Can be used to increase desired behaviors, decrease inappropriate behaviors, and teach new behaviors to students of all functioning levels

Are based on 4 assumptions

• An individual’s past learning and biological make-up contribute to present behavior: students with ASD might mean that they have learned to communicate wants by screaming, crying, or hitting.

• All voluntary behavior, both appropriate and inappropriate, is governed by the same principles: teacher can attempt to identify the behavior principles that may explain a student’s inappropriate behavior, then use these same principle to teach or increase desired behavior ands reduce inappropriate behaviors.

• Behavior is functional and communicative: behaviors, even inappropriate behaviors, serve a purpose for the child.

• Behavior is contextual: behavior is related to the environment in which it occurs.

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Types of ABA Strategies

Negative Reinforcement

• Can be used to increase desired behaviors, particularly task-related behavior

• Can be used only if you are unable to identify positive reinforcers

• A good rule of thumb is that the aversive condition should not be anything that you would not use with any other student. It is only aversive because of the unique nature of autism.

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Ignoring

• Be very careful when using ignoring strategies with persons with ASD. Some behaviors will worsen to the point that they can no longer be ignored

• When working with persons who engage in behaviors due to a limited repertoire of appropriate skills, ignoring must be accompanied by cues which prompt the individual to an appropriate behavior

• When ignoring a behavior, be sure to only ignore the behavior, no the person

• When ignoring a behavior, commitment to consistently ignore the behavior is critical or more severe forms of the behavior may accidentally be learned

• Planned ignoring will not work if the individual is able to receive reinforcement from other sources

• For ignoring to be most effective, ignore the misbehavior consistently and:

  • Prompt to the desired task

  • Prompt to another task

  • Prompt to a more appropriate behavior

  • Prompt to a more appropriate activity

  • Prompt to an activity which is incompatible with the misbehavior

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Differential Reinforcement

Uses positive reinforment for acceptable behavior while ignoring misbehaviors

Can be used to increase:

Acceptable responses that are alternative to the misbehavior (DRA)

Acceptable responses that are incompatible with the misbehavior (DRI)

Any other acceptable behaviors (DRO)

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Behavior Momentum

To use behavior momentum, ignore and redirect the misbehavior by guiding the misbehavior into a more appropriate response

The unique aspect of this approach is that instead of interrupting or stopping a behavior, the caretaker uses the force that is driving that behavior to direct the person’s energy and efforts toward a more appropriate response

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Time Out

A period of time in which a person cannot access reinforcers

Its beginning and end is controlled by an adult

No reinforcers are provided during time-out

Social interaction does not occur

Talking is only for providing prompts

When using time-out procedure, especially isolated or exclusionary time-out, be aware that they may actually be functioning as time awayfrom stimulation

Types:

Name	Description	Example
Time-out-on-the-Spot (TOOTS)	Consists of a short, mild time-out which is performed without moving the person to another area Is to have individuals place their heads down on the table, desk or in their lap while the adult calmly counts out to 10 TOOTS is most effective when used in conjunction with positive reinforcement strategies aimed at increasing desired behavior
Contingent Observation	Requires minimal action and does no totally exclude the individual from ongoing activities Keep time frames short, preferably 2 minutes or less for younger individuals.	Move the person 1-3 feet away from the activity or people for a short period of time. The person still faces the on-going activity and may be included in a limited manner with minimal reinforcement.
Isolated Time-out	More restrictive form of time-out, involves sending the person to an isolated spot, removed from peers and activities, but still in the same room or general area
Exclusionary Time-out	Most restrictive form of time-out Consists of removing persons to an area where they are totally excluded from peers and ongoing activities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Response Cost

• Describes a variety of negative consequences that involve imposing a loss of a preferred object or activity, or participation in a required task as a result of misbehavior

• Can be an effective strategy for use with persons who are higher functioning

• Are very limited for persons who are developmentally younger or more severely challenged

Forms of response cost are:

• Simple Correction : consists of requiring a person to restore the environment to its original condition, following misbehavior

• Overcorrection: goes a step beyond simple correction by requiring the person to also do a related task, in addition to the simple correction

• Positive Practice: requires the person to practice a behavior that is an appropriate alternative to the misbehavior

• Loss of a Valued Object or Activity: when taking away a valued object or activity, be sure to clarify how long the loss will last

• Loss of Earned Reinforcers

• Failure to earn a reinforcer