Tag Archives: ABA

Create Your Own Tactile Schedule

Anne M. Zachry, M.A.

I have the opportunity to work directly with an adult special education student as part of his compensatory education program, which I am designing, implementing, and supervising. It’s an opportunity to try my own ideas based on the available assessment data and see how they work. This student has autism and vision impairment, so the tools that typically would be used to teach in light of his autism do not always work in light of his vision loss.

One of the most common teaching tools used with students who experience any number of developmental disorders is the visual schedule.  Visual schedules are used to take individual students or groups of students through a routine that is expected to play out over time in a specific order of events.  It can be a daily schedule, a weekly schedule, or an activity-specific schedule.

Tactile schedule for throwing a dinner party.

Visual schedules are also good for illustrating the steps in a task analysis. A task analysis is a process in which the individual steps of a task are broken down and taught in sequence. It is a method developed by and frequently used in Applied Behavioral Analysis (ABA).

A task analysis really has to be tailored to the ability of the individual who needs to understand it. I was creating a task analysis of the steps to throwing a dinner party. Throwing a dinner party was the best way for me to tie all of my student’s functional academic goals into a single activity. That way, I could concurrently instruct towards his goal throughout a given session.

I couldn’t put too many steps in the tactile schedule or it would be too much for my student to process at once and would incline him to develop more rigid rules about the activity than appropriate, but I could order the general tasks that had to be performed in sequence. Due to his autism, my student has a tendency to become ritualized to activities that are done the exact same way every time.

So, for example, we couldn’t cook spaghetti every time we met or he’d never generalize the cooking concepts to other foods. Therefore, the schedule, which is pictured here, simply says, “Cook food,” rather than specify which foods are to be cooked.

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Applying ABA to Non-Compliant LEAs

Positive Reinforcer ChartApplied Behavioral Analysis (“ABA”) has been around for decades, now. As one of the few scientifically research-based methodologies for providing instruction to individuals with autism, it has become regarded as an autism intervention. But ABA is not an autism-specific intervention at all. It is one approach to behavior modification that can be used with pretty much anybody.

Pure ABA has taken some criticism, and not necessarily without cause. Some practitioners have been overly reliant on Discrete Trial Training (“DTT”) to the point of training kids to be little robots without learning to understand or value?why social norms apply to them. The use of response-costs are also used inappropriately by far to many practitioners, particularly those who don’t really understand ABA. Response-costs are basically aversive consequences that are meted out when the individual engages in undesirable behavior.

From a purely scientific standpoint, response-costs can be delivered in a manner that facilitates the learning of more adaptive behavior. In our public schools, however, it far too often gets twisted into a justification to punish a kid for manifesting symptoms at school. (Of course, this presumes that there is any ABA being used in the school setting at all.)

Punishment is already epidemic and positive behavioral interventions are woefully lacking in our public schools. ?The idea of response-costs are far too appealing to school district administrators just looking for an excuse to punish a kid for displaying poor judgment or reacting to environmental antecedents because of a handicapping condition as though the kid is displaying willful defiance or misconduct.

These people don’t need any more ammunition to do the wrong thing. They can take the response-cost concept of pure ABA out of context and resort to reactive strategies in a knee-jerk fashion without putting forth the necessary effort to prevent the maladaptive behaviors and teach appropriate replacement behaviors in the first place.

In California where positive behavioral interventions are very regulated, there is at least some legal recourse for students who have been inappropriately subjected to reactive strategies, including response-costs, but the systems of accountability are far, far from perfect and way too many school districts still get away with harming children in the name of behavioral intervention.

But, like I said, ABA (including response-costs, when appropriate)?can be used effectively with anyone. I kind of look at our advocacy as behavioral intervention where the intent is to change the behavior of education agencies engaging in harmful, non-compliant behavior.

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