ABA:教學領域及策略

袁巧玲博士

Columbia University, Ph.D., BCBA

Communication

Some tactics: 策略

Training mands 需求表達訓練 - Behavioral MomentumTraining Tacts 命名訓練 - Conversational Units Interrupted Chains 中斷串聯 對話單位Listener immersion - Anthropomorphic toys 傾聽者集中訓練 擬人化玩具Rapid Tacting 快速命名 - Graduated ResponseMotivational operations 逐步反應 動機建立操作 - Scripts for

interactionVerbal immersion 互動腳本 語言集中訓練- - -

Sequence of mand training 請求表達訓練步驟

五次連續正確的複誦

自動的請求 : 不給予提示與讚美

呈現至少二種物品 ( 包括渴望和不渴望的

三次不正確的反應

回到複誦的階段

正確的反應

繼續給予自動請求的機會

Sequence of mand training 命名表達訓練步驟

五次連續正確的複誦

自動的命名 : 不給予提示 , 但給予注意與讚美

呈現目標 ( 物品 / 人物 / 事件 / 動作 )

三次不正確的反應

回到複誦的階段

正確的反應

繼續給予自動命名的機會

Conversational Training: 對話單位Setting evokes verbal behavior

環境影響對話行為的產生Student 1 講者

Student 2 聽者 - 行為影響講者 (Student 1) 的行為

Student 2 反應時變成講者

Student 1 聽者 - 行為影響講者 (Student 2) 的行為

Student 1 反應時變成講者

Tacting Common Objects Around the House and in Pictures房子內外一般物品及圖片的命名教學效果

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Scissors

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Baseline Echoic-to-Tact

Echoic-to-Tact

Echoic-to-Tact

Echoic-to-Tact

Echoic-to-Tact

Teaching Tact Operants to Decrease Palilalia教導命名以減少重覆或鸚鵡式語言之效果

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Baseline Teaching Tact Operants

1:1 Instructional Setting

Lunch Time

Play Area

Academic Literacy 學業能力 Some tactics:

Visual tracking 視覺追蹤 Peer tutoring 同儕教導 Multiple Exemplar Instruction 多重舉例教學 Chaining 串聯訓練 Multiple Control 多重控制 Personalized System of Instruction 個別化教學系統 Writer immersion 寫作集中訓練 Response/stimulus prompts 反應提示 / 刺激提示 Interspersal known items 交錯教學 / 穿插已經習得的技能 General case shaping 一般範例的行為養成 Matching Law/Increased learn units 配對法則 Response Cards 反應卡- Rate training 速率訓練- Behavior Momentum

Visual Tracking 視覺追蹤

Hogin (1996) found that when students observed the antecedent stimulus along with the response and consequence learning was more likely to occur.

Albers and Greer (1992) found that once the teacher saw to it that the students observed their responses to the discriminative stimulus along with the consequence learning occurred.

The Effects of a Visual Tracking on Correct Response to Learn Unit Presentations

Visual Tracking

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The Effects of a Visual Tracking on Correct Response to Learn Unit Presentations

Pre / Post - Intervention Learn Units to Criterion

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The Effects of a Backwards Chaining Procedure on Academic Responses Emitted by One Student 反向串聯訓練對學生學業技能反應引發之效果研究

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Saturday - Sunday

Wednesday - Sunday

Monday - Sunday

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Days of the Week

Intraverbal Counting

The Use of Peer Tutoring to Increase the Tutor‘s Correct Responses in Alphabet Sequencing, Transcription, and Subtraction 同儕教導策略對增進小老師在字母順序排列及減法之效果

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CorrectReponses

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CorrectResponses

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Alphabet Sequencing

Subtraction

Baseline Peer Tutoring

Using the Matching Law to Decrease Maladaptive Behaviors 使用配對法則減少不良行為

目標行為 : Number of noncompliant behaviors and number of occurrences of assaultive behavior for Participant A and number of occurrences of stereotypy and palilalia for Participant B

策略 : Double or triple the number of the learn units for both participants

Results: Maladaptive behaviors decreased as a function of doubling/tripling the learn units

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noncompliancebehavior andassaultivebehavior

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Taking Turns With Grandpa學習和祖父輪流When grandpa first introduced the game to

Kristen, she did not know how to take turns with him. The parent educator recommended using textual prompt as a tactic to facilitate turn taking. Then grandpa used the flashcards when playing the game. After she mastered saying “Poppy’s turn” with textual prompts, they took turns without the prompt and Kristen can now play games and take turns with her grandpa independently.

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Baseline(Take turns w ith Poppy independently) Using f lashcards to teach "Poppy's turn"

Take turns w ith Poppy independently

Self-Management 自我管理

Some tactics:Self-monitoring 自我監控Self-reinforcement 自我增強Self-editing 自我紀錄Personalized System of Instruction

(PSI) 個別化教學系統Token economy 代幣制度

The Effects of Peer Monitoring and Self- Monitoring on Appropriate Classroom Behavior同儕監控及自我監控對教室適當行為之成效研究

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Baseline BaselinePeer Monitoring Self - Monitoring

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Student C

Using a Timer to Increase Performance Rate On Personalized System of Instruction個別化教學系統中計時器的使用對增進行為表現速率之研究

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Student B

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Following Morning Routines早上的常規訓練

Abe as a 4 year old twin: Abe 為 4 歲的雙胞胎Has had frequent issues with maintaining and

completing routines at home. 主要問題 - 維持及完成例行工作上有困難

Has emotionally breakdowns in the morning hours when he is asked to transition from many physical demands. 早上時段，被要求做肢體需求的活動轉換時會產生情緒發飆的行為

Has challenges with fine motor activities like dressing, feeding and toileting. 挑戰性的行為 - 穿衣 /餵食 / 如廁

Target Skills

We used a token economy system 使用代幣系統 Each skill (5) was broken down as a functional

step of the morning routine HOUSE RULES: Going to School

Get out of bed without crying 起床不哭鬧 Ask for breakfast nicely 用適當語言要求早餐 Wait for breakfast at the table 在餐桌上等待食物 Go to the potty and wait for your turn 上廁所並學習輪流 Get dressed independently 獨立穿衣

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Baseline Need 5 tokens to exchange for reinforcer Need 3 tokens to exchange for reinforcer

VR2Follow-upwith praise only

Expanded Community of Reinforcers 擴充環境中之增強物Stereotypical behaviors may interfere with adaptive and

academic behaviors. 固執性可能會影響適應行為及學業行為的表現

Condition appropriate reinforcers to reduce stereotypy and passivity. 制約適當的增強物能減少固執性及被動性

Pairing procedures are used to condition the following as reinforcers: 配對法則即為制約增強物的方式Puzzles 拼圖Books書本Toys 玩具 listening to stories 聽故事Play Dough 玩黏土Games 遊戲

Conditioning Toys to Decrease Stereotypy 制約玩具減少固執性之效果

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5 minute probe sessions

Toy Cars

Animal toys

Baseline Post 5 sec. 10 sec. 15 sec.

Push button toys

Approp. toy play Stereotypy

Learning to Like Drinking Milk學習喜歡喝牛奶

Noah never liked drinking milk. Mom tried many things such as adding chocolate syrup or banana but nothing worked.Noah 不喜歡喝年奶 母親試了許多方法 如加巧克力糖漿或香蕉 但都沒有用

The parent educator introduced “Premack Principle” and Mom paired milk with something that he likes (m&m) and gradually faded out the m&m. 教學者介紹簡約策略 母親決定使用配對他所喜歡的食物的方式進行訓練 並逐步褪除該配對物 (M&M)

Now Noah likes milk and would ask for it – he went from saying “Yuck” to “Yummy” !!! 現在 Noah喜歡喝牛奶而且還會主動要求

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Drinking milk with banana and honey

Premack Principle -one sip of milk and one m&m

Fading - 2, 3, 4, 5, 6, 7 sips of milk and one m&m

1/2 glass and whole glass of milk with one m&M