of reinforcement procedures to reduce the occurrence of interfering behavior
(e.g. aggression, self-injury, stereotypic behavior).
Why use it?
What are the types of DR?
⭐ Differential Reinforcement Procedures Summary
Tips for using reinforcement
How to Implement?
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Structuring Visual Supports
Why use it?
Visual structure adds a tangible component to any activity in order to…
How to Implement?
1. How will the instructions be presented to your students? Do you need a material/object example, step-by-step list, and/or a pictorial representation?
2. What organization is needed for the task to be successful? Consider various containers/folders/etc, any stabilization needs, and limiting the number of problems on a worksheet.
3. Decide if more clarity is needed for individual students. For example, do you have numbers on the task itself that match the numbered list? Does the student know what to do when the task is finished?
4. Can you incorporate student interests? Favorite characters, shows, and themes can be incorporated with a small visual on the directions or in the task itself.
5. Can you use the task in multiple content areas and make connections to progress goals?
What is it?
Visual structure has three components �(Mesibov, Shea, & Schopler, 2005):
The five elements of Structured Teaching that build on one another:
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Visual Schedules
What types of visual schedules are there?
Schedules can be created with videos, objects, photographs, drawings, pictorial representations, �and written words!
Why use visual schedules?
Just like to-do lists, calendars, digital notifications, and other visual cues we use every day, the ultimate goal is to increase independence for our students!
Tips for creating visual schedules:
Tips for implementing visual schedules:
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Using Work Systems
Examples & Resources
What is it?
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Visual Supports for �Structuring Tasks
Examples & Resources
What is it?
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Discrete Trial Training
Examples & Resources
What is it?
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Using Task Analyses
I
Examples & Resources
What is it?
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Prompting Hierarchy
Examples & Resources
What is it?
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Most-to-Least Prompts
Least-to-Most Prompts
What is it?
Why use it?
When to use it?
Tips for using
What is it?
Why use it?
When to use it?
Tips for using
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Graduated Guidance/Time Delay
Examples & Resources
What is it?
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Forms & Functions of
Social Communication
Examples & Resources
What is it?
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Aided Language Modeling
Examples & Resources
What is it?
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Functional Communication Training
Examples & Resources
What is it?
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Social Narratives
Examples & Resources
What is it?
Why use it?
When to use it?
Tips for using reinforcement
How to Implement?
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Thank you!
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