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iv. ALL demonstrate uneven development and sometimes have huge gaps/holes in skills
a. Cognition – children demonstrate severe (autism) to moderate or mild (autism & PDD-NOS)
to no deficits with their intelligence
b. Learning – has a direct relationship to cognitive abilities – affects how the child’s brain
obtains and uses information from the environment
c. Social Interaction – most obvious skill deficits across spectrum – child appears to lack interest
in others or only interacts to gain something for himself
d. Play – child shows lack of ability to engage in pretend/symbolic and functional play – does
play with toys or objects as they were designed
e. Communication – deficits are central to the disability and affect all other abilities –unable to
effectively use functional language to convey ideas, desires or needs to others.
f. Adaptive Behavior – this skill area of self-help and self-care shows the most uneven
development compared to other skills – necessary for independent living and social
interaction within one’s community
g. Behavior – problem behaviors are many of the most challenging and stressful issues for
teachers and parents. Inappropriate behaviors can result in significant barriers to effective
social interaction, educational placement and development.
h. Motor – display of deficits or highly developed gross and fine motor skills
• A-B-C Paradigm
– The ABC Paradigm is a system of analyzing the cause and effect of behavior
– The three-term contingency:
A - B - C
Antecedent Behavior Consequence
•
Antecedent: It is what happens directly before the behavior. It is the cause
for the behavior occurring.
• Behavior: A distinct, describable and measurable response displayed after the
antecedent.
• Consequence: It is the response that occurs immediately after the behavior
and only occurs because the behavior happened. A consequence either
increases or decreases a behavior.
• Reinforcer: any consequence that maintains and increases the
occurrence of a behavior. Something is only a reinforcer if the person
wants it and it increases the occurrence of a behavior (the reinforcer
itself does not have be desirable or acceptable in general).
• Punisher: any consequence that decreases the occurrence of a
behavior. Something is only a punisher if it is aversive to the person
and decreases the occurrence of a target behavior.
– A-B-C Paradigm also incorporates analyzing and determining the Setting Event
(context) in which a behavior occurs.
• A setting event (SE) is the environment (i.e. bus, dinnertime, playground,
bathroom), ecological event (i.e. lack of sleep, medication), or activity (i.e.
math time, playing with Legos, bath time) that sets up an antecedent to
trigger the occurrence of a behavior.
SE - A - B - C
Setting Antecedent Behavior Consequence
Event
– By recording the occurrence of a behavior and the events that occurred immediately
before and after the behavior on is able to evaluate the context (setting event), the
cause (antecedent), and the effect (consequence) of a behavior.
• By using a data collection system to maintain a record of the behavior, along
with the setting events, antecedents and consequences of each occurrence,
an instructor is able to track and analyze patterns of behavior and thus make
changes to these occurrence to improve a student’s behavior in the future.
SD - R - SR
Discriminative Response Consequence
Stimulus