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The Oklahoma Autism Network
• The Oklahoma Autism Network
How to Set up an ABA Home
Program
• Established in October 2003
• First step for implementation of the Individuals with Autism
and Their Families, Oklahoma Plan.
• Funding by:
• The Department of Human Services, Developmental
Disabilities Services Division
• The Oklahoma State Department of Education, Special
Education Services
Annie Baghdayan & Lashanna Brunson
November 20, 2010
• Sponsored by:
The University of Oklahoma Health Sciences Center, College
of Allied Health, Department of Rehabilitation Science,
Tolbert Center for Developmental Disabilities
Oklahoma Autism Network
Mission
The Oklahoma Autism Network is
committed to improving the outcomes
and quality of life for individuals with
autism and their families through
education, professional development,
advocacy, and systems change while
respecting individual preferences,
adhering to research and best practices,
and promoting community inclusion.
The Oklahoma Plan
Statewide Administrative
Autism Unit: Facilitate planning,
financing and administration of
the plan
Level 1: Oklahoma System of
Excellence
Services
•State’s Autism Information
and Referral System
Research
•Autism Pilot Program
•Autism Prevalence / Registry
•Screening
•Applied Behavior Analysis
•Training
•SoonerStart M-CHAT / BDI-2
•Technical Assistance
•The Oklahoma Family and
Interagency Autism Council
•Support to Parent-led Organizations
•Statewide Screening
•Community Capacity and Systems
Change
•Autism Networks
•Research, Training and
Technical Assistance
Level 2: Regional Hubs
Level 3: Community-based
Services and Supports
What is the Oklahoma Plan?
http://okautism.org/oan/the-oklahoma-plan/
• Outlines a vision to improve and expand services
in Oklahoma to address the needs of individuals
with Autism Spectrum Disorders across the
lifespan.
• Developed and published in 2002 by a working
group that included state agencies, community
organizations, higher education, and families.
• The Plan is updated on a regular basis to be
relevant to the current needs in our state.
The Vision for Oklahoma’s systems
of services and supports
• Key principles:
• The personal preferences and values of individuals and their
family are respected;
• Oklahoma has a continuum of effective, integrated options for
assistance;
• Each person with autism resides in the least restrictive
environment; ideally in his/her own home;
• People with autism and their family have full acceptance and
participation in the community;
• Professionals are competent and educated; and
• Services are effective and evidence-based
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Overview of the presentation
• Definition of Applied Behavior Analysis
and Verbal Behavior
• Intensity of ABA/VB program
• Setting up the home program
• Resources
• References
Applied Behavior Analysis
• Science in which tactics derived from
the principles of behavior are applied to
improve socially significant behavior
and experimentation is used to identify
the variables responsible for the
improvement in behavior (Cooper, Heron, &
Heward, 2007)
ABA
Applied Verbal Behavior
• Target direct observable behaviors
• Examine the environmental conditions
„surrounding‟ a behavior
• Develop ethically appropriate
interventions based on these examinations
• Make data-based decisions
• Application of science of behavior
analysis to teaching Verbal Behavior,
binding it to motivational variables (Athreva &
EVTs
Applied Behavior Analysis
• Verbal Behavior
 Verbal Behavior Analysis
 Discrete Trial Instruction
 Incidental Teaching
 Pivotal Response
Training
 Behavioral Momentum
 Shaping
 Fading
 Chaining
Analysis
• Discrete Trial
Instruction
• Incidental
Teaching
 Functional
Analysis
• PivotalAssessment
Response
 Preference
Training
 Errorless
Learning
• Functional analysis
 Video Modeling &
• Preference
Scripting
assessment
 Natural Environment
• Errorless Learning
Teaching
Procedures
 Task Analysis
• Videomodeling &
 Differential
Scripting
Reinforcement
• Activity Schedule
 …etc.
Sharathchandra, n.d.)
•
•
•
•
Mands are requests (“I want a drink”)
Echoics are verbal imitations (“Hi”)
Tacts are labels (“toy,” “elephant”) and
Intraverbals are conversational responses
(“What do you want?”)
Components of Effective ABA
Programs
• Some structured and controlled
conditions in which adults direct the
teaching interaction
• Some semi-structured naturalistic
conditions in which child-directed
activity occurs
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Components of Effective ABA
Programs
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Intensive
Comprehensive
Data-based decisions about programming
Small measurable units of behavior
Individualized curriculum
Address maintenance & generalization
Frequency, Intensity, and
Duration
• Effective interventions based on ABA
techniques used between 18 and 40 hours
per week of intensive behavioral
intervention by a trained individual
• At least 20 hours per week is recommended
(New York State Department of Health, 2006)
Frequency, Intensity, and
Duration
• The precise number of hours will vary
depending on a variety of child and family
characteristics
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•
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Age
Severity of autism
Rate of progress
Other health considerations
Setting up a
ABA/VB
Home
Program
(New York State Department of Health, 2006)
Who are BCBAs &
BCaBAs?
• BCBA stands for “Board Certified
Behavior Analyst”
• BCaBA stands for “Board Certified
Assistant Behavior Analyst”
• Credential began as a state certification
in Florida in the 1990s
• Approximately 4500 BCBAs in the
United States
http://www.behavior-consultant.com/whatisbcba.htm
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How to Find a BCBA?
BACB Registry
• Master‟s or doctorate in behavior analysis,
psychology, special education, or another
human service discipline with an emphasis
in behavior analysis (BACB, 2010)
Qualifications of a BCBA
Qualifications of a BCBA
• Coursework
1.
2.
3.
4.
5.
6.
Qualifications of a BCBA
principles of learning, principles of behavior, or basic
behavior analysis
experimental analysis of behavior
behavioral assessment or methods of direct observation of
behavior
applied behavior analysis
single-subject research designs
legal and ethical issues
• 1500 hours of supervised practicum,
internship, or employment experiences in
applied behavior analysis (BACB, 2010)
• Certification does not guarantee experience or
expertise in the field of autism intervention
(BACB,2010)
Qualifications of a BCaBA
• Bachelors degree may be in any field of
study
• 135 hours of ABA coursework
• 1000 hours of supervised experience in the
field
• Work under the supervision of a BCBA
APBA, 2009
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Licensure in Oklahoma
by OKDHS
• Maintain active status and fulfill all
requirements of national certification or
recertification with BACB
• Conduct professional activities in accordance
with the Guidelines for Responsible Conduct
and Professional Disciplinary Standards
established by BACB (OKDHS, 2010)
Licensure in Oklahoma
by OKDHS
• Apply for license (BCBA) or certification
(BCaBA) renewal on or before April 30 to
continue practicing in Oklahoma (OKDHS, 2010)
Hiring a Tutor/Therapist
• BCBA may have therapists/tutors that work
under him/her
OR
• Parents may be responsible for hiring the rest of
the team
Sample Interview Questions
1. What is your experience in this field?
2. What is your experience with children
with autism or other disabilities in
general?
3. Are you available for scheduled training
sessions?
4. What is your commitment?
Other Considerations
• Discuss payment or hourly rate
• Discuss if the tutor/therapist has to
complete a background check
• Request resume and references
The Role of the BCBA
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•
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Assess
Train
Supervise
Evaluate
Update programming
Lead team meetings
Provide support to the family and the child
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The Role of the Therapist
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Provide direct intervention
Collect and graph data
Attend team meetings
Attend required trainings
Work closely with the BCBA
The Role of the Team
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Communicate effectively
Set clear expectations
Focus on the child‟s needs
Collaborate to achieve a common goal
ABLLS-R
• Assessment, curriculum guide, and
skills tracking system for use with
children who have autism or other DD
• Appropriate for children 3 to 9 years of
age
• Language, academic, self-help, and
motor skills
The Role of the Parent
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Attend trainings and team meetings
Become an active participant of the team
Carry over the therapy
Create appropriate learning environment
Pay for the services received
Provide the needed materials
Assessment
• There are two major assessment tools for
ABA/VB
1. Assessment of Basis Language and
Learning Skills-Revised (ABLLS-R),
James Partington, Ph.D., BCBA
2. Verbal Behavior Milestones Assessment
and Placement Program (VB-MAPP),
Mark Sundberg, Ph.D., BCBA-D
VB-MAPP
• Criterion-referenced assessment tool,
curriculum guide, and skill tracking
system for use with children who have
autism or other DD
• Appropriate for children up to 48
months
• Learning, language and social skills
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Program Development
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List of target skills to teach
Techniques for teaching each target skill
Materials needed for sessions
Number of hours of therapy
Program book
Program Implementation
• All therapists should be trained prior to
program implementation
• Prepare necessary materials
• Schedule team meetings and supervision
• Collect and graph the data
• Data sheets for data collection
• Graphs for data analysis
Ongoing Evaluation
• Making data-based decisions
• Updating data sheets and programs
• Providing supervision, constructive
feedback, and problem solving
Factors Good Programs Have
in Common
8. Not comparing children or staff
9. Appreciating different therapists‟ styles
10. Flexibility in scheduling
11. Parental participation in a portion of therapy
sessions
12. Open communication among all members of
the team
13. Active, creative question asking and problem
solving
Factors Good Programs Have
in Common
1.
2.
3.
4.
Consistency inside & outside therapy
At least 2 hours of supervision per week
Parents & staff attend all meetings
Training of new staff occurs prior to
treatment
5. Parental appreciation of therapy team
6. Pleasant working environment
7. Problems are discussed with supervisor
Financial Resources
Oklahoma Autism Network
(Leaf & McEachin, 1999)
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Resources
1. A Work in Progress: Behavior Management Strategies & A
Curriculum for Intensive Behavioral Treatment of Autism by Ron Leaf
& John McEachin.
2. Social Skills Solutions: A Hands-on Manual by Janis Krempa & Kelly
McKinnon
3. Making a Difference: Behavioral Intervention for Autism by Catherine
Maurice, Gina Green, & Richard M. Foxx
4. Navigating the Social World: A Curriculum for Individuals with
Asperger‟s Syndrome, High Functioning Autism and Related
Disorders by Jeannie McAfee & Dr. Tony Attwood.
5. Teaching Developmentally Disabled Children: The Me book by Ivar
Lovaas
6. The Verbal Behavior Approach by Mary Lynch Barbera
Resources
• ABAI
http://www.abainternational.org/Special_Interes
ts/AutGuidelines.pdf
• BACB
http://www.bacb.com/Downloadfiles/BACBgui
delines/1007GuidelinesFpdf.pdf
• Parents guide to Autism and PDD
http://www.autismweb.com/aba.htm
• ASAT http://www.asatonline.org/
Resources
• NYS Department of Health
http://www.health.state.ny.us/publications/4216.pdf
• Oklahoma DHS
http://www.okdhs.org/library/policy/oac340/100/18/000
1000.htm
• ABA resources for autism/PDD
http://rsaffran.tripod.com/aba.html
• Cambridge Center for behavioral Sciences
http://www.behavior.org/group.php?id=2#tabs
• National Dissemination Center for Children with
Disabilities http://www.nichcy.org
References
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American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders
(Revised 4th ed.). Washington: DC. APA.
Association of Professional Behavior Analysts. (2009). APBA 2009 professional employment
survey results.
Athreva, G., & Sharathchandra, C. (n.d.). Series-1 How to start a home based AB/VB program : A
parents’ manual.
Behavior Analyst Certification Board (2010). Retrieved from www.bacb.com
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd. ed). Upper
Saddle River, NJ: Prentice Hall.
Leaf, R. & McEachin, J. (Eds.). (1999). A work in progress: Behavior management strategies and
a curriculum for intensive behavioral treatment of autism. New York: DRL Books Inc.
New York State Department of Health Early Intervention Program. (1999). Clinical practice
guideline quick reference guide: Autism/Pervasive developmental disorders-assessment and
intervention for young children (Age 0-3) (Publication No 4216). Health Education Services,
Albany: NY.
Oklahoma Department of Human Services. (2010). Board certified behavior analyst license and
board certified assistant behavior analyst certification (Publication No 340:100-18-1).
Oklahoma City: OK.
Reinforcement Unlimited. (2010). Retrieved from
http://www.behaviorconsultant.com/whatisbcba.htm
Contact Us
Address:
Oklahoma Autism Network
University of Oklahoma Health Sciences
Center
College of Allied Health
1200 North stonewall Avenue
Oklahoma City, OK 73117
Phone:
Fax:
Email:
Web:
405.271.7476 or
1.877.2AUTISM (228-8476)
405.271.2630
[email protected]
okautism.org
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