Utilizing Applied Behavior Analysis

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Utilizing Applied Behavior Analysis
An ABA School Center for Children with
Autism Presented by Joshua Weinstein, President
Founder
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Shema Kolainu- Hear Our VoicesMission Statement

• To hear the voices of the children and families
  we serve as they strive to achieve their full
  potential for independence, productivity and
  inclusion in the community.
• Shema Kolainu (SK) is dedicated to the education
  of children with autism spectrum disorders (ASD).
  
• Our vision is to provide the best opportunity
  offered anywhere for children with ASD to achieve
  recovery.

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Shema Kolainu- Hear Our Voices

• Shema Kolainu Hear Our Voices is a school and
  center for families with children with an autism
  spectrum disorder, and other related disabilities
  such as RETTS, OCD, ED and other physical
  disabilities.
• Shema Kolainu is a private, non-profit,
  non-denominational, multi-cultural school,
  founded in 1998.

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Shema Kolainu- Hear Our Voices

• Center-based Services
• Pre-School (3 to 5 years) - NYS approved
• School (5 to 11 years) - NYS approvedRelated
  Services (center and home-based)
• Speech Therapy
• Occupational Therapy
• Physical Therapy
• Art Therapy
• Music Therapy
• Evaluation Services
• Parent training and support groups

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• Technological Devices to
• supplement verbal
• behavior program
• Augmentative Communication Devices
• Computer software and programs

• SK presented AAC Research in ABA 2006. Research
  resulted in increase
• communication across all students. Research
  available on our website.

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Home-Based Programs (part 1 EI)

• Early Intervention Program Giving Toddlers A
• Strong Start
• The Early Intervention Program serves children
  diagnosed with autism and developmental
  disabilities, age 0-3 at the time of referral.
• This program is based on a strong
  parent-professional partnership.
• Individualized services focus on learning
  readiness language play family participation
  daily routines relevant to eating, sleeping, and
  bathing and other areas jointly identified by
  SK-HOV professionals and parents.

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Home-Based Programs (part 2 EI)

• Through EI, children with developmental delays
  and autism receive education, therapeutic,
  service coordination and evaluation in the five
  boroughs of New York City.
• Programs are based on the child's Individualized
  Family Service Plan (IFSP) and are designed to
  involve the family in all aspects of the child's
  program. Intensive applied behavior analysis is
  the instructional method.

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Home Based Programs (part 3 SEIT)

• Special Education Itinerant Teacher (SEIT)
• Program for Children ages 3-5
• SEIT is an individualized program operating
  throughout the five boroughs of New York City
  that utilizes the child's natural environment for
  learning.
• Certified special education teachers provide home
  and community-based, one-to-one individualized
  educational programming for preschool children,
  ages 3 to 5, with autism spectrum disorders and
  other developmental disabilities.

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Home Based Programs (part 4 SEIT)

• Home-based SEIT programming is often combined
  with the student's school, center-based or day
  program to encourage the generalization of
  skills. Some children with autism in SK-HOV's
  early intervention and preschool programs have
  made such dramatic progress that it is possible
  for them to attend their neighborhood nursery
  school with the assistance of a Special Education
  Itinerant Teacher.
• Least Restricted Environment (LRE) is provided
  using these services for children who are able to
  be mainstreamed with support.
• For students who can be mainstreamed, the SEIT
  provides behavioral interventions and support to
  the student at the nursery school while acting as
  a consultant to early childhood teachers.

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RELATED COMMUNITY-BASED SERVICES/RES HAB

• Shema Kolainu participates in OMRDD's Medicaid
  Service Coordination and Home Community-Based
  Services (HCBS) Waiver Program, providing Res Hab
  services through the waiver. A Service
  Coordinator is on-site to assist children and
  families.
• Medicaid Waiver Services
• Care at Home for the medically fragile
• Medicaid Service Coordination (MSC)- coordinating
  the services that a child receives and ensuring
  it is effective and productive
• Residential Habilitation Program (Res Hab)
  assisting with adaptive daily living skills in
  the home of the child

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Parent Training Program (part 1)

• Workshop Series
• The workshop series is open the community free of
  charge. Lectures are presented every other month
  to address different topics that are related to
  ASD.
• This years workshop include
• Living with Autism
• Positive approaches for children with ASD
• The independent Learner
• Language acquisition
• Open Door Policy
• Our classrooms are equipped with double sided
  mirrors that allow for uninterrupted observations
  with sound. This equipment can be used for both
  parent and staff training

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Parent Training Program (part 2)

• Parent support Group
• Giving opportunities for parents to share their
  experiences and knowledge while developing
  relationships.
• Networking
• Community Resources
• Resource library at school
• Internet sites for parents

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Staff Training Protocol (part 1)

• ABA training manual-in the first two weeks of
  training the staff is given a manual that
  includes the basic literature, tactical decision
  list and decision protocol outline. This
  information is reviewed with a BCBA qualified
  personnel.
• Observations are conducted using a detailed form
  called the Teacher Performance Rate and Accuracy
  (TPRA) form. These observation are analyzed and
  graphed by the supervisor and analyzed for
  mastery level criterion.
• Public posting is an accepted behavioral tactic
  to ensure consistency of performance across time.

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Staff Training Protocol (part 2)

• Ongoing training is provided through
• Staff Meetings
• Weekly workshops
• Rapid Data presentation
• Personalized System of Instruction (PSI) and
  Principles of behavior for teaching programs.
• Classroom meetings
• Tactical decisions
• Student performance
• Quality Assurance (QA) meetings

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PSI- Personalized System of Instruction

• Modules (Keller, 1968, Greer, 2002)
• Verbal behavior about the Science- vocabulary of
  the science of verbal behavior (positive
  reinforcement)
• Contingency-Shaped Behavior- Operant behavior
  shaped directly by consequences (providing
  positive reinforcement)
• Verbally-Mediated Behavior- behavior that is
  mediated or controlled by verbal behavior rather
  then contingencies (explaining positive
  reinforcement)

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Teacher Assistant Rank

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Classroom Teacher Rank

• MODULE VERBAL BEHAVIOR
• Partington, J. Sundberg, M. (1998). Teaching
  language to children with autism or other
  developmental disabilities. Pleasant Hill, CA
  Behavior Analysts, Inc.Ch. 1-5
• DEMONSTRATION- Identify a student, administer a
  baseline assessment of skills using the ABLLS,
  identify target behaviors to be taught, script
  out all selected programs, document data
  collection, criteria, and ratio of instructional
  trials to criterion.
• BCBA Signature______________________ Date
  Completed ________
• Read Teaching operations for verbal behavior
  Teaching procedures for mands/tacts
• Ch. 1 Basic sequence. (Greer, 2001)
• Quiz to Criterion (90)
• DEMONSTRATION- Implement direct mand training
  procedures outlined in Greer across 3 students- 5
  new forms taught to criterion in the 11 setting
  for each student.
• Measurement- 3 consecutive TPRA observations per
  student without error
• Measurement- mand training sessions conducted 3x
  per week per student, graphed and reviewed by
  supervising behavior analyst.
• BCBA Signature______________________ Date
  Completed _________

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TPRA- Teacher Performance Rate/Accuracy

• Components of a TPRA (Ingham Greer, 1992)
• The Learn Unit (Albers Greer, 1991)
• (discrete trial Lovaas)
• Mands and Reinforcement schedules (Mands are
  requests made for reinforcement. Reinforcement
  schedules indicate the frequency to access those
  reinforcers)
• Rate of delivery how quickly the teacher
  delivers instruction
• Collateral Praise a general reinforcement for
  the classroom
• Immediate feedback

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TPRA Form

• Teacher Performance Rate and Accuracy Observation
• Observer _____________ Student
  ________________ Reinforcers ____________
• Teacher _____________ Program
  _______________ Mand Level ____________
• Date ________________ STO __________________ RF
  . Sch ________________
•  

Target Behavior Collateral Behaviors
LU Ant. Beh. Con. LU Mand Con. LU
Soc. I Soc. G Comments
1
2
3
4
5
6
7
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Teacher Performance Rate/Accuracy
This graph shows an ascending trend of accurate
teacher delivered instruction over time.
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Collateral Behaviors

• What behaviors are recorded
• Social praise to the student in the 11 setting
• Social praise to others students in the classroom
• Some of the Research
• Jones, K. M. Drew, H. A. Weber, N. L. (2000).
  Noncontingent peer attention as treatment for
  disruptive classroom behavior.. Journal of
  Applied Behavior Analysis,. 33, 343-346.
• Craft, M. A. Alber, S. R. Heward, W. L.
  (1998). Teaching elementary students with
  developmental disabilities to recruit teacher
  attention in a general education classroom
  Effects on teacher praise and academic
  productivity.
• Paige M. McKerchar Rachel H. Thompson (2004).
  A descriptive analysis of potential reinforcement
  contingencies in the preschool classroom..
  Journal of Applied Behavior Analysis,. 37,
  431-444.

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Collateral Behavior
This graph shows an ascending trend of collateral
reinforcement over time delivered by the teacher
to her student and all the other students in the
class.
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Supervision Model

• SKHOV strives for professionalism in its highest
  form
• Our model includes a multilayered supervision
  team that is well qualified and experienced.
• Every childs Portfolio is reviewed daily during
  the one and a half hour time interval that is set
  for portfolio planning and review.
• Weekly portfolio review is done by a supervisor
  who is BCBA qualified.
• A monthly review is completed by the educational
  director of all portfolios.
• The ABLLS assessment is completed every three
  months to ensure progress.

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Summary of SK ABA approach

• ABLLS-R (Assessment of Basic Language and
  Learning Skills Revised) James Partington
• Research and Evidence Based Practices
• Individualized Instruction
• Group and Peer Instruction
• PSI Personalized System of Instruction
• Related Services Speech, OT, PT, Art and Music
• Parent Training
• Staff Training and Module System
• TPRA- Teacher Performance Rate/Accuracy
• Collateral Behaviors (Reinforcement for other
  behaviors)
• Supervision Model

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Autism Awareness and Graduation Day
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SK Visitors

• Provides Autism awareness of our program

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iCARE4autismInternational Center for Autism
Research Education
Founded with the goal of discovering a cure for
autism, iCARE seeks to build a consensus
surrounding the issues and best practices in
autism research and diagnosis.
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iCARE4autismInternational Center for Autism
Research Education

• Through RESEARCH, EDUCATION, AWARENESS, and
  FUNDING, iCARE4autism works in partnership with
  similar institutions globally to discover the
  etiology of autism, and to search for the
  biologic and environmental causes of autism
  spectrum disorders (ASD).

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iCARE4autism International Autism Conference -
Jerusalem
Save the date! February 17,18,19, 2010 The Autism
Epidemic
Autism Spectrum Disorders (ASD) Across the Life
Span What Does Medical and Educational Research
Tell Us?
The gathering place for furthering autism
research education
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• What is the 2010 Autism Conference?

• A 3-day international conference in Jerusalem,
  Israel.
• Over 3,000 in attendance, including researchers,
  educators, parents, trade show vendors, and
  sponsors.
• A gathering place for leading international
  autism researchers and educators to work in
  collaboration.
• A meeting place for leading medical researchers
  and practitioners.
• Leading behaviorists and educators meet to
  converse about the latest autism education.
• The one place where parents can gain a complete
  overview of both the latest medical research and
  educational practices.
• A unique opportunity for sponsors and vendors to
• reach this valuable audience in a very
  brand-friendly environment.

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Topics

• Autism across the lifespan toddler, school-age,
  adult
• Medical research in new neurobiology, genetics,
  and psychopharmacology
• Education research in socialization,
  communication, challenging behavior, and other
  related areas.
• Techniques covered ABA alternative treatments

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Speakers Presenters

• Over 30 countries represented
• Medical and scientific researchers, Principal
  investigators
• Professors
• Board Certified Behavior Analysts
• Pediatricians, Neurologists, Psychologists,
  Psychiatrists, Nurse Practitioners
• Educational researchers
• Parent Advocates

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Location

• Israel Convention Center (ICC)

• Ussishkin Auditorium is Israel's largest
  auditorium. With 3,104 comfortable seats
• Over 25 other halls with capacity ranging from
  2,000 to 180 seats

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Dates Topics
February 17-19 Autism Awareness Week

• Wednesday, Feb. 17 at ICC
• Opening Ceremony
• Featuring a Keynote address by President of
  Israel, Mayor of Jerusalem, and other major world
  leaders
• Medical Research and Practice Presentations
• Thursday, Feb. 18 at ICC
• Educational Research and Practice Presentations
• Friday, Feb. 19 (1/2 day) at ICC
• Children and family activities
• International Autism Awareness Week

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Tradeshow and Exhibitions will include

• Technological
• Pharmaceutical
• Educational
• Therapeutic
• Publication
• Examples of booth exhibitors
• Adaptive Communication Devices
• Adaptive Equipment
• Software and computer programs for children with
  autism
• Therapeutic Services
• Special Toys for Children
• Holistic Therapy Exhibits

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Thank you for your attention!

• Questions?
• Email to jweinstein_at_skhov.org
• Additional resources
• www.icare4autism.org
• www.shemakolainu.org
• www.abainternational.org