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“In DTI, we refer to the three-term contingency, similar to when we talk about the three-term contingency with behavior. However, during DTI, the three-term contingency refers to the instruction (or SD), the response, and the consequence by the teacher (error correction or delivery of a reinforcer). This video https://www.youtube.com/watch?v=7pN6ydLE4EQ to an external site. refers to a traditional “no”. This was referred to as a “no prompt” or sometimes a (“no, no prompt”). The “no” response is rarely used nowadays, but you should be aware of it. More often, the preferred error correction procedure is repeating the SD and providing a 0-second prompt followed by neutral praise then implementing a distractor trial and giving the student an independent opportunity to try the response again. The most important thing to consider when deciding which error correction procedure to use is which is most beneficial to the learner. We need to avoid a “one size fits all” approach to teaching and error correction.
Let’s focus on instructional methodologies of ABA with a particular focus on DTI and verbal behavior. In this video https://www.youtube.com/watch?v=DEiekkZkW-8 to an external site., Dr. Matt Broadhead gives a primer on verbal behavior.
The Verbal Behavior Approach often speaks about Motivating Operations (MOs) or Establishing Operations (EOs), which is a very important concept in language acquisition. We will talk about it much more later, but it is important to know that it is the mechanism that affects motivation through deprivation and satiation. I call it the “Costco Effect”. If we don’t want to eat anything anymore, buy a bulk size of some dessert. I guarantee after eating 1 or 2 items of that dessert, every single day for two weeks, you won’t want it anymore. We are satiated from that item and it affects our subsequent motivation for it. Thus, an MO affects (1) the value of a reinforcer at that moment and (2) the current frequency of that behavior. We will talk about this later during our chapters on reinforcement, but it is such an important concept in both DTI and VB because the success of a program depends on finding an effective reinforcer at that moment. You have probably noticed that motivating operations are an essential consideration when doing mand training because the entire purpose of mand training involves requesting an object or activity by which an individual is motivated for at that moment. It can be a tricky concept so we will keep returning to it. ”
ASSIGNMENT 1
Respond to the following scenario:
You are working with a child. His parents are very critical of what you are doing while you are conducting Discrete trial Instruction (DTI). They say you are trying to change his personality, that you are teaching him to be robotic, and that he is becoming programmed. These happen to be some of the common criticisms of DTI. How would you debunk these? How would you professionally respond to the parents?
Cite readings from this week or any other professional readings.
READ
CHH Chapter 5 – Reliability and Validity – pp. 101 – 108
CHH Chapter 18 – Verbal Behavior
Boutot Chapter 5 – Teaching Students with Autism Using the Principles of Applied Behavior Analysis
ASSIGNMENT 2
I attached the readings (APA guidelines, DOLL et al 2011, and Richards 2009).
Identify at least three main points that expanded your learning in this week’s readings. Provide a 2-5 sentence overview for each.
Apply one of these main points to your work experience. Give an example and cite at least one source from the readings.
ASSIGNMENT 3
As behavior analysts, we are constantly looking to make reinforcers as natural as possible. In doing so, we look to pair the provision of tangible/edible reinforcers with social praise. A principal is critical of the overuse of phrases such as “Good job,” “Nice work,” “Good work,” etc. for students with autism. They feel the phrases are overused, have little meaning, and are vague. How would you justify or defend the use of positive praise for children with autism?
FOR THIS ONE Read
CHH Chapter 11 – Positive Reinforcement
CHH CHapter 12 – Negative Reinforcement
Boutot Chapter 6 – Teaching Students with Autism to Communicate
https://www.youtube.com/watch?v=bKvWdXZiSy8
