Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

ABC Analysis

No description
by

Eric Schwartz

on 24 February 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of ABC Analysis

A-B-C Analysis
Overview:
Applied Behavior Analysis
Antecedent- Environment, Sd, MO
Behavior- What is it? How can you tell?
Consequence- Reinforcement vs. Punishment
ABC practice

Branch of behavior analysis

-
Behaviorism
(philosophy of behavior)
-
Experimental Analysis of behavior (EAB),
basic research
-
Applied Behavior Analysis,

responsible for applying principles of behaviorism to socially significant behaviors


Now let's get down to it...
Antecedent- any event or stimulus that occurs before a behavior occurs
There may be multiple antecedents
Antecedent
Antecedent
Why A-B-C analysis is important...


By analyzing the ABC's, we can determine what the behavior looks like, what happens in the environment before the behavior occurs, and what is the function of the behavior.

ABA
A-B-C analysis:
Helps us determine under what conditions behaviors occur

people
sounds
smells
objects
people
objects
sounds
smells
Motivating Operations (MO)
Discriminative Stimuli (Sd)
A variable which alters the
value
of a stimulus as reinforcement and either increases/decreases the occurrence of a behavior associated with that reinforcement
Antecedent
MO- Lack of food (hungry)
Student sees teacher


Consequence
Student gets goldfish (no longer hungry)
Behavior
Student signs "Food"
Because the student is
hungry
(motivating operations), food is going to be a reinforcer. Computer, for example, would not serve as strong of a reinforcer.
Student engaged in a behavior (signing food) which has been reinforced in the past
The behavior of signing "Food" is now stronger because it was immediately reinforced
Antecedent
MO
- Lack of attention (lonely)
Student sees teacher
Consequence
Teacher says "Relax, you need to calm down. I don't want to hear you scream"
Behavior
Student screams and hits head
Because the student lacks attention (motivating operation), attention is going to be a reinforcer.
This behavior has been successful with accessing attention in the past
The behavior of hitting and screaming is now stronger because it satisfied the MO of wanting attention.
Motivating Operations (MO)
Discriminative Stimuli (Sd)
Discriminative Stimulus (Sd)- A stimulus in the presence of which a specific behavior will be reinforced
Basically, a cue in the environment to do something to get what you want
Example: You want to take a hot shower. The hot water faucet "H" would be the Sd because turning that on will give you reinforcement in the form of hot water
Antecedent
Discriminative Stimulus (Sd
)- Student sees teacher
MO-
Lack of food (hungry)
Consequence
Teacher says "Relax, here is a snack" and then gives student some goldfish.
Behavior
Student screams and hits his head
Because the student is hungry (motivating operation) , food will be a reinforcer.
Teacher is
SD
for access to food because teacher has given food to student in the past.
As staff, we are typically Sd’s for access to everything (food, attention, tangibles). We want to transfer control to natural Sd’s (schedule, peers, actual items).

Behavior
Definition of behavior- What is it??
Dead Man's Test
Behavior can be described by its
topography
(what it looks like),
magnitude
(the intensity of the behavior),
frequency
(how often it occurs), and
duration
(how long it occurs)
Consequences
Events that immediately follow behavior and either
increase
or
decrease
the occurrence of the behavior
Consequences affect future behavior…all behavior is controlled by consequences, things that happen immediately after a response is emitted

Increase= reinforcement
Decrease= punishment
Positive/Negative
+ -
When discussing reinforcement and punishment....
Positive +
something
added
to the environment
Negative -
something
taken away
from the enviornment
Antecedent Behavior Consequence Operation
Student sits at desk alone with Ipad.
Student throws Ipad.
Teacher " Pick it up! Ipad is finished! Go to work!"'

Student throws objects the rest of the day.
Positive Reinforcement
Teacher "Time to go to work"
Student goes to work desk and bangs his head.
Teacher gestures to student to go to padded break area.

Student bangs head against desk when told to go to work next day.
Negative Reinforcement
Student sits at desk alone with Ipad.
Student throws Ipad.
Teacher " Pick it up! Ipad is finished! Go to work!"'

Student doesn't throw objects for rest of day.
Positive Punishment
Student walks into class and sits at his desk with his music and headphones.
Student begins singing out loud along with music.
Teacher takes music away.

Student doesn't sing out loud next time he has music.
Negative Punishment

Now we can implement behavior strategies before (antecedent), during (behavior), and after the behavior occurs (consequence).
4:55
Watson -> Skinner = ABA as we know it


Allows us to determine the function of the behavior
Think Motivation.....
The teacher was an Sd, or cue, to the student that if he engaged in a certain behavior, he could get access to what he wanted (food).

What should be the natural Sd in school for our students to access food?
- Snack icon on schedule
- Cafeteria
- Actual food item

Motivating Operations decide whether something is going to be reinforcing or not!


How can we use MO's to change behavior?

Remove access to objects so they become more valuable...i.e. the MO increases
Example: Limit access to computer throughout morning, allow access to computer only after completion of tasks. Student's MO for computer will be greater and will be more likely to engage in the behaviors you want to access computer
Increase access to stimuli (objects, people, etc) so that the MO decreases
Example: Allow student unlimited access to attention in the morning when they come into school. Student's MO for attention will be decreased and will be more likely to engage in behaviors that don't result in attention.
Full transcript