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In psychology, aversives are unpleasant stimuli that induce changes in behavior via negative reinforcement or positive punishment. By applying an aversive immediately before or after a behavior, the likelihood of the target behavior occurring in the future may be reduced. Aversives can vary from being slightly unpleasant or irritating to physically, psychologically and/or emotionally damaging.
Discrete trial training (DTT) is a technique used by practitioners of applied behavior analysis (ABA) that was developed by Ivar Lovaas at the University of California, Los Angeles (UCLA). DTT uses mass instruction and reinforcers that create clear contingencies to shape new skills. Often employed as an early intensive behavioral intervention (EIBI) for up to 25–40 hours per week for children with autism, the technique relies on the use of prompts, modeling, and positive reinforcement strategies to facilitate the child's learning. It previously used aversives to punish unwanted behaviors. DTT has also been referred to as the "Lovaas/UCLA model", "rapid motor imitation antecedent", "listener responding", errorless learning", and "mass trials".
Applied behavior analysis (ABA), also called behavioral engineering, is a psychological intervention that applies approaches based upon the principles of respondent and operant conditioning to change behavior of social significance. It is the applied form of behavior analysis; the other two forms are radical behaviorism and the experimental analysis of behavior.
Autism therapies include a wide variety of therapies that help people with autism, or their families. Such methods of therapy seek to aid autistic people in dealing with difficulties and increase their functional independence.
Pivotal response treatment (PRT), also referred to as pivotal response training, is a naturalistic form of applied behavior analysis used as an early intervention for children with autism that was pioneered by Robert Koegel and Lynn Kern Koegel. PRT advocates contend that behavior hinges on "pivotal" behavioral skills—motivation and the ability to respond to multiple cues—and that development of these skills will result in collateral behavioral improvements. In 2005, Richard Simpson of the University of Kansas identified pivotal response treatment as one of the four scientifically based treatments for autism.
In operant conditioning, punishment is any change in a human or animal's surroundings which, occurring after a given behavior or response, reduces the likelihood of that behavior occurring again in the future. As with reinforcement, it is the behavior, not the human/animal, that is punished. Whether a change is or is not punishing is determined by its effect on the rate that the behavior occurs. This is called motivating operations (MO), because they alter the effectiveness of a stimulus. MO can be categorized in abolishing operations, decrease the effectiveness of the stimuli and establishing, increase the effectiveness of the stimuli. For example, a painful stimulus which would act as a punisher for most people may actually reinforce some behaviors of masochistic individuals.
The assessment of basic language and learning skills is an educational tool used frequently with applied behavior analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or disabilities.
The professional practice of behavior analysis is a domain of behavior analysis, the others being radical behaviorism, experimental analysis of behavior and applied behavior analysis. The practice of behavior analysis is the delivery of interventions to consumers that are guided by the principles of radical behaviorism and the research of both experimental and applied behavior analysis. Professional practice seeks to change specific behavior through the implementation of these principles. In many states, practicing behavior analysts hold a license, certificate, or registration. In other states, there are no laws governing their practice and, as such, the practice may be prohibited as falling under the practice definition of other mental health professionals. This is rapidly changing as behavior analysts are becoming more and more common.
Donald M. Baer was an American psychologist who contributed to the science of applied behavior analysis and pioneered the development of behavior analysis at the University of Kansas and the University of Washington. Baer is best known for his contributions at the University of Kansas. Throughout his career, he published over two hundred articles, books, and chapters on various psychological issues. Some of his most noteworthy contributions include literature on behavior-analytic theory, experimental design, and early childhood interventions. Baer received numerous awards during his lifetime which acknowledged his innovation and dedication to his field of research.
The behavioral analysis of child development originates from John B. Watson's behaviorism.
Tact is a term that B.F. Skinner used to describe a verbal operant which is controlled by a nonverbal stimulus and is maintained by nonspecific social reinforcement (praise).
Centro Ann Sullivan del Perú(CASP) is a non-profit organization based in Lima, Perú that provides services to individuals with a wide range of developmental disabilities including autism and Down syndrome, as well as their families.
Liliana Mayo is a Peruvian psychologist and special education teacher.
A behavioral cusp is any behavior change that brings an organism's behavior into contact with new contingencies that have far-reaching consequences. A behavioral cusp is a special type of behavior change because it provides the learner with opportunities to access new reinforcers, new contingencies, new environments, new related behaviors (generativeness) and competition with archaic or problem behaviors. It affects the people around the learner, and these people agree to the behavior change and support its development after the intervention is removed.
Natural language training is a set of procedures used by behavior analysts that rely heavily on mand training in the natural environment. These procedures include incidental teaching, functional communication training, and pivotal response treatment, which are used to mirror the natural areas of language use for children. Behavior analytic language training procedures run along a continuum from highly restrictive such as discrete trial training to very nonrestrictive conversationally-based strategies. Natural language falls in the middle of these procedures.
Response-prompting procedures are systematic strategies used to increase the probability of correct responding and opportunities for positive reinforcement for learners by providing and then systematically removing prompts. Response prompting is sometimes called errorless learning because teaching using these procedures usually results in few errors by the learner. The goal of response prompting is to transfer stimulus control from the prompt to the desired discriminative stimulus. Several response prompting procedures are commonly used in special education research: (a) system of least prompts, (b) most to least prompting, (c) progressive and constant time delay, and (d) simultaneous prompting.
Autism, also called autism spectrum disorder (ASD) or autism spectrum condition (ASC), is a neurodevelopmental disorder marked by restricted and repetitive patterns of behavior and deficits in reciprocal social communication. Other common signs include special interests, stereotypic body movements (stimming), rigid routines, hyper- or hyporeactivity to sensory input, and difficulty with social interaction and verbal and nonverbal communication. Autism is clinically regarded as a spectrum disorder, meaning that it can manifest very differently in each person. For example, some are nonspeaking, while others have proficient spoken language. Because of this, there is wide variation in the support needs of people across the autism spectrum.
The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is an assessment and skills-tracking system to assess the language, learning and social skills of children with autism or other developmental disabilities. A strong focus of the VB-MAPP is language and social interaction, which are the predominant areas of weakness in children with autism. Originally developed as a book for the guide and protocol, Dr. Sundberg has also published an app version of the VB-MAPP
The rapid prompting method (RPM) is a pseudoscientific technique that attempts to aid communication by people with autism or other disabilities to communicate through pointing, typing, or writing. Also known as Spelling to Communicate, it is closely related to the scientifically discredited technique facilitated communication (FC). Practitioners of RPM have failed to assess the issue of message agency using simple and direct scientific methodologies, saying that doing so would be stigmatizing and that allowing scientific criticisms of the technique robs people with autism of their right to communicate. The American Speech-Language-Hearing Association has issued a statement opposing the practice of RPM.
The Picture Exchange Communication System (PECS) is an augmentative and alternative communication system developed and produced by Pyramid Educational Consultants, Inc. PECS was developed in 1985 at the Delaware Autism Program by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. The developers of PECS noticed that traditional communication techniques, including speech imitation, sign language, and picture point systems, relied on the teacher to initiate social interactions and none focused on teaching students to initiate interactions. Based on these observations, Bondy and Frost created a functional means of communication for individuals with a variety of communication challenges. Although PECS was originally developed for young children with autism spectrum disorder (ASD), its use has become much more widespread. Through the years, PECS has been successfully implemented with individuals with varying diagnoses across the aged span. PECS is an evidence-based practice that has been highly successful with regard to the development of functional communication skills.
References
- ↑ O'Neil, J., "Her Long-Distance Connections Came Through", The New York Times, November 18, 2002
- ↑ "The University of Kansas - Life Span Institute Affiliated Centers". Archived from the original on 2009-04-17. Retrieved 2009-02-01.
- ↑ Schroeder, S.R. (2006). "History of the Centro Ann Sullivan del Peru – CASP", in Schiefelbusch RL & Schroeder SR (Eds.) "Doing science and doing good". Baltimore: Paul Brookes Publishing Co.
- ↑ Council for Exceptional Children, International Programs
- ↑ 26 years Educating and Working with Centro Ann Sullivan del Perú Archived 2008-11-01 at the Wayback Machine
- 1 2 Primary Consultant and Teacher of CASP Staff [ permanent dead link ]