Fundamental Teaching Tools of Behavior Reinforcement by;Brian E. Mac Farlane MA.Ed.

PRT, like all other behavioral teaching approaches (and probably non-behavioral teaching approaches as well), uses the fundamental teaching tools of reinforcement, antecedent control, prompting,fading, shaping, and chaining. PRT uses both motivational and learning principles and applies them systematically in natural settings to optimize the development of fundamental skills that are pivotal to the development of a wide range of other skills.

PRT is a technique that a wide range of individuals can use, including family members and school staff, as well as individual therapists and consultants (e.g., speech-language pathologists, occupational therapists).

One primary goal of PRT is to promote generalization and maintenanceof mastered skills. A successful strategy for addressing this goal is to focus on skill deficits in the natural environment, in as many naturally occurring opportunities as possible, and with multiple intervention partners (National Research Council, 2001). For example, it is much more likely that learners will maintain newly acquired skills, such as buttoning, and generalize to different types of buttons if they button pajamas at night, coats when going outside, or a doll's dress during play-all naturally occurring opportunities that take place throughout the daily routine.

PRT can be implemented in any setting and context where (a) the learner has consistent contact with an individual and (b) there are activities or objects that the learner prefers

Pivotal Behaviors

Thepivotal behaviors that have led to significant gains in skill development and in collateral functioning are (a) motivation, (b) responding to multiple cues, (c) self-management, and (d) self-initiation (Baker-Ericzen et al., 2010; Nefdt, 2010).

Motivation to respond to social and environmental cuesis fundamental to development and a critical area of intervention. Learners with ASD may appear poorly motivated to respond to and engage in the social world around them (Jones, Carr, & Feeley, 2006).

Many learners with ASD can enhance their attention to multiple cues and increase their abilities to learn and generalize if this deficit is targeted (Brown & Bebco, 2012; Reed, 2012).

Self-management is a positive behavior support strategy that decreases interfering behaviors(e.g., repetitive, disruptive, stereotypical) while more functional replacement behaviors are being learned. Development of self-management techniques has been shown to improve academic performance (Palmen, Didden, & Arts, 2008), and play skills (Barry & Singer, 2001).

Studies have demonstrated that initiations are pivotal behaviors and that increasing these behaviors yields gains in other areas of language and social development. For example, children who were taught to use the question "What's that?" demonstrated an increase their use of expressive labels and generalize their question-asking to the home (L. K. Koegel, Camarata, Valdez-Menchaca, & Koegel, 1998). Researchers also have found that, when children were taught the question, "What's happening?" they exhibited other general language gains, including an increase in the average number of words spoken per sentence (L. K. Koegel, Carter, & Koegel, 2003).

Teaching Key Pivotal Behaviors: Procedures for Implementation

The aim of PRT is to change learners' behaviors to allow for a more typical trajectory of development in the most inclusive settings possible. In the sections that follow, specific procedures are provided to address each key pivotal behavior: motivation, responses to multiple cues, self-management, and self-initiation. Ideally, these procedures should be incorporated into general curricula instead of creating a separate curriculum for learners with ASD (R. L. Koegel & Koegel, 2006).

Case study conclusions:

Preschool

Once Devondre showed more enthusiasm to participate, he also became interested in other songs, topics, and books introduced during circle time. Expanding his interests was further facilitated by continuing to preview the new materials or information with him at home the day or two before being introduced during circle time. Overall, these strategies allowed circle time to become more pleasurable and rewarding to Devondre. In addition, familiarizing Devondre with routines during circle time enabled him to become a more active and competent participant.

Elementary

In summary, applying these intervention strategies helped students develop confidence and motivation to improve their academic achievement within an inclusive environment. Offering choices, simplifying and modifying tasks, reinforcing attempts, and providing natural and contingent reinforcement are beneficial procedures for motivating students with autism to make more rapid academic gains

HS.

As a result of the social skills program, students are able to initiate conversations and respond appropriately in social interactions with others. Parents also reported that children began to show more interest in their son's appearance by shaving, showering, and wearing different clothes.Moreover, some students become more confident engaging in reciprocal and empathetic conversations with selected peers. They also become more effective conversationalist and can begin developing friendships.

Summary

PRT strategies have strong empirical support for use in facilitating communication and social skills, but empirical support for use in school programs is still being acquired (Harrower & Dunlap, 2001; King-Sears & Cummings, 1996). With the significant acceleration of the rate of diagnosis of ASD in children and youth, school districts and other service providers are increasingly challenged to provide interventions to learners with ASD that are both effective and efficient. Utilizing the techniques in this module in close collaboration with learners' parents and other professionals will contribute to successful implementation of this intervention in different settings.

The PIvital Response Treatment: Part 1 by Brian E. Mac Farlane, MA.Ed.

PRT is an intervention or treatment approach derived from the principles of applied behavior analysis (ABA; R. L. Koegel, Openden, Fredeen, & Koegel, 2006). PRT focuses on building a set of four "pivotal" skills or behaviors, including (a) motivation to respond to natural environmental and social cues, (b) responding to multiple (rather than single) cues in the environment, (c) management of own behavior, and (d) self-initiation of behavior in appropriate contexts.

 These are called pivotal behaviors because they are likely to have a positive effect on the learner's acquisition and use of a wider range of developmental or behavior skills than those specifically targeted for the PRT intervention (Coolican, Smith & Bryson, 2010; Smith, Koegel, Koegel, Openden, Fossum, & Bryson, 2010).

 

The 10 core goals of PRT are to:

·         Teach learners to respond to the many learning opportunities and social interactions that occur in the natural environment

·         Decrease learners' needs for constant supervision and support from adults

·         Promote family involvement and improve the quality of life for all family members

·         Decrease the number of services delivered in separate settings that remove learners from the natural environment

·         Improve learners' academic performance

·         Advance learners' communication and language skills

·         Foster learners' social interactions and friendships with typically developing peers

·         Reduce learners' interfering behaviors (e.g., disruptive, repetitive, stereotypical)

·         Move learners toward a typical developmental trajectory by teaching a diverse number of behaviors

·         Broaden learners' interests

 

This approach gives the learner opportunities to make choices and share control of the interactions with adults. The teaching that follows these interactions enhances learners' motivation to engage with objects and activities that maximize the reward strength (i.e., the intrinsic motivating power of the activity or object) and minimize the need for extrinsic reinforcers (e.g., stickers, tokens, edibles).

Why developed?

PRT was developed by Robert Koegel and Laura Schreibman, who arranged teaching settings in which children were allowed to choose materials and activities while adults interspersed teaching opportunities within learning and play activities. Children in these settings learned new skills and maintained those skills over time (Schreibman, 2006). PRT, like all other behavioral teaching approaches (and probably non-behavioral teaching approaches as well), uses the fundamental teaching tools of reinforcement, antecedent control, prompting, fading, shaping, and chaining

The first behavioral interventions for children and youth with ASD successfully used the basic behavioral principles of reinforcement, punishment, and shaping to teach target behaviors such as speech, imitation, following instructions, and reduction of unwanted behaviors (Ferster, 1961; Ferster & DeMyer, 1962).

PRT, like all other behavioral teaching approaches (and probably non-behavioral teaching approaches as well), uses the fundamental teaching tools of reinforcement, antecedent control, prompting, fading, shaping, and chaining. PRT uses both motivational and learning principles and applies them systematically in natural settings to optimize the development of fundamental skills that are pivotal to the development of a wide range of other skills.

PRT is a technique that a wide range of individuals can use, including family members and school staff, as well as individual therapists and consultants (e.g., speech-language pathologists, occupational therapists).

One primary goal of PRT is to promote generalization and maintenance of mastered skills. A successful strategy for addressing this goal is to focus on skill deficits in the natural environment, in as many naturally occurring opportunities as possible, and with multiple intervention partners (National Research Council, 2001). For example, it is much more likely that learners will maintain newly acquired skills, such as buttoning, and generalize to different types of buttons if they button pajamas at night, coats when going outside, or a doll's dress during play-all naturally occurring opportunities that take place throughout the daily routine.

PRT can be implemented in any setting and context where (a) the learner has consistent contact with an individual and (b) there are activities or objects that the learner prefers

transferring files from old PC to new PC

Defining The Types of Epilepsy by: Brian E. Mac Farlane, MA.Ed.

Epilepsy  Seizures Types:

·        Absence (petit mal)--This type of seizure is most common in children. It is characterized by a blank stare lasting about half a minute; the person appears to be daydreaming. During this type of seizure, the individual is unaware of his or her surroundings.

·        Atonic (drop attack)--A childhood seizure in which the child loses consciousness for about ten seconds and usually falls to the ground because of a complete loss of muscle tone.

·        Complex partial (temporal lobe)--A blank stare, random activity, and a chewing motion are characteristic of this type of seizure. The person may be dazed and unaware of his or her surroundings, and may act oddly. There is no memory of this seizure. A person may experience a distinctive warning sign called an aura before this type of seizure. The aura is itself a form of partial seizure, but one in which the person retains awareness. The aura may be experienced as a peculiar odor, "butterflies" in the stomach, or a sound. One man with epilepsy, an ardent racetrack gambler, said he would always hear the roar of a crowd, followed by the name of a favorite racehorse, just before he lost consciousness.

Indoctrination in Common Core ELA Texts

Functional Behavior Plan FBA Essentials , by Brian E. Macfarlane, MA.Ed

Brian Mac Farlane, MA.Ed

Functional Behavior Plan FBA Essentials

ABC data collection uses basic observations and forms to collect data on a specific behavior, as well as the related antecedent and consequence. That information is essential to conducting a functional behavior assessment in order to analyze behavior and determine consequences. Behavior in children can be better managed and more effectively changed when the interventions are based on a functional analysis of ABC data.

ABC Data Collection Forms

Data collection forms do not have to be complicated. They can be written in any format as long as they allow for all of the needed information. The required information on the form should include the name of the person being observed, the date and time of day, and a good setting description. Additionally, observed behaviors, what was happening right before they occurred, and the response or consequence of the behavior should be noted.

Many data collection forms for ABC data only have three columns. The columns are for the antecedent, the behavior, and the consequence. However, it is also important to note the time of the behavioral occurrences, their intensity (especially if they involve an emotional response), the duration, and possibly a place to tally the frequency of specific behaviors.

Antecedents of Behavior

Behaviors always have a trigger. That trigger could be to escape an unpleasant situation or to gain recognition or acceptance. Behaviors could also be triggered by the desire to fulfill a physical need. Other behaviors could be the result of a deficit in a particular skill area. It is important to note details about what was happening right before the behavior occurred, the antecedent, in order to determine the true trigger for the behavior.

Many antecedents are not observable. For example, things like physical ailments, embarrassment or not understanding what to do can all result in a behavioral response. Sometimes, the ABC data collection may need to include getting information from the individual being observed. Of course, they should not know they are being observed so any questioning should be done after the fact or by someone else.

Describing Behaviors

Behaviors should always be specifically described in objective terms. Vague descriptions should be avoided. Additionally, any subjective evaluation of the behavior should be avoided. For example, if a child would not comply with a request, the behavioral description should avoid references to defiance or attitude. However, a good description might be that a student was seated and did not appear to do anything or that a child said “no” or walked away and did not comply.

A lack of a behavior, or not doing anything when a behavior is required, is still a behavior. Teachers sometimes say that a student does not have any concerning behaviors, only to find out that he is failing that class because he refuses to do anything. Behaviors that can be a concern are not limited to disruptive behaviors. It is also important to note any lack of needed behavior.

Describing the Consequences of Behavior

Consequences include any response or result the behavior achieved for the child. For example, the same single behavior occurrence might get a child attention from the teacher and peers, as well as getting him out of doing work. Additionally, it could result in a poor grade. All consequences should be noted.

It is important not to ignore any consequence because consequences often serve to promote that same behavior happening again. For example, it might seem obvious that a poor grade was not what a student wanted and so it could not possible be reinforcing. However, it is not unheard of for students to set themselves up for failure due to things like not being emotionally prepared for life after graduation. Never discount a consequence as not being important.

Antecedent-Behavior-Consequence Data Collection

Taking good data on the antecedent, the behavior, and the consequences, can provide the essential information for a good functional analysis of behavior. It is the basis for ultimately determining interventions, supports, and consequences that will change inappropriate behaviors into desired behaviors. ABC data collection can make a teacher’s and a parent’s job much easier.

References:

Alberto, Paul & Troutman, Anne. Applied Behavior Analysis for Teachers, Eighth Edition. Ohio: Prentice Hall, 2008.

 

Summary on Education: How to Gain Application of Mastery and Progress Mo...

Summary on Education: How to Gain Application of Mastery and Progress Mo...: Application of Mastery and Progress Monitoring with a Specific Student By: B rian E. Mac Farlane, MA.Ed ...

How to Use CBM When Teaching Multiplication Fact Families (e.g., times tables for 2, 3, 4)

How To Use CBM When Teaching Multiplication Fact Families (e.g., times tables for 2, 3, 4)

By Brian E. Mac Farlane, MA.Ed

Step 1: The CBM steps begin by creating or selecting an appropriate multiplication fact family probes (test) for the student's grade and skill level. However, I teach a scripted math program that does not have a specific probe for multiplication. Therefore, my probe would be an assessment created by another publisher consisting of 100 problems multiplication problems for multiplication fact families. 

Step 2: Next, I would administer and score student math probes at regular intervals (weekly, bi-weekly, or monthly). The weekly probes would consist of ten multiplication problems in which students would have one minute to complete.  The assessment score would be calculated by dividing the total correct answers by the total number of problem. This calculation will give me a probe score in the form of percentage correct.

Step 3:Then, I would use a line graph to graph the student’s weekly probe percentage scores. This is an important step in the CBM process because, it symbolize a visual representation of the student’s progress towards goals.

Step 4: My next step would entail establishing student academic math goals. This step is important to indicate the expected level of proficiency that students will demonstrate by the end of the school year and the amount of growth expected in shorter periods of time (e.g., weekly goals).

Step 5: After an analysis of the student progress data, I would make any necessary instructional decisions. For example, I could provide practice of multiplication facts using a computer software program that give immediate feedback to the student.

Step 6: Feedback given as part of formative assessment helps learners become aware of any gaps that exist between their desired goal and their current knowledge, understanding, or skill and guides them through actions necessary to obtain the goal (Ramaprasad, 1983; Sadler, 1989). Communicating student progress is a fundamental component of the CBM process. So, I would meet individually with my student to review their goals, and talk about their progress by utilizing the probe data results and graphs. I would also communicate the student progress to parents, and other educational professionals by providing them student data (copies of probes and or graphs). This communication process would be ongoing throughout the school year.

Advantages of progress monitoring over annual achievement tests

Advantages of progress monitoring over annual achievement tests
By Brian E. Mac Farlane, MA.Ed

The first advantage of using progress monitoring over annual monitoring is how it allows teachers to estimate the student rates of improvement verses rates of growth. Therefore, when teachers use progress monitoring it provides vital feedback on the skills currently being taught verses all the skills of a particular unit of study. A second advantage of progress monitoring over an annual achievement test is how it identifies students who are not making satisfactory progress and who need additional or alterative instruction. Finally, the third advantage of progress monitoring over annual achievement test is how it evaluates the effectiveness of instruction so that teachers can create better instructional programs.

Key differences between mastery measurement and CBM Mastery : 

Measurement corresponds to a precise point on the CBM yearlong continuum, so it provides student assessment data related to a specific lesson plan objective. Similarly, a Mastery Measurement Assessment is a based on a pre-planned instructional sequence for the year, but CBM skills can be taught in any logical order.

There are three common ways CBM can be used to help high-risk students:

1.     CBM can help identify those skills in which students may have the greatest challenge.

2.     CBM can support the process of identifying those students who are not making progress in a general education setting.

3.     CBM can track the student progress towards their IEP goals

Six Steps CBM Process

Step 1: Create or select appropriate tests (called probes) for the student's grade and skill level.

Step 2: Administer and score probes at regular intervals (weekly, bi-weekly, or monthly).

Step 3: Graph the scores. Graphing is an integral part of using CBM.

Step 4: Set goals. It is crucial to indicate the expected level of proficiency that students will demonstrate by the end of the school year and the amount of growth expected in shorter periods of time (e.g., weekly goals).

Step 5: Make instructional decisions based on CBM data.

Step 6: Communicate the progress by providing students, parents, and other educational professionals with information about student growth throughout the school year.  Step six is accomplished when the teacher use CBM data and graphs to support their communication with students, parents, and other education professionals.

Education Philosophy of Brian E. Mac Farlane, MA.Ed

My philosophy of education is not based on a single theory.  However, the end result of any teaching experience should answer  two fundamental questions;

 1) Did the student acquire new skills and abilities (learning)?

 2) Can the student synthesize learned skills and abilities to acquire new        knowledge (maturation)? 

Therefore, my teaching objective is to create a balanced learning environment for students to learn and mature.  Maintaining equilibrium or balance is a complicated process all teachers strive to achieve inside their classroom. There are several learning theories that teachers can utilize to support a balanced approach towards effective instruction:

Humanistic Learning Theory: The affective well being of the students is the main focus of this approach.

Developmental Learning Theory: Allows each student to progress at their  own pace.

Social Integrationist Learning Theory: Recognizes the role of adults and older children in the learning process.  There is a strong emphasis on modeling and the use of language to facilitate learning.

Cognitive Learning Theory: This theory supports a central belief that people are active learners.  They will focus on various factors like information processing model of learning, discovery learning, learning strategies, and problem solving ( Woolfolk 1996).

Behavioral Learning Theory: Behaviorist believes  that learning is acquired through changes that are observable and measured.

Special consideration must be established to understand the dynamics of behavioral and cognitive learning, motivation and learning, classroom management, and diversity.  In addition, any real examination of a balanced learning environment must also consider multiple intelligence and cognitive development, cultural and language acquisition, and social development. Although a full understanding and application will allow the creation of a balanced learning environment, I consider three primary topic areas to be essential within my classroom. The three essential topics are motivation and learning, intelligence and cognitive development and assessment/evaluation.

Motivation and learning are important, because every student is not self-motivated or live in a positive environment.  In addition, students learn at various levels, and this unique difference represents an important dynamic when creating and teaching a lesson.  It would be nice to have a one size fits all, but student’s differences are a fundamental challenge facing all teachers.  Assessment and performance is a responsibility all teachers share.  Therefore, I employ a host of formative and summative assessments, ranging from scholastic tests, readiness tests, observations, periodic quizzes, portfolios and student conferences.

Moving forward, the question of balance is relative, and consequently a central topic of debate among educators.  Therefore, I always recognize a host of theories that support my balanced approach to teaching.  In addition, a full understanding of teaching theories coupled with strategic application of multiple teaching strategies will foster  a balanced learning environment. So, at the end of the day, I’ll be  able to answer the question; Did my students learn, and are they academically mature to make a difference?