ASD: Autism Spectrum Disorder:
This week's focus turns to ASD or Autism Spectrum Disorder. The National Institute of Mental Health or NIMH defines Autism as, " a developmental disorder that affects communication (language) and behavior. Although autism can be diagnosed at any age, it is said to be a “developmental disorder” because symptoms generally appear in the first two years of life (www.nimh.nih.gov, 2018).". Typically children who are diagnosed with ASD have difficulty with communication, display repetitive behaviors, have limited interests, and have difficulty functioning in certain areas of their lives (ie: school or socially).
Autism Internet Module (AIM) :
In order to gain a better understanding of ASD and how teachers and parents can best support their children with ASD (Autistic Disorder, Asperger's, and Pervasive developmental disorder not otherwise specified (PDD-NOS)), I participated in the Autism Internet Module. This provides teachers and parents supportive information to increase the learning of a child with ASD. I chose one component, called differential reinforcement.
https://autisminternetmodules.org
GLOSSARY:
Antecendent: something that comes before, precedes or causes behavior
Antecedent Behavior Chart (ABC's) : tool to record what happens just before a behavior (antecedent), a brief description of behavior, and the consequence
Baseline Data: is a measurement, a counting or recording of how often a behavior occurs, the severity, impact and duration prior to starting an intervention.
Data Outcomes: involves the collection of short term goal information throughout the intervention and determining next steps or modifications based on this data as a whole.
Fidelity of Implementation: is the level or degree to which an intervention is delivered as it was intended. This is essential to successful analyzation of evidence-based interventions.
Interfering Behavior: behavior that gets in the way of of a child's ability to access curriculum or participate in the classroom.
Prompt: is a stimuli, typically visual or oral, to get the learner to respond using the desirable/target behavior and/or language.
Reinforcer: is a positive or negative object used for either increasing desirable or target behavior or decreasing non-preferred /inappropriate behavior.
Topography: describes or defines specific behavior without opinions and judgement values.
Triggers: are typically nonverbal/verbal behaviors that bring up negative feelings.
What is Differential Reinforcement?
This module was a positive support in addressing several strategies that can be implemented to aid reduction or elimination of interfering behaviors. Interfering behaviors are behaviors that interfere or get in the way of positive interactions. For example, shouting or biting are interfering behaviors. Therefore, utilizing positive reductive procedures is an approach that can aid the decrease or extinction of interfering behaviors. This means that systematic interventions can be implemented to emphasize the use of a reinforcement to increase the occurrence of desirable behaviors. At the same time, these interventions support the extinction of the triggers that often bring about the undesirable behavior.
Four Reinforcement Procedures:
1. DRI ( Differential Reinforcement of Incompatible Behavior) : this intervention delivers reinforcement "upon occurrence of a behavior that is physically incompatible with or cannot be exhibited at the same time as the undesired behavior (www.autisminternetmodules.org,2018)." This means that if the student is yelling out explatives during whole class instruction, the intervention will target the student not yelling out during whole class instruction. Therefore, the student performing the desirable behavior of not yelling out is incompatible with the undesirable behavior. When desirable occurs reinforcement is given immediately and consistently.
*For the most effective results, the teacher interviews student to find the best reinforcers
2. DRA (Differential Reinforcement of Alternative Behavior) is simply an alternative to the behavior selected for reduction. For example if student is yelling out during whole group instruction, then the DRA intervention targets the student raising his hand. When the student performs the desired behavior, it is reinforced immediately and consistently.
3. DRL (Differential Reinforcement of Low Rates of Responding) aims at decreasing, yet not eliminating, problem or undesired behavior. This intervention focuses on reducing the frequency and duration of undesired behavior.
4. DRO (Differential Reinforcement of Other Behavior) is focused on the undesirable behavior not occurring in a specific period of time. When student emits 'other behaviors' instead of the undesirable behavior, student is reinforced. This intervention is different than the aforementioned because there are a wide range of behaviors that can be reinforced. Also, the reinforcements are delivered on a fixed time schedule at several intervals. . For example if student performs desired behavior the reinforcement can be delivered at 15,30,45,60 and 90 second intervals.
This week's focus turns to ASD or Autism Spectrum Disorder. The National Institute of Mental Health or NIMH defines Autism as, " a developmental disorder that affects communication (language) and behavior. Although autism can be diagnosed at any age, it is said to be a “developmental disorder” because symptoms generally appear in the first two years of life (www.nimh.nih.gov, 2018).". Typically children who are diagnosed with ASD have difficulty with communication, display repetitive behaviors, have limited interests, and have difficulty functioning in certain areas of their lives (ie: school or socially).
Autism Internet Module (AIM) :
In order to gain a better understanding of ASD and how teachers and parents can best support their children with ASD (Autistic Disorder, Asperger's, and Pervasive developmental disorder not otherwise specified (PDD-NOS)), I participated in the Autism Internet Module. This provides teachers and parents supportive information to increase the learning of a child with ASD. I chose one component, called differential reinforcement.
https://autisminternetmodules.org
GLOSSARY:
Antecendent: something that comes before, precedes or causes behavior
Antecedent Behavior Chart (ABC's) : tool to record what happens just before a behavior (antecedent), a brief description of behavior, and the consequence
Baseline Data: is a measurement, a counting or recording of how often a behavior occurs, the severity, impact and duration prior to starting an intervention.
Data Outcomes: involves the collection of short term goal information throughout the intervention and determining next steps or modifications based on this data as a whole.
Fidelity of Implementation: is the level or degree to which an intervention is delivered as it was intended. This is essential to successful analyzation of evidence-based interventions.
Interfering Behavior: behavior that gets in the way of of a child's ability to access curriculum or participate in the classroom.
Prompt: is a stimuli, typically visual or oral, to get the learner to respond using the desirable/target behavior and/or language.
Reinforcer: is a positive or negative object used for either increasing desirable or target behavior or decreasing non-preferred /inappropriate behavior.
Topography: describes or defines specific behavior without opinions and judgement values.
Triggers: are typically nonverbal/verbal behaviors that bring up negative feelings.
What is Differential Reinforcement?
This module was a positive support in addressing several strategies that can be implemented to aid reduction or elimination of interfering behaviors. Interfering behaviors are behaviors that interfere or get in the way of positive interactions. For example, shouting or biting are interfering behaviors. Therefore, utilizing positive reductive procedures is an approach that can aid the decrease or extinction of interfering behaviors. This means that systematic interventions can be implemented to emphasize the use of a reinforcement to increase the occurrence of desirable behaviors. At the same time, these interventions support the extinction of the triggers that often bring about the undesirable behavior.
Four Reinforcement Procedures:
1. DRI ( Differential Reinforcement of Incompatible Behavior) : this intervention delivers reinforcement "upon occurrence of a behavior that is physically incompatible with or cannot be exhibited at the same time as the undesired behavior (www.autisminternetmodules.org,2018)." This means that if the student is yelling out explatives during whole class instruction, the intervention will target the student not yelling out during whole class instruction. Therefore, the student performing the desirable behavior of not yelling out is incompatible with the undesirable behavior. When desirable occurs reinforcement is given immediately and consistently.
*For the most effective results, the teacher interviews student to find the best reinforcers
2. DRA (Differential Reinforcement of Alternative Behavior) is simply an alternative to the behavior selected for reduction. For example if student is yelling out during whole group instruction, then the DRA intervention targets the student raising his hand. When the student performs the desired behavior, it is reinforced immediately and consistently.
3. DRL (Differential Reinforcement of Low Rates of Responding) aims at decreasing, yet not eliminating, problem or undesired behavior. This intervention focuses on reducing the frequency and duration of undesired behavior.
4. DRO (Differential Reinforcement of Other Behavior) is focused on the undesirable behavior not occurring in a specific period of time. When student emits 'other behaviors' instead of the undesirable behavior, student is reinforced. This intervention is different than the aforementioned because there are a wide range of behaviors that can be reinforced. Also, the reinforcements are delivered on a fixed time schedule at several intervals. . For example if student performs desired behavior the reinforcement can be delivered at 15,30,45,60 and 90 second intervals.
Differentiated Reinforcement In Action:
AIM suggests utilizing a specific framework when developing an intervention. There are 8 steps when developing a differential reinforcement plan. It sounds lengthy and demanding given how little time most teachers have. However, like most things in life, it is well worth the time and effort to utilize these steps so an effective differential reinforcement intervention is developed for student or child. Behavior can be changed! My hope is that you find this helpful and manageable to apply in your classroom.
Steps to developing an effective Differential Reinforcement plan:
** The desirable or target behavior has to hold meaning to the learner in order for the reinforcer to be effective.
*** In the beginning, prompt student to perform desirable/target behavior, immediately provide reinforcer.
7. Collecting outcome data. Be consistent with data collection and fidelity of implementation. Many teachers prefer to use the ABC Chart (Antecedent Behavior Chart).
8. Review and modify intervention plan. At a pre-determined time, the team will reconvene to review data outcome and discuss results. Results are analyzed and summarized. New interfering behaviors are identified. Additionally, he plan is modified (altered) according to baseline data and outcome data. Team will continue to conduct on-going checks.
Pictured below is the format of a typical ABC Chart when collecting data and a resource to outline this chart:
http://theautismhelper.com/take-great-abc-data/
AIM suggests utilizing a specific framework when developing an intervention. There are 8 steps when developing a differential reinforcement plan. It sounds lengthy and demanding given how little time most teachers have. However, like most things in life, it is well worth the time and effort to utilize these steps so an effective differential reinforcement intervention is developed for student or child. Behavior can be changed! My hope is that you find this helpful and manageable to apply in your classroom.
Steps to developing an effective Differential Reinforcement plan:
- Identify the interfering behavior. Be specific. Consider the topography (what the behavior looks like), frequency, intensity, location and duration. This provides us with good information about possible triggers for student/child therefore an idea of possible function of behavior.
- Determine Function of Behavior. Create an FBA (Functional Behavior Assessment). Look at present antecendents, conduct interviews, and assess behavior.
- Data Collection Measures. Gather baseline data on interfering behavior. Choose a method as to how best documenting intervention.
- Selection. Identify the type and amount of desired/target behavior (functional skill) student will learn in order to choose which of the 4 procedures to utilize. There are 4 main components in the selection process:(1) topography (unacceptable, odd/bizarre, slightly odd, within same age group),(2) frequency (constant, frequent, occasional, or rarely) , (3) severity (dangerous, pretty severe, somewhat severe, or annoying), and (4) impact ( severe, very disruptive, disruptive, or annoying).
- Create an Intervention. This plan will address the (1) administration of the intervention, (2)the goal to motivate the learner, (3) the reinforcer (preferred objects/reward), (4) determine the schedule of reinforcement, (5) establish the criteria for changing reinforcement, (6) specify timeline (7) construct clear plan and distribute to all team members. This is also a time to collaborate with student and parents to determine preferred or desired reinforcers.
- Implementation. (1) determine which behavior is reinforced. (2) explicitly (re)teach replacement behavior/alternative skills.
** The desirable or target behavior has to hold meaning to the learner in order for the reinforcer to be effective.
*** In the beginning, prompt student to perform desirable/target behavior, immediately provide reinforcer.
7. Collecting outcome data. Be consistent with data collection and fidelity of implementation. Many teachers prefer to use the ABC Chart (Antecedent Behavior Chart).
8. Review and modify intervention plan. At a pre-determined time, the team will reconvene to review data outcome and discuss results. Results are analyzed and summarized. New interfering behaviors are identified. Additionally, he plan is modified (altered) according to baseline data and outcome data. Team will continue to conduct on-going checks.
Pictured below is the format of a typical ABC Chart when collecting data and a resource to outline this chart:
http://theautismhelper.com/take-great-abc-data/
Carly's journey to communication is an incredible story. Prior to her eleventh year, she was unable to communicate through spoken language or non-verbal. Additionally, Carly's flailing arms, tantrums, and de-robing led therapists and experts to believe she had an intellectual disability. Then, Carly began to keyboard or type on the computer to communicate. She first typed words like 'hurt' and 'help' without any formal instruction in the meaning (semantics) of these words. Carly's journey took yet another turn when she refused to type or communicate. The video calls the intervention 'tough love' (4:39) that supported Carly to communicate. This 'tough love' is actually Differential Reinforcement. Carly's therapist's implemented the DRI or DRA procedure. When we examine the criteria in step 4 under 'developing an differential reinforcement plan' Carly exhibits behaviors that are in the 'unacceptable, constant, dangerous and severe range. When Carly was typing a word, she was communicating. When she performed this behavior, she could not perform the undesirable behavior-- not typing/communicating. This intervention is targeting the desirable behavior while extinguishing the non-preferred behavior. When Carly performed the desirable/target behavior (typing words) the reinforcer was 'to go somewhere' or 'get information'. We also see in the video her therapist using food as the reinforcer, she was immediately given a reinforcer. Quite clearly, the keen use of Differential Reinforcement supported Carly's language development, and therefore the development of personal autonomy.
Take Aways:
Differential Reinforcement is a good fit for a whole spectrum of behaviors ranging from dangerous to annoying that can be utilized with several different learning and developmental disabilities because of it's effectiveness. Additionally, children diagnosed with ASD want to develop their language skills with extra supports in place to ensure their success. This lack of communication (non-verbal) is not due to a lack of cognitive ability. On the contrary, most children with ASD exhibit strong academic skills in a particular area, like mathematics, spatial reasoning, working memory or fluid reasoning. This suggests that they absolutely have a strong capacity for learning. Therefore, it is our job to hold our students with ASD to a high expectation, simply because they are capable.
Take Aways:
Differential Reinforcement is a good fit for a whole spectrum of behaviors ranging from dangerous to annoying that can be utilized with several different learning and developmental disabilities because of it's effectiveness. Additionally, children diagnosed with ASD want to develop their language skills with extra supports in place to ensure their success. This lack of communication (non-verbal) is not due to a lack of cognitive ability. On the contrary, most children with ASD exhibit strong academic skills in a particular area, like mathematics, spatial reasoning, working memory or fluid reasoning. This suggests that they absolutely have a strong capacity for learning. Therefore, it is our job to hold our students with ASD to a high expectation, simply because they are capable.
Additional Resources:
Autism Speaks, https://www.autismspeaks.org/
Autism Society, http://www.autism-society.org/
Child Mind Institute, https://childmind.org/topics/disorders/autism-spectrum-disorder/
National Autism Center at MayInstitute, http://www.nationalautismcenter.org/
Autism Speaks, https://www.autismspeaks.org/
Autism Society, http://www.autism-society.org/
Child Mind Institute, https://childmind.org/topics/disorders/autism-spectrum-disorder/
National Autism Center at MayInstitute, http://www.nationalautismcenter.org/
References:
B. (2011, May 25). Autistic Girl Expresses Unimaginable Intelligence. Retrieved from https://www.youtube.com/watch?v=vNZVV4Ciccg&feature=youtu.be
Behavior Plans/Functional Behavior Assessment/Teacher Tools/Antecedent-Behavior-Consequence Chart | Special Connections. (n.d.). Retrieved from http://www.specialconnections.ku.edu/q=behavior_plans/functional_behavior_assessment/teacher_tools/antecedent_behavior_consequence_chart
Center on Innovation and Improvement. (n.d.). Monitoring Fidelity of Implementation. Retrieved from http://www.centerii.org/
E. (2010, April 15). Differential Reinforcement. Retrieved from https://www.youtube.com/watch?v=OKl2aQSTFno
How to Take Great ABC Data. (2018, January 11). Retrieved from http://theautismhelper.com/take-great-abc-data/
Modules, A. I. (2018, July 31). Login. Retrieved from https://autisminternetmodules.org/mod_intro.php?mod_id=36
B. (2011, May 25). Autistic Girl Expresses Unimaginable Intelligence. Retrieved from https://www.youtube.com/watch?v=vNZVV4Ciccg&feature=youtu.be
Behavior Plans/Functional Behavior Assessment/Teacher Tools/Antecedent-Behavior-Consequence Chart | Special Connections. (n.d.). Retrieved from http://www.specialconnections.ku.edu/q=behavior_plans/functional_behavior_assessment/teacher_tools/antecedent_behavior_consequence_chart
Center on Innovation and Improvement. (n.d.). Monitoring Fidelity of Implementation. Retrieved from http://www.centerii.org/
E. (2010, April 15). Differential Reinforcement. Retrieved from https://www.youtube.com/watch?v=OKl2aQSTFno
How to Take Great ABC Data. (2018, January 11). Retrieved from http://theautismhelper.com/take-great-abc-data/
Modules, A. I. (2018, July 31). Login. Retrieved from https://autisminternetmodules.org/mod_intro.php?mod_id=36
