PAM WOLFE: Let's look at changing behavior. How do we decide what behaviors to select for change? If we want to reduce a behavior, those that we want to reduce generally interfere with the learning or functioning of the student themselves, interferes with the learning or functioning of others, so acting out, aggressive, loud, leads to more restrictive placement. Sometimes kids are removed from gen ed placements because they have behavior that needs to be reduced. Represents a parental concern, or judged to be socially invalid or age-inappropriate. So I have a student who's doing something that their peers think is ridiculous, that might be something that I want to target for reducing.

How do I decide what to select for acquisition, or to increase skill? That behavior leads to improved functioning. That behavior is going to be reinforced in the natural environment. So I'm going to be able to continue it, because it's going to be used naturally.

And the behavior is what we call pivotal. It's necessary. It's needed for a variety of other behaviors. Things like sitting in-seat would be a pivotal behavior, because I need to sit in my seat for all sorts of my academic tasks. So that's considered a pivotal behavior. So keeping in mind that, when we're looking at applied behavior analysis, we're looking at both reducing and we're looking at both increasing, acquisition or reduction.

Keeping in mind, again, I think this is a review for you, a stimulus is an event, an object, or a person in the environment. There are two types of stimulus, antecedent and consequence. And this is a bit of a review, but it's adding up to a term I want you to understand.

Antecedent stimulus, something that is present or is occurring immediately before a behavior starts. Something before, antecedent. Consequence, something that is presented or occurs immediately after a behavior finishes occurring. Two types of stimuli, antecedent and consequence.

Now we've talked a little bit about this in an ABC analysis, but what we call a three-term contingency or a timeline of behavior diagrams the events involved in behavior change. So that three-term contingency, as you remember, that A, those are the antecedents.

Antecedents come before the behavior occurs. Was it a loud noise? Was it the teacher's cue? Was it another kid punching someone? An antecedent, what comes before.

Our next aspect, our spinning B. That is our behavior, the occurrence of the behavior. What happens after that antecedent? He hears the loud noise, he has a tantrum, he pulls hair, behavior.

And our C of this three-term contingency, I'm hoping you know that, the consequences that follow the occurrence of the behavior. It can be something naturally occurring, or it can be something that we impose. It can be a consequence, not a positive consequence where we take something away from the individual. It can be praise that happens afterwards. Good job for that! You earn a star. Three-term contingency.

I've got for you some examples down below that I want you to take a look at. The first is ABC Data Analysis video. And what this is is the individual is looking at Joseph.

They are indicating to you that a functional behavior assessment has occurred. What this means is they've collected data to try to determine what the function or cause of Joseph's behavior is. This gives you an example of ABC analysis, Antecedent, Behavior, Consequence.

The next is a discrete trial video example. With this, you get teaching a student new behaviors. It gives you an example of a definition of an ABC analysis. And you get the discriminative stimulus, the response and the reinforced response. So that gives you an idea of that ABC three-term contingency.

And lastly, you have collecting data in DTT, or Discrete Trial Instruction. You don't need to know the components of it. I want you to look at this in terms of data collection. It's very rapid in this instance of instruction for the individual. This is a little longer, but it gives you an idea of looking at how you would collect data during this DTT. Some individuals say it's impossible to collect data, but this gives you an idea that data can be collected through that. And it also gives you an idea of discreet trial instruction, something that we'll be getting at a little later in the course, a very common method used to work with individuals with autism, or ASD.

OK, we've come to the completion of our Lesson One. We have one final practice quiz. If you will, complete that quiz located below the video.

SPEAKER 1: Joseph is a 12-year-old boy with Aspberger's and ADHD. He has mainstreamed in all classes except math. You were asked to perform an FBA to determine what is happening before and after the behavior started. You've already defined the behaviors and interviewed his teachers and parents.

On this particular day, Joseph forgot to take his medication on the morning his first period teacher reported that he had a difficult morning in his science class. You are now scheduled to observe his English class to take ABC data. As you observe, there will be a prompter on the bottom right screen to model how to fill out your form during this observation.

-And the lamp light over him streaming--

-What time is it?

-Joseph, don't talk out of turn, raise your hand. And the lamp-- yes, Joseph?

-Can I go to the bathroom?

-Not right now.

SPEAKER 1: So the behavior marked is speaking out of turn. Now let's look at the antecedents. We marked demand situation as the students are all under the implicit demand to be working at this time. We also marked teacher talking to the class, as she was speaking when Joseph asked, what time is it? As for the consequences, we marked verbal redirection, as the teacher redirected him to raise his hand rather than talk out of turn. And he was given social attention by the class, as many of them laughed at his behavior.

-Page 853. We're going to answer questions there about-- Joseph, sit down.

-But I--

-Joseph. Sit down now.

-But I have to get the pencil.

-Sit down.

NARRATOR: Unit 3-- Discrete Trial Teaching. Section 1-- The Discrete Trial, SD, and Response. In DTT, the discrete trial is used to teach new behaviors. The definition of a discrete trial is presenting a learning opportunity in which the student's correct response will be reinforced.

The discrete trial consists of three parts which correspond to the ABCs of behavior. These parts are the Discriminative Stimulus, or SD, the Response, or R, and the Stimulus Reinforcer, or SR. Here's an example of a discrete trial.

TEACHER: Look at me. Good looking. High five.

NARRATOR: As you saw, the SD was the instructor saying, "Look at me." The response was the student looking at the instructor. And the stimulus reinforcers were the instructor saying, "Good looking," giving a food treat, and high-fiving the student.