AUTISM

We view autism as a set of behavioral excesses and deficits. Excesses consist of self-stimulatory behaviors (SSB), tantrums, aggression, and self-injurious behaviors. Deficits are across all areas of functioning such as language, understanding abstract concepts, self-help skills, toy play, and socialization. We work to increase the deficits and decrease the excesses by fitting all behaviors into the operant conditioning model (i.e., The Discrete Trial).

METHODOLOGY

Operant Conditioning

• All behaviors are responses to stimuli in the environment.
• All behaviors are followed by consequences that affect the probability of the same behavior occurring again. If a behavior is followed by a pleasant event, that behavior is likely to reoccur. If a behavior is followed by an unpleasant event, that behavior is unlikely to reoccur.

Behavior Modification - manipulates the stimuli (S^D) and the consequence (S^R±) in order to change the behavior (R).

The Discrete Trial - states the principle of Operant Conditioning and is used to maximize learning in developmental delayed children. This form of teaching is also know as the "Lovaas Method" and/or Discrete Trial Teaching.

• There are 5 components to a discrete trial.
• All behaviors can fit into this model.

SD R SR

S^D = Discriminative Stimulus - The instruction given to elicit a response.

1. Make the S^D simple, clear, and concise.
2. Say the entire S^D without interruption.
3. Do not use the child’s name in the S^D.
4. Decide on the exact wording ahead of time and use it consistently.
5. Use a consistent format when presenting materials.
6. Do not repeat the S^D ("Clap, Clap, Clap") without consequating the child's response or non-response.
7. Initially, S^D's should be louder than your typical speech, then gradually faded to a more natural volume.

R = Response - The child’s action in response to an S^D.

Correct responses

1. Before beginning a session/sitting, read the logbook for the most recent response criterion considered as correct.
2. Define what is expected for the response before you give the S^D. Criteria for new responses should be discussed during weekly staff meetings.
3. Be consistent in what you are requiring as a correct response. The response criterion must be consistent across all instructors.
4. As response criterion is shifted to higher levels of independent functioning, document changes in the logbook.

Incorrect responses

1. A response not meeting specified criteria is incorrect.
2. A non-response is an incorrect response. Give the child 3-5 seconds to respond after presenting the S^D.
3. Multiple responses are considered incorrect.

S^R± = Reinforcing Stimulus - The consequence following the child’s response that changes the likelihood of that behavior re-occurring again in the future. Rewards will increase the likelihood of the behavior re-occurring, and no reward or an informational "no" will decrease the likelihood of the behavior reoccurring.

1. Follow correct responses with a reward, and incorrect responses with an informational "no".
2. Consequences must be delivered immediately following the correct/incorrect response.
3. Rewards should be selected based on the individual preferences of each child.
4. To avoid confusing the child, consequences for correct and incorrect responses should be easily distinguishable from each other.
5. Common mistakes are saying "no" in the same tone of voice as "good" and smiling when saying "no".
6. Vary quality reinforcers from trial-to-trial: Tickles, hugs, chair rides, making the "circus" come to town - don’t repeat the same reinforcer continuously. This will help avoid satiation,
7. Use Differential Reinforcement at all times – High quality responses receive high quality reinforcement, and low quality responses receive low quality reinforcement.
8. Instructors should never stop trying to come up with new reinforcers. The child is not "bored" with the programs, but with the reinforcement.
9. Evaluate the effectiveness of all reinforcers implemented, and make adjustments accordingly. No aversive consequences should be implemented.

S^P = Prompt - The additional stimulus that helps the child achieve a correct response.

When to prompt:

1. Prompt when the child is unsuccessful on 0-2 consecutive trials. When introducing new responses or teaching difficult concepts, prompt more frequently.
2. Prompts should always be given at the same time as or immediately following an S^D.
3. Use the least intrusive prompt to secure a correct response.
4. All prompts must be completely faded out before a response is randomized with mastered items.
5. GOAL = the child should receive reinforcement at least 80% of the time.
6. More than one prompt can be used at the same time (e.g., inflection/position, position/physical).
7. Proactive prompting – Prompting the child before a mistake occurs. This is used when teaching new items or when working on items that are inconsistent.
8. Reactive prompting – Prompting the child after 1-2 mistakes have occurred. This is used when a target response is close to mastery, or when reviewing mastered items.

Fading prompts:

1. Prompt as many times in a row as necessary to keep the child successful.
2. When prompting repeatedly, systematically fade the prompts in order to promote more independent responses (i.e., gradually require the child to do more of the response).
3. To promote independent responses and to avoid the child from becoming prompt dependent, fade out all prompts. Do not change the field or move onto another response after a prompted trial.
4. Avoid inadvertent prompts, such as glancing at the correct item, or mouthing the correct answer.

Types of prompts:

1. Simplify the S^D by removing all unnecessary information.
2. Physical: physically guiding the child through the task (e.g., hand over hand).
3. Modeling: physically modeling the response.
4. Pointing: tapping or pointing to the correct response.
5. Position: positioning the correct item closer to the child.
6. Instructional: instructing the child about the correct response.
7. Verbal modeling: verbally modeling the correct expressive response.
8. Inflection: emphasizing the important aspect of an S^D (e.g., “Touch MY nose.”).
9. Latency: assisting the child on the second part of a response following an independent correct response on the first part of the response.

II = Inter-trial interval - This is a 1-to-3 second pause between each trial. It should be long enough that each trial is distinct (or discrete), but not so long that the child loses focus or engages in alternative behaviors.

[SD R SR].....II.....[SD R SR]

1. In order to keep the inter-trial interval as short as possible, continue to reinforce the child until you are ready to give the next instruction.
2. Prepare each sitting ahead of time by organizing materials and reinforcers before to calling the child to the table.

** All instructors, parents, and any other individuals who supervise the child regularly should become knowledgeable in all components of The Discrete Trial. This is important to maximize the child’s rate of acquisition within each program, reduce any negative and/or self-stimulatory behaviors, and maintain consistency amongst all instructors. If you or anyone of the staff is unsure about any aspect of The Discrete Trial, please contact your consultant as soon as possible. It is important to get clarification immediately to prevent the team from developing bad habits.