Applied Behavior Analysis for children with autism larger (206.15 kB)

Mariko Okano, certified behavior analyst at the Lovaas Institute - Los Angeles

Preparation for school

When the child begins treatment program at home, often the goal is to "learn to learn" behaviors such as non-verbal imitation, verbal imitation and matching. When children learn and refine these skills through the various phases of the program, the behavior for "learning to learn" can vary in complexity but continue to rely on the capacities of imitation and association. When a child goes to the school environment, the importance of these skills is amplified. Whether you are in a generic class without support, in a generic class with support, in a special class or a private school, to teach these basic skills of participation can facilitate the transition to school. For example, if a child does not follow the instruction to get in line for the range, can be stimulated to imitate his peers in the queue at the door. Or, if the teacher presents a lesson step by step on board and a student falls behind, can be stimulated to follow the example of the master.

Group lessons

When children move from elementary to secondary school, most teaching takes place in a collective manner: the teacher stands in front of the class and explain to the kids sitting at desks or on the floor. Participation in a group lesson can be a challenge, because it can involve difficulties in understanding the words of the teacher or the material, or to feel comfortable in a group of peers.

Although some children may fail to fully understand the material presented in group lessons, may be helpful to teach appropriate behavior for a) does not distract or isolate themselves from the group, and b) give them the opportunity to follow the teacher and learn from him . They are careful to appropriate behaviors necessary participation in group lessons proper posture, tranquility and visual attention.

n addition to the attention or are appropriate behaviors to participate in group lessons raise your hand, wait to be called and will respond when called. You can teach each of these specific behaviors.

To get started, determine which behavior (s) my child gets and how long you can sit (in a chair or the floor).

Take these parameters as a reference and give positive feedback (reinforcement) at the end of each interval. For example, if a child is able to sit for 30 seconds, behaving appropriately, give him a verbal reinforcement every 25-30 seconds to keep this result.

Lessons simulated

Step 1: Simulate the group lesson using an argument acceptable and motivating.

The use of preferred stimuli (eg, The Cat in the Hat) may increase the interest of the child and therefore the attention to the material that is presented. In the first stage, read a history (the procedures may consist of small figures in the show, listen to music, singing) and provide reinforcement at the end of each range (eg 25-30 seconds).

Recognize the specific behaviors, eg. "You're sitting right!", "I like how you're watching!", "Thank you for listening to quiet." Start with short-term simulations (1-2), which will increase along with the intervals (eg 30 seconds>> 40 seconds>> 1 minute) as a child is to succeed.

Step 2: Experience teaching group with subjects less acceptable / desired.

Once a child is able, introduce him less acceptable material (similar to what can be presented in class) and follow the procedure above.

Step 3: Work on participation within the group.

Once the child demonstrated its ability to sit still and attentive to introduce various topics and materials, if appropriate, the participation. Start with short lessons in which you give real information.

For example, "The Mike's favorite color is green," "Whales live in the ocean." Then you make a request as if it were addressed to a group, such as "Who can tell me of Mike's favorite color?" or "Who knows where the whales live?" and encouraged the child to immediately raise your hand (sussurrategli "Well, raise your hand"). Give him a verbal reinforcement to have raised their hands. Systematically increased the duration of the lesson and the amount of material presented. In addition, increased demand for answers so that the child gradually learns to wait to be called and respond properly. It is important to be able to remove the directive that acts as a prompt ("Well, raise your hand") to give the child a way of showing his ability to respond independently.

Self-employment

Another important skill that children must learn is the greatest work alone in class. The timing of self employment in elementary school, ranging from 5 to 45 minutes in secondary schools from 15 minutes to 1 hour.

Self-employment is an important skill that can be taught to children with different skill levels.

Start by choosing from 1 to 3 activities that the child can do independently, such as interlocking games, puzzles and matching exercises. Determine the time when the child is able to perform these activities without losing attention / interest and without assistance. Take this parameter as a reference and give positive feedback (reinforcement) at the end of each interval. For example, if a child is able to work for 1 minute without behaving in an inappropriate manner, give him a verbal reinforcement every 50 seconds-1 minute to maintain this result. Give the child an initial indication to start to work quietly and independently (eg, "As a good, please exercise your card"). Give immediate reinforcement for starting the activity, followed by intermittent reinforcement at the end of each interval (eg 50-60 seconds). Over time, increase the duration and the interval after which the child receives reinforcement.

Useful skills to be taught:

Learn by observing

A more complex application of basic skills imitative learning through observation. It may be helpful to teach a child to observe their peers and "do the right thing" or "do what they are doing their friends," in order to stimulate appropriate behavior without defining them explicitly. It is likely that the ability to learn by observing the child to help schools and communities.

Tip: Remember to give reinforcement when the child behaves as he is required to prompt small and independently!

Activities

Regardless of the child's ability, may be useful to teach / to complete the simple tasks to increase its autonomy. Define the level of development of the ability of your child and choose activities accordingly.

Tip: Remember to start with and then lengthen rapidly in case of success.

Working in the presence of distractions

Once the child is able to work independently in a quiet environment, you may want to teach him to keep the attention in the presence of distractions as there may be in a classroom.

The distractions may consist of objects placed on the child's desk or in posters, banners and hanging clocks, instructors who walk around the room, doors opening and closing continuously or TV or radio voices in the background.

Tip: remember to introduce the element of distraction for a short time, and increase the duration in case of success.

Functional abilities in daily life

In addition to academic skills and participatory, the ability to solve problems yourself daily is an important component of the program for older children. When children become adolescents you must place the emphasis on teaching skills of autonomy that can help them do well at home and in the community. Autonomy in the house is to know how to take care of themselves, ie personal hygiene, dressing / undressing, grooming, bathing, preparing meals, and in doing chores. The autonomous community consists in attention to road safety and to strangers, to greet the people who help the community, shopping and using public transportation.

The road to autonomy:

Once in place the appropriate functional skills to teach your child, consider the following elements:

Task Analysis (Analysis of the task)

The Task Analysis is a skill in the fragmentation of specific phases. During the teaching of a skill is important to conduct the analysis mainly for two reasons:

1) Determine what the child is or is not able to avoid having to go back on what has already been taught

2) Fragmenting activity in specific phases will more easily identify and address the difficulties.

Examples of Task Analysis

Make a bed

1. Approaching the bed
2. Remove the cushions
3. Spread the sheet
4. Spread the blanket
5. Lay the quilt
6. Fasten the corners of the quilt
7. Place the pillows in the bed

Prepare a sandwich

1. Working in the kitchen
2. Take the bread
3. Take the peanut butter
4. Take the jam
5. Take a plate
6. Take a knife
7. Open the bag of bread
8. Place two slices of bread on the plate
9. Open the jar of peanut butter
10. Spread peanut butter on bread with a knife
11. Open the jar of jam
12. Spread jam on bread with a knife
13. Overlap the two slices of bread coated matching the sides
14. Close the bag of bread
15. Close the jar of peanut butter
16. Close the jam jar
17. Put away the bread
18. Put away the peanut butter
19. Put away the jam
20. Put the knife in the sink
21. Eating the sandwich!

Visual tables

After determining the phases of an asset and made ​​a reference, introduce the skills in a systematic way. An effective strategy is the use of a visual schedule that shows the phases of activity. A visual schedule may contain figures, cards showing words and / or a checklist of steps in a linear sequence. The combination of a visual schedule to verbal prompts, physical, imitative, gestures or other over time will allow the removal of these prompts. The goal of the child will complete a task independently, with or without the use of a visual schedule. The advanced procedures may include a list of chores.

Tip: Include fun activities in the list of chores to boost their performance.

Example of a list of chores:

1. Make a bed
2. Fold clothes
3. Making a snack
4. Unloading the dishwasher
5. Doing the math homework
6. Watch TV

Floor reinforcement

At first it is important to provide reinforcement for the performance of each step and for each step to the next step. Once the child is above a stage, and shows greater autonomy, the plan may be relieved of reinforcement (reinforcement given after a longer time / after passing several stages.)

Tip: Try using the prompt, instead of verbal reinforcement to shape the transition from one phase to another. For example, say "Bravo, I like how you're working" or "Good to be passed to stage 2" instead of saying "Keep going", which may make the child dependent on the prompt.

Generalization

Once acquired skills in a context and a person, it is extremely important to extend them to other situations, people and stimuli.

In general, if appropriate, the generalization must be structured in teaching. However, children who show difficulties in the maintenance and generalization of skills you can teach the generalization after learning of a skill.

Original document from the site of ' Lovaas Institute Translation by This e-mail address is being protected from spambots. You need JavaScript enabled to view it >George Antonioli