31/01/2022

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1
 31/01/2022

And we would like to do

iv el TIONA L
INSTRUC
l
ve of:
this without the iuse
s baINSTRUC ss ba
es THE
M O TIVATIO N DEA LS WITH
e
c c ing c c ing
LIKELIHOOD THAT

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u D TO A
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a nib m a nib m
ramWILL ram
THE M O RE LIKELY IT IS

@ d
Instructional THAT AN INSTRUC TIO N
@d Esc ape
Traditional Extinction!
Control c h LEAD TO THE
DESIRED RESPO NSE, THE
c h
t S S
ert
BETTER THE LEVEL O F
r
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INSTRUCTIONAL

o
MOTIVATION.
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-

5 6

Problems Associated with

Esc ape Extinction:
l
eBLOC el
siv aATTEMPTS siv
s CTOLIENT‘S ba
es M.D. (1999).
• KING A
e bAPE
c ing c ing
Lerman, D.C., Iwata, B.A., Wallace,
c c
▶

b a o bESC
lt ▶
a o b lt
The potential to establish the teaching setting as an aversive
b
u u
elh FORC EDoPHYSIC h
TEACHING
Escape @a ns AL @a otel ns
stimulus and inc rease the value of esc ap e as a reinforc er

o t ▶
o
An increase in the amount of attention given to escape behavior

C TO C
•

Extinction nib PROMPTING

m
▶

nib
The escalation of the teaching setting toward physical conflict
m
a C OMPLETE A TASK
a
@ d
h ram PACED PROMPTING, ▶ Luiselli, J.K. (2009);
m
@dMatson,hJ.rL.a(2009); Wolf, M. (1978).
Sc Sc
•
▶ A lack of willingness on the part of interventionists, teachers,

e rt REPEATING therapists
rt
and administrators to use these procedures

be
INSTRUC TIONS OR
b
consistently or at all.

Ro o
NAGGING
R
▶ The inability of interventionists to consistently use such
procedures with a variety of clients (older, stronger, self-injurious
or aggressive behavior)

7 8

2
 31/01/2022

The Principle of Step 1

iv el iv el
s ba ss a
ces c ng c e c b
before interactionin
g
a b
o THE sCLI lti Comprehensive control of all reinforcing itemsb
a lt
ab telho
begins
b hSHOW u ENT THAT su
@a otel YOU n Expectations @ n
CoS OF Co
ARE THE ONE IN

ib CONTROL THE THINGS

▶

ib o
an an
Step 1 m
HE WANT TO HOLD OR ▶
m
Organize restriction of all known reinforcers

d ra m PLAY WITH AND THAT ▶

d a m
Keep all teaching areas void of unearned reinforcement.

@
ch FOR
YOU WILL DECIDE IF, OR ▶
@ hr
Pick up all reinforcers after client puts them down to use as
c
t S HOW LONG, HE CAN
S
motivation for future learning.

r ert
HAVE THEM. Implications

be
▶

o b
Ro
▶ Allows you to be a giver and not a taker during teaching.

R ▶ Allows you to use the power of motivation as a consistent ally in

teaching
▶ Allows you to follow Steps 4 and Steps 7 easily and immediately.

9 10

Methods of Reinforc er Control

ivel iv el
s ba s a
c es
and stac kedc ng c es SHOWcb gTHAT
nMAKE
▶
for a client to ac c e ssa
Plastic Bins c an be filled
b lti
making it hard
o used for younger a b lt
THE CLIENTi
abof reachtecanlhbe su kids. b ho su
without help.

@a otel EVERY
YOU ARE FUN.
@ o n nINTERACTION
Co ENJOYABLE
▶ Shelves that are out
▶
ib
Placing reinforcers in lockedo cabinetsC or foot lockers can
ib YOU HAVE WITH HIM
n
help you to keep control
m
over the ac c e ss to them.
Toys can be keptain rooms that
Step 2:
an m ENCE SO THAT HE
AN

closed or even d r a m havedoors that can be

d a m EXPERI

hr THE WANT
▶

@ locked.
hprotected @ WILL TO FOLLOW

S c c
rt S
Refrigerators can be child or foods can be kept DIRECTIONS TO
t
▶

r
in special locked freezers or fridges in the garage or locked EARN MORE TIME

becan beroom.
in the interventionists
o obe SHARING THESE
EXPERIENCES WITH YOU.
▶
R
Internet access
tech means.
controlled through low and hi-
R
▶ Muc h, Muc h More! (Argentina Example)

11 12

3
 31/01/2022

Hints to Better Pairing for C lients

The Principle of Step 2
el l
with More Severe Disabilities
v e
si a siv ba
c es setting and
c binterventionist
n gwith No Instructions at all or youc
e s
are not pairingc ng
a the valueb
Comprehensive pairing of the teaching
lti a b lti
ho o- THE WAY HEsuWANTS!
▶

b su abwhat hetwants
elh
reinforcement designed to increase of cooperation beyond

@a otel
▶ Let the client play with
that of escape.
n @ onholding or playing
Co Don’t try to pair with the itemo
▶ Exa m ple : Lining up c a rs,

ib ▶
with instead pull out a inewb he C
the client is already

an m nwhen minterest.
▶ Expectations
more interesting item that he might
▶
d
Instruc tions a re not pa iring
m want and pair with that
d a m
shows

@ ra of pairing that @
Just sitting with a client a
r in the beginning.
and not interrupting when he plays is a form

ch h
▶
▶ 75% fun, reinforcement and pairing

c consumable reinforcers (items that go

might be necessary
▶ M oney in the ba nk
S It is always easiest to pair S

ert
away by themselves) t
with
r
▶

Whenever possible, e
▶ Implications
b b find physical reinforcers that are social in nature

Ro o
▶
▶ Allows you to get what you want from the client during the

▶
maximum 25% time you are allowed to give instructions
Allows you to be more va lua ble tha n the a lterna tive of esca pe
▶ R
(they are easier to pair with than toys)
The easier it is to control the access to a reinforcer the easier it is to
pair with it (best, bubbles, music, videos, tickles, chase, swings, tops
▶ Allows you to build a relationship while also earning cooperation that the client needs you to make spin, etc).

13 14

The Principle of Step 3

iv el THE CLIENT THAT iv el
s SHOW
CANa BE TRUSTED. s a
ces YOU cbSAY WHATgYOU c esin all situations
c band followingg
a b
ALWAYS
in Carefully selecting the instructions (SDs)
a b n through
trust and tiinstructional
b o SAY. MEANulItF WHAT ab telho
l
with the appropriate consequences is key to earning
h su
MEAN AND
a l s
e INSTRUCTonTHE CLIENTYOU
YOU
control.
n
@ t @
ib o DO SOMET C TO ▶ Expectations
ib o Co
an an
Step 3: m HIM ACCESS TO
HING, DO NOT
m
Don’t give an Instruction unless you are willing to follow through with an
m m
▶
ALLOW
@d ra REINFORCEMENT UNLESS
@ d
appropriate consequence.

r a
ch HE ch
▶ Use language that matc hes the goal.
HAS COMPLIED WITH
S ▶
S
In the beginning, only give Instructions during moments of high probability.

ert ert
THE REQUEST. THIS STEP
ALLOWS FOR PROMPTING ▶ Implications
b b
Ro Ro
▶ You will become a consistent and reliable source of information
HIM TO COMPLETION IF
NECESSARY. ▶ the client will see the instructions as being consistently connected to
meaningful c onsequenc es
▶ Allows you to build a relationship while also getting c ooperation

15 16

4
 31/01/2022

The Principle of Step 4

iv el THE CLIENT THAT iv el
s SHOW
ba s ba schedule
c es FOLLOWINGc n g IS
YOUR
c es with accontinuous ng of
a b
DIRECTIONS
o CIAL AND lti Follow cooperation to simple instructions
a b lt i
b ab telho
positive reinforcement. Avoid the use of negative reinforcement
hBENEFI suAINTHEWHAT su
@a otel WAY
BEST whenever possible.
TO n n
@
CoS. GIVE THE Co
OBT

ib
HE WANT ▶ Expectations
ib o
an an
Step 4:
ASm m
CLIENT EASY DIRECTIONS
m m
▶ Give simple Instructions for easy-to-do tasks as often as possible.

@d ra
OFTEN AS POSSIBLE
▶
@ d ra
Follow any and all cooperation with a meaningful positive

ch HIS DECISIONS
AND THEN REINFORCE
reinforcer.
ch
rt S TO
S
ert
▶ When possible pair meaningful reinforcement with praise.
PARTICIPATE BY

b e FOLLOWING THEM WITH ▶ Implications

b
Ro GOOD EXPERIENCES.
Ro
▶ the client will learn that following instructions is easy and often fun.
▶ the client will begin to see the instructions as signals that
positive outcomes are now available.
▶ the client will begin to appreciate the praise more.

17 18

The Principle of Step 5

iv el iv el
s DE a CONSISTENT ssan increasingbvariable
a ratio of
c es PROVI cb STAGEStinINg THE c e c ng
a b
REINFORCEMENT
o NG INST l
With success, work toward building
a b lti
b ab lho
reinforcement.

a
EARLY
l h s uRUCTIONAL
OF
su over
@ n
e ROLoWITH THE CLIENT Slowly begin@ to thin out thete n
ot CONT
EARNI

CNFORCING AFTER
▶
time allowing for more o responding toC
o
ratio of reinforc ement

nib ib occur for the

an
Step 5: BY REI
m same amount of reinforcement.
m
d a m
EACH POSI TIVE RESPONSE,
d m
@ a
hr TO AN EVER-INCREASING
EVENT UALLY CHANGING
@ ra
ch of instruc tions nec essary
Over Time…
c
rt S ert
S
VARIABLE RATIO OF ▶ slowly increase the number

e
to earn reinforcement…
REINFORCEMENT.
b b
Ro Ro the difficulty level of the instruc tions…
and/or
▶ slowly increase

▶ all while maintaining the 75/25 fun to work ratio.

19 20

5
 31/01/2022

The Principle of Step 6

iv el i vel
s ba s a
ces c ng c es and usecittobdifferentiate ng
a o b l ti a on responseb
Knowthe client’s reinforcer preferences
lti
b sTuEHETHAT reinforcement decisionsb
lho prioritiesnofsthe
u program.
reinforcement levels depending quality and make
hDEMONST
@a otel YOU n a based on ttheecurrent
RAT
@
C‘SoPRIORITIES Create a reinforcer list foro o and activities.
KNOW
all food, drink,C
ib CLIENT ▶
ib items,

an an
Step 6: m AS THE OWN.
ASWELL m
m m
▶ Rank them from most to least reinforc ing.

@d ra ▶
@ d r a
Give more and better depending on quality of responses.

S ch Identify what you areS ch on teaching and how

ert rt are relative to one another.
▶ focused

e
important those things
b b
Ro Ro
▶ Are you just looking for c omplianc e?
▶ Are you looking for independenc e?
▶ Are you looking for spontaneous responding over prompted?
▶ Are you looking for a specific attitude when cooperating?

21 22

The Principles of Step 7

iv el iv el
s a s a
ces SHOW cbTHE
ngTHAT c eors refusals ctobcooperate gwith
nforms
a o b lti
CLIENT Any inappropriate behavior
a immediateb ti
shut down oflall
b su ab ho tothrough sustop
instruction will be met withan
hIGNORING
@a otel INSTRUCTIONS elfollow
THE

o n OR of reinforcement until
@
the client chooses
t o n
either the

ibo
inappropriate behavior and/or with the
C
CHOOSING
C
nib
instructions given.
Step 7
a
INAPPROPRIATE
m n m
m dtoado the ropposite
am of Step 4 and take
BEHAVIOR WILL NOT

@ d a
r ACQUISITION
RESULT IN THE
@
The goal here is
h the value out ofhinappropriate behavior or
▶
OF
Sc REINFORCEMENT.
all
Sc by not letting them lead to
ert t
refusals to cooperate
r
be the client uses other than the
better things.
b
Ro o
Put every behavior
R behavior of interest on Extinction.
▶
expected
▶ Use Mini-Consequences to show the client when they are on
the correct or incorrect path to getting what they want.

23 24

6
 31/01/2022

Rules for Responding to

Extinction Burst Behaviors
l
Extinction Burst Behavior:
e el
ssiv ba siv
ba
c e c gnotto
nway c es c ng
i i
Try to convince the client through your actions that you will
b b
▶
be “giving in” no mattera t a t
l
othe behaviorsuof interest. l
b is to choose that do not seemb
lho
what they do and that the only
subeatmore
▶ There are several behaviors you might see in extinction

@ aclient
end the extinction situation

t e lhyour attitudenthat you don’t @ a like extinction

t e n
burst behavior first.

Co burst. Co to give in on
But, upon further analysis they prove to just
o o interventionists
▶ Try to convince the through

ib
care if or when they choose to
n
end their extinction
good programming. ib
complex efforts at getting
m an m
Try to convince the client that the only person they are hurting

da is themselves.
▶
by remaining in extinction
Try to convince@ ra m ▶
d ra m
“I don’ t c a re” or a p a thetic beha vior

h @
ch
▶ the client that you don’t have any buttons that
c
▶ Acting out-of-control which leads to getting “hurt.”

t toS anything S
they can push when they are in extinction. You will not respond

r ert
with worry or anger or do differently no matter what ▶ Crying, sobbing, begging

b e
they try from crying, hitting, to yelling, to swearing, to
threatening you to threatening themselves. ▶
b
Pla ying dumb

▶
Rothe client that you will be immediately happy
Try to convince
to return to positive pairing and play as soon as they have
▶
Ro
Asking questions or debating the merits of the case (our little
lawyers in training)
shown they are willing/able to cooperate again but that it truly ▶ Stoma c h upset
is up to them how long extinction will last.

25 26

The 7 Steps in Prac tic e

iv el ivel
s ba s ba
ces c ng ces c ng
a b lti a b lti
b ho su ab teInstruc lhoUsing nsu
@a otel
Advanc ed C onsiderations
n The 7 Steps@
Co Co
to Earning o tional
ib ib
an an
m Control m
d ra m d ra m
@ @
S ch S ch
ert ert
ROBERT SC HRAM M , M A, BCBA
ROBERT SC HRAMM C ONSULTING
b b
Ro Ro
WWW.ROBERTSCHRAMMCONSULTING.COM

To see this video go to Youtube.com – “Schramm’s 7 Steps ABAI Video 3”

27 28

7
 31/01/2022

How to Handle Destructive

Assessing Competenc e
v el Behavior in Extinc tionl
e
s i
bato successfully siv ba
es ng e s
▶
a c
The real challenge to interventionists
b c
trying
lti c
Protect -baIgnoreo–b Remove
c
lting
b of Step
implement the the 7 Steps
ho7, whichnsrequires
come from failures to
uadequately

elh su
tel
@a orouncooperative @ a n
meet the expectations not
o t o to lose –
oyou c annotCafford
ibnormally formoneCof these 4 reasons:
reinforcing inappropriate behavior.

n
▶
i
Items in the environment
b
an m
▶ When this is the case, it is protect by removing prior to tea c hing.
a
@d ram d a m
▶ Destruc tive beha vior

h @ items – Ignorer when they are threatened

Sc ch it oc c ur.
▶ Aggressive Beha vior ▶ Less important

t S
ert or ignore without reinforcement
and live with the loss should
r
▶ Self-Abusive Beha vior

be using Extinc tion you will a ctively be If you cannotbprotect

▶ Self-Stimula ting Beha vior
▶
expecting R
Remember, wheno
to see all of the client’s worse behavior through
▶
occurring o
R for the client - Restrict movement with a
mandatory removal proce dure in the esc a pe condition.
the extinction burst to prove to them these behaviors will
will no longer work for them.

29 30

What is a Mandatory removal How to Handle Aggressive

procedure l e Behavior in Extinc tionl
e
ssiv ba ssiv ba
c e c ng c e c ng
Behavior Reduc tion a b
o ementsu lti a b lti
b b ho su
▶ Te chnique
Limits ac c ess toa lhreinforc @a o-tel Remove
@ te on Protect n
hard to c ontrol

Co
▶

o C
nib to endmproc edure ib
▶ Doesn’t have a time limit

a
Child needs Interventionist n c lient m
athe
a way out m
ram
▶

Child always d d
▶ Protec t staff from
▶
@hasc hoose. h ra that they c an take ▶
@ h
Protect with clothing, hair styles, and movement

Sc Sc by removing client
whenever they

rt t
Restrict access toraggression
be be or adults from environment.
▶

R o o
from environment
R

31 32

8
 31/01/2022

How to Handle Self-Abusive How to Handle Self-Stimulating

Behavior in Extinc tionl Behavior in Extinc tion l
e e
s siv ba ssiv ba
e ng e
Protect -ba
c b c
lti Ignore -baBlock ob c c
- Disrupt lting
Protect ho - Protect
su h su
@a otel n @a otel n
ib Co Self-Stim with objectsi– b
o
Cthose
anhead slamsmm n m
▶ Block access to items
Protect by blocking self-hits
a
ra–m
▶
(step 1)
d @d andh
@ hraand pinches
▶ Protect by blocking ▶ Self-Stim with hands feet Ignore, Bloc k
▶
S c
Protec t by bloc king self-bites ▶
S
Self-Stim with running or c jumping – Ignore, Bloc k,
If you c annotrtprote ct safely with physic al bloc ks t
e e–rIgnore,
Visual Stims – Ignore, Bloc k
▶ ▶

b
c onsider clothing and safety equipment to help such as
b
Ro long sleeve shirts etc . Ro
▶ Voc al Self Stims disrupt
a helmet, gloves,
▶ Generally try ignore first, then if you use block or
disrupt, do it away from the teaching setting to not
pair the aversive proce dure to your teaching setting.

33 34

Advanc ed Step 7 Progression Moving from Mandatory to

for Diffic ult Cases l e Voluntary Removals l
e
ssiv baand gmini- ssiv ba
e
First approac h: basic c extinc tion c c e c g
ob in removalsbto develop inthe
ba ult a lt
▶

lho c ontingenc
Using Mandatory
skills and ab
▶
c onsequenc es.
a lh s su ies
te on voluntary e n
motivational
option: @ @ t
o o Co
▶ 2 nd mini-consequences and nec essary allow voluntary removals to be
C
nib ib
removal. (what is a voluntary removal?)
mand a mandatory an m
suc c essful.
▶
removal (what d
3 rd
a
option: mini-consequences
m d m
@ a
hr to be faded to voluntary.
is a mandatory removal?). If mandatory
@ ra
c
is used it should be planned
ch to end Mandatory
tS S
▶ Specific tasks necessary

e r e t avoid mandatory by
Give option rto
▶ 4 option: mini-consequences,
th mandatory removal ▶
and nagging b in the removal (for kids who c an stay in choosing b voluntary.
Roremoval for too long).
their head in
▶
o
Move Rto voluntary full time with
Mandatory as backup only.
▶ 5th option:If this does not work we c an always use
traditional style escape extinction.

35 36

9
 31/01/2022

Motivating a Client into a

Doing Integrity Chec ks
Removal Proc edure l
e el
ssiv ba siv
ba
ce c ng c es c ng
a b lti a b lti
ab teadded lho bare working hoor if younare
▶ Waiting out movement How do you know if the progression you are
su sunot
▶

n tel
@a the 7oSteps?
on of the 7 Steps
▶ Positive@
Co Co
Punishers
ib o really following
ib
an m an checklist m
▶ Dropping Beads

d ra m ▶
d
Create an integrity
ra m such as that in my
@
▶ Adding Work
@
ch ch
book The 7 Steps to Earning Instructional
S Control.
S
ert ert observer schooled in the 7
Don’ t be like the Brea kfa st Club!
▶ Have an outside
b b
Ro o
steps watch and fill out the checklist.
▶ DiscussRand instruct on all errors.

37 38

Results – Justin Integrity Results – Justin Integrity

Checklist l Checklist l
e e
siv siv
140 100 140 100

s ba s ba
Baseline Baseline

e ng e ng
90 90
120

a c bc ti
120

a c bc ti
ho l ho l
80 80

b su b su
@a otel @a otel
7 Steps 7 Steps

n n
100 70 100 70

b Co b Co
60 60

i i
80 80

an m an m
50 NC Duration 50 NC Duration

d m d m
% integrity % integrity

a a
60 60

@ r @ r
40 40

40

S ch 30 40

S ch 30

ert ert
20 20

b b
20 20

Ro Ro
10 10

0 0 0 0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

39 40

10
 31/01/2022

It is possible to ea rn Instruc tiona l c ontrol

Evidence Based Prac tices
el el
without the use of...

siv si v
es ba es ba
a c b c
lting a c b c
lting
b o su
▶

abdetermining
When looking at Evidenc
lweothecanappropriateness
e Based Prac
su
tic es, in

elhto escapeonteaching
support, h
@a attempts n
addition to research also consider
1.Blocking a client‘s
t @ t e
Co
the following when

n ibo to completeC of an intervention.

ib o
a
2.Forced physical prompting
d m m a task
d an m m
@ ra ▶
@ r a
Is there a clear behavioral mechanism at play that would

ch- Repeated instructions ch

explain potentia l benefits?

S S
ert ert
3.Paced Prompting ▶ Do you have a personal history of objective data
(“Nagging procedure“) supporting this intervention?

b b
Ro Ro
▶ Does the client’s past history indicate whether or not this or
other interventions ma y or ma y not be effec tive.
▶ Considering social and cultural norms and expectations.

41 42

With Solid ABA First Visit with G– Jan. 2006:

programming that l
e avoids Age: 2.5 years l e
siv siv
the negativeesaspects ba of g e s ba
c c in c c ing
ba
Esca pe Extinction,
l hob Truly
s ult b a
ho
b
su
lt
@a te onc an @a otel n
amazing things
o C Co
happen. anib m an
ib m
@d hram @ d ra m
Sc S ch
rt ert
obe b
R Ro

43 44

11
 31/01/2022

Last visit – Jan 2017:

Age: 13 years
iv el iv el
s ba s ba
ces c ng
Understandingces c ng
a b lti a b lti
b ho su b and
Motivation ho su
@a otel n @a otel n
ib Co Creating naib Co
dan m m
da m m
@ ra Teaching
@ Arc!ra
S ch Sch
bert bert
Ro Ro

45 46

The Sec ret to optimal

Motivation
learning is? l e el
ssiv ba siv
ba
ce c ng ces c ng
a b lti a b lti
b ho su b lho Mnotivation
su
@a otel n @ae of Beha
t eviorism,
Motivation! Co Co O pera tion
▶ In the Sc ienc is
ib b
known a s either itheo M otivating
dan m m anblishingmOm
(M O ) or the Esta
d
pe ra tion (EO).
@ ra @ hra
S ch Sc
ert rt M O or EO = Motivation
▶ For our purposes,
b b e
Ro Ro

47 48

12
 31/01/2022

What isan MO? What isan MO?

ivel ivel
s ba s ba
ces c ng c es c ng
a b lti MO/EO: is a anythingb l
thatti
@ ab telho n su temporarily
b
@a octhanges elh
o
n suthe
ib o
MO/EO:is anything Co
that
ib
VALUE of a nreinforcer. Co
an c hanges
temporarily
d m m the
da m m
@
of a reinforcer ra @ hra
S ch If your c hild Sisc motivated to ha ve

bert something, e
b
rt or she will work to gain
he

Ro
a c c ess tooit.
Capture R their motivation and you create
a desire to lea rn.

49 50

Disc rete Trial Teac hing (DTT)

What is a Teaching Arc!
Procedure l e el
s siv ba siv
ba
e ng es
a c
1. Capture or Create a Motivation b c
lti A Teaching Arc isa
c b c
lting
ab teclhhildois attending.
a structureothat
su b sulong
▶
keeps your
n child engagedain motivatedlh n
2. Present@ @ t e learning for as
o Co Co
as you have time to beoteaching them.
▶ the SD when the

ib ib
▶
an Presentmthemprompt without
3. (When nec essary)
d d an m m
▶
@
distrac ting
hra
from the SD.
c
@
ch
ra
▶ t S best response.
4. Identify the crhild’s
e ert
S
b b
▶
Ro the child’s response when correct.
5. Reinforce
Ro
▶ 6. Rec ord Data (when appropriate).

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13
 31/01/2022

Start Easy and Build over time.

iv el iv el
s ba s ba
Imortant EO/MO’s
c es c ng c es c ng
a b lti a b lti
b
to considerduring ho su lho to nthe
aba newteteacher su
@a otel on @are
Co teaching
Whether you child,
Intensive nTibrial m C ibo reinforcing
teaching with annew
m
a a
ram
am
@d
setting or d teaching brand new skill,
Teaching h a
r over time.
@easy andhbuild
always start
t Sc S c
be
r
b ert
Ro Ro

53 54

Errorless Learning
iv el iv el
s ba s ba
c es c ng ces c ng
a b lti a b lti
ab withtelSDs ho as muc suh as b ho su
▶
@
Using prompts n @a otel n
isib
nec essary to insure
more a c hild n
o suc c ess.CoThe ib Co
da ed. ra
c orrec t,m
the more he
m more he is d an
Errorless Learning
m m
c an be reinforc
@ h
The
@ ra
S climiting he
reinforc ed the quicker will learn.
S ch
e rtthe value of escape.
Also, child errors,
ert
b
keeps down
b
Ro Ro

55 56

14
 31/01/2022

Mix and Vary Instruc tional Interspersing Easy and Hard

Demands el Demands l e
e ssiv ba g e ssiv ba
a ctry to o b c
ltinthe a c b c
lting a
ab over u will ab hardteand lho80% easy su when
▶ When teac hing, not present ▶ In the beginning teac hing stages, use
e h over.nsYou
land n
@
same demands
t @
ratio of 20%

ibobe m
need to mix demands
areas. These n
Coall the skill
from presenting demands
ib o in the CoITT setting.

ana lly do without

m
can motor imitation, Easy responses are things, which the
receptive da
@ FFCshand ramintraverbals
ID, receptive commands, d
child c a n typic
@ hra
m prompts.
tac ts, ehoics,
Sc etc.
c
ert rt S
As the child progresses,
the percee
you c a n increase
b b you should never
ntage of hard demands
Ro R
however,
50/50.
o go over

57 58

Keep short Inter-trial-intervals

ivel iv el
s ba s ba
ces c ng ces c ng
a o b lti a b lti
abyour next su want b ho su
▶ ITI is the time between the Child’s
response and
@ t elhSD. n
You
@a otel n
b o
to keep your inter-trial
i Co possible
intervals (ITI) as
ib Co
d an one sec
short as possible. m
Whenever
m dan m m
shorter than
ra
@ will hdecrease
ond is preferred.
@ ra
Again, this
S c the relativethe value of
S ch
rt
esc ape inc reasing
e
value of
ert
b
your reinforcement.
b
Ro Ro

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Build Only From Suc c ess!

v el l
The Teac hing Arc
e
si
ba siv
c es c ng c e goals : cba
s
ng
▶ It is only a b lti : Acquisition
a b lti
ab teor lhotry tonsextend b ho
time to move your
u su
program@forward @a otel n
the length of ib Co
oyour Teaching Arc, ib Co
n current m an m
Mixand Vary

when your a m levels of

VariableRatio
m
@d d
Maintenance Maintenance
teaching h
arera consistently Targets
@ h ra
GrowfromSuccess! Targets

successful t Sc in maintaining Pairing rt

S c
motivateder learning and are not e
Pairing

ob b
R: o
:
R escape behavior.
ReinforcingTeachingSetting (Swings)
evoking

61 62

Don’t forget to tell the friends about…

iv el iv el
s ba s ba
ces c ng ces c ng
a b lti a b lti
b ho su b ho su
@a otel n @a otel n
ib Co ib Co
d an m m
dan m m
@ ra @ ra
S ch S ch
“Always be the onertwho ends the teaching arc
bechild still wants more!” b ert
o
at a time when the
R Ro
www.robertschrammconsulting.com

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iv el
s ba
ces c ng
a b lti
b ho su
@a otel n
ib Co
dan m m
Thank
@ You! ra
S ch
bert
Ro

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