ED657: Lovaas MoABA Stuff

Ivar Lovaas: Applied Behavioral Analysis (ABA)

1) The Lovaas Institute: www.lovaas.com
This is the official website for Ole Ivar Lovaas. It provides basic academic & educational information for the Lovaas model of intervention and how it can be differentiated from other interventions used for individuals with autism. It also provides up-to-date news issues related to autism and interventions, case studies, and related intervention links. Additionally, certification requirements & qualifications can be found as well as the nearest Lovaas approved intervention institution in one’s area. This site is easy to navigate and provides excellent comprehensive information for parents and teachers regarding the Lovaas method of ABA.

2) Wikipedia, The Free Encyclopedia: http://en.wikipedia.org/wiki/Ivar_Lovaas
It is surprising that at one point I did not trust this source. As a novel concept, on-line encyclopedia, I was not assured the information was accurate, current, or even true! As reviews and studies of this site cumulated, it was simply put; this is an on-line encyclopedia in which one can have all the same expectations as if it were a collection of books. This sight gives the bottom line of who Lovaas is in very broad terms. Although for an interested party this may be a eureka experience, it is not so for one who is looking for more depth and scope of the man and his ‘invention.’ It does not focus much on ABA, yet provides a wide array of links and references one may benefit from.

3) About.com: http://autism.about.com/od/treatmentoptions/f/WhatisABA.htm
I found this site very complementary of other sights that discuss Lovaas as a clinical psychologist. Although there is some information on Lovaas one can get a much better understanding of three much related concepts which, in some cases, is used interchangeably. These are ABA, DTT, and The Lovaas Method. It provides a direct, long & short version of the differences of the three in a very informal, casual, understandable Q & A format. There are links to ABA and Lovaas if one’s interest were peaked.

4) Youtube.com: http://youtube.com/watch?v=593_9tGB3hs&feature=related
This site is not quite a favorite of mine, yet it provides a glimpse into the mind of a very young Lovaas during his early clinical psychology years. It is a black and white clip in which Lovaas is discussing experiments with mentally retarded and ‘autistic’ children. These studies are insightful in regards to Lovaas’ basic principles of reinforcement, ABA/Behavior Modification, and the treatment of autism. It seems to be a time post-shock treatment of the ‘mentally retarded,’ which Lovaas proclaimed the treatments as effective even for the most severe.

5) National Autistic Society, UK: http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=297&a=3345
This page starts out with a disclaimer stating, “This information sheet has been written to provide information on a particular intervention/approach and any research connected with it, not as a recommendation. The outcome of any approach will depend on the needs of the individual, which vary greatly, and the appropriate application of the intervention. An intervention that may help one individual may not be effective for another. It would therefore not be appropriate for the NAS to recommend any one particular practice or therapy.” Aside from not specifically stating the Lovaas method as the method of all methods for individuals with autism, the page went on to describe the Lovaas treatment in detail, but not depth. As it is a United Kingdom (UK) based site, one may be interested in the types of intervention used there. This page goes on to discuss some history of Lovaas, his research studies, behavior modification, benefits, and international contacts.

6) Families for Early Autism Treatment (BC): http://featbc.org/www/featbc/INFOSOURCES.html
This is a great resource to get information directly from the ‘horse’s mouth.’ FEAT BC is the Canadian chapter of the international Families for Early Autism Treatment Organization. In 1993, Lovaas wrote this as an open letter to any interested individuals as he starts the letter with, “To Whom It May Concern.” This letter discusses the most appropriate (“not ideal”) therapeutic intervention for children with autism. It includes and discusses such concepts as behavioral emphasis, consistency, integration, family involvement, one-to-one instruction, and intensity.

7) Education Resources Information Center (ERIC): www.eric.ed.gov http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED432078&ERICExtSearch_SearchType_0=no&accno=ED432078
ERIC is a great sight for academicians and educators interested in a number of topics. All one need do is type in a topic of interest an ERIC will provide the information on the paper addressing the topic. These are usually dissertations, theses, or other scholarly papers written by students, professors, or other investigators. In this case, this paper discusses Autism and an investigation into the Lovaas method. An abstract for all articles is provided so the reader can determine is the reading the entire article would be an investment or not. Excellent site for quick insight to the topic.

8) Applied Behavioral Associates, LLC: www.aba4kids.org
This site describes ABA, LLC as a clinical group practice that provides intervention and therapeutic techniques and strategies for children with behavioral issues and developmental disabilities. It briefly discusses ABA as an effective treatment as well as consultation services available. Employment opportunities are also indicated on the page. Overall, this site is a billboard ad on-line. Although there may be some substantive information regarding ABA and contact information, it is primarily a call for service. This is indicative of how influential the mere term ABA can be when treating individuals with autism and other disabilities.

9) Behavior Analyst Certification Board (BACB): www.bacb.com
What started as a pocket of individuals specially trained in ABA has now become and international organization of standards and practice. This is the official site of the BACB US. It provides information on ABA principle, how to become certified as a Board Certified Behavior Analyst (BCBA) or Assistant BCBA. The location of programs, usually within universities, types of training available, certification requirements and process, and other links are part of this site. This site is for practicing professionals looking to further their education and/or career.

10) Association for Behavior Analysis International: www.abainternational.org
I was surprised to learn that this organization has been in existence for almost 35 years! There are historical information, current new stories, future training and conference opportunities, job placements, and journal and resource links found on this site. Although the organization’s primary goal is to “develop, enhance, and support the growth and vitality of behavior analysis through research, education, and practice” they provide more information useful to the layperson and professional alike. It is a membership site that includes weighty perks for those who join. Tempting for some, yet when thinking about it, one can get similar information for free by simply coasting the web.

11) Journal of Applied Behavioral Analysis (JABA): http://seab.envmed.rochester.edu/jaba/
In these times professional journals can easily be accessed through the internet via websites. Although membership is required, in almost all cases, for full disclosure of the articles, briefs or abstracts are available to the non-member and visitors not yet committed to joining. One may receive a table of contents, but not the contents itself. In JABA’s case one would have to subscribe to the ‘mother’ journal JEAB: Journal of the Experimental Analysis of Behavior or maybe even join the SEAB (Society for the Experimental Analysis of Behavior). Overall, this journal site provides an overview of what one can expect to find in the journal. The information can be useful and assist one with better ABA searches within the internet or cyberweb.

12) Autism Treatment Info: http://www.autismtreatment.info/what+is+a+discrete+trial.aspx
For individuals who are familiar with Lovaas and more interested in his therapeutic treatment, this is the site to view. Parents, educators (including first time teachers), and professionals who have limited experience with autism treatments can benefit from this site. It provides basic information regarding ABA and DTT concepts and training strategies. Although Lovaas is not the primary focus on this sight, the focus on intervention captures the essence of Lovaas.

13) Autismconnect: http://www.autismconnect.org/interviews.asp?section=000100040001&id=4096
The best Lovaas information comes from Lovaas himself. In this web article, Lovaas is interviewed by Eileen Hopkins. Despite answering professional and some personal question, Lovaas seems to be very open and frank. He discusses his educational history and ABA impact. Surprisingly, credits his mother for all his success. What a guy!


14) Goliath Business Knowledge on Demand: http://goliath.ecnext.com/coms2/gi_0199-198358/The phantom-chaser-for-Ivar.html
Finding this business-oriented article about Lovaas was a surprise. How can the ends of polarized occupations meet? One end is the helping field (education, personal treatment) and the other is pure capitalism (cut-throat business, money making perspectives). Easy, the business of therapy has met the service of therapy in medicine. In this article, psychiatric community takes offense to Lovaas pontificating treatment for individuals with autism and severe mental retardation then utterly stunned and shocked at the undisputable evidence of behavioral and academic progress after treatment. This substantiates the claim of psychologist world-wide. That medicinal treatment, although having immediate effects, is secondary to mental, behavioral, or emotional treatment of the individual.

15) AOL video: http://video.aol.com/video-detail/lovaas-institute-partners-in-possibilities/3923340976
This video discusses behavioral treatments provided in the Lovaas Institute. The female narrator presents the use of Lovaas principles in the home and gives a good explanation of ABA. The primary focus of this video, as it seems, is to provide the audience with proof-positive evidence of the effectiveness of the Lovaas treatments for children with autism. There are other video links for true-life and actual individuals with autism, their behavior, and the interventions implemented for success. The before-and-after videos are the most interesting.

16) National Autism Association: http://www.nationalautismassociation.org/advisoryei.php
It is no surprise that Ole Ivar Lovaas is Board member of the Early Intervention Advisory Board. I liked this page because it provided a brief curriculum vitae on Lovaas. For basic educational information that may be used in reports or presentations, this is a good reference. Having no links or references on this page is understandable as the purpose of the page is strictly for reader information and exploration. I must note my immense surprise at some of the awards Lovaas received. He received the Edgar Doll Award, which is the equivalent to the Psychological Pulitzer and a Guggenheim Fellowship which makes a full program scholarship to Julliard look like a free day pass to Camille’s Dance & Music Studio in Tamuning.

Lesson Plan for training future & current teachers
Topic The Lovaas Model of ABA

Introduction Review Lovaas, ABA, DTT
Audience/Target group Current & future general & special education teachers (tertiary & graduate students) who currently have students with autism or will eventually receive students with autism.
Behavioral Objectives Students will successfully complete five discrete trials incorporating prompting & reinforcement during practice drills with 90% accuracy
Materials (lesson support resources) Picture cards, blocks, puzzles, academic file folders, student sensory reinforcers, powerpoint handouts, instructor powerpoint notes, white wall or projection screen.
Lesson time Prep time: 10 minutes Actual lesson time: 30 minutes
Technology Integration For students: Low tech visual cards. For Instructor: computer, digital projector, extension cords
Classroom Layout Tables will be parallel to each other with enough space between them for student chairs. Student chairs will be placed at the tables so students are across each other (up to four chairs per table at five tables). Students will face each other while still being able to attend to the teacher.
Instructional Strategies
Direct instruction with practice sessions utilizing the multi-modal approach. Visual Powerpoint presentation to guide students and instructor. Manipulatives for students to practice discrete trials. Incorporate out-of-seat tasks. Immediate reinforcement or correction throughout the lesson.
Prior Knowledge Review of Lovaas, ABA, & DTT in the powerpoint slides
Lesson Steps 1) Start preparatory measures at least 10 minutes prior to lesson. Review the powerpoint instructor notes prior to students arriving.
2) Set-up and ensure all technology equipment is working. Plug the extension cord & ensure all other plugs are in the cord, turn on the computer, connect the computer to the digital projector using the projector-to-computer cord, then turn on the projector. Pull up the powerpoint presentation on the computer desktop (ED657 lovaas lesson). If there is no projection, double-check the cords & plugs. If still no computer projection hold the “function” key down (bottom left of keyboard) & firmly but quickly tap “F5” (release the “function” key at the same time) and wait for the prompt. Click the first grid on the prompt (the computer to LCD control), then wait for another prompt & click, “yes.” Wait patiently, the image will project through the projector onto the screen. Once all the technology is up & running proceed to the next step.
3) Place reinforcer materials (in Ziploc bags) on the counters at the side of the room (in front of the windows) and randomly place trial materials (in the tub) at each table.
4) Place the handouts at each student seat and the instructor powerpoint notes where the computer is located with easy access to you (at front of room).
5) Ensure the first powerpoint slide is on the screen before students arrive (press F5 on the computer) You can maneuver through the slides using the up & down arrow keys at the bottom right of the keyboard.
6) When students arrive allow them to get settled, if it starts getting too loud (& it may) just announce that you will be starting soon. Then IMMEDIATELY take roll (student list is with notes). This should quiet the students down quickly.
7) Once roll is completed start the powerpoint presentation.
8) Use the powerpoint instructor notes to provide more information on the slide concepts.
9) SLIDES (coded as ”S”): (though times are approximate keep track to stay within 30 mins.)
a. Read S1, S2, & S3 (2 minutes)
b. Read notes for S4 (2 minutes)
c. At S5 have students practice discrete trials (IRF) in pairs for four minutes using the materials in front of them; provide feedback on how the students performed (or have a one minute testimony from a student) (5 minutes)
d. Read S6 notes (1.5 minutes)
e. S7 have students practice discrete trials (IRF) using all prompts in pairs for four minutes using the materials in front of them; Provide feedback on how the students performed (or have a one minute testimony from a student) (5 minutes)
f. Read S8 notes (1.5 minutes)
g. S9 have students practice discrete trials (IRF) using all prompts & reinforcers in pairs for four minutes using the materials in front of them; announce that only one student from each table will get a reinforcer bag on the counter prior to starting the trials. Provide feedback on how the students performed (or have a one minute testimony from a student) (5 minutes)
h. Once practice trials are done inform the students they have just successfully completed DTT & have an open group discussion. (6.5 minutes) Start with the following questions:
i. How will this approach affect your teaching style?
ii. How can you integrate this approach with you teaching style?
iii. How well do you think you are prepared to work with a student with autism?
i. Read S10 & S11 (1.5 minutes)
j. Project S12, yet no need to read it
10) Have students put all materials away reinforcers in Ziploc bags, manipulatives in containers.
11) If there is time, a brief discussion on what was just learned should occur. They have homework due in two days: submit a half-page essay on what they learned and how they will use it in their occupation & how they would FEEL if they found out they have a student with autism in their class.
Modifications Multi-modal approach addresses visual, aural, kinesthetic, and tactile learners. Practice sessions provide an avenue for student observation & immediate correction or praise.
Guided Practice Embedded within the power point presentation to complement the multi-modal approach
Checking for Understanding Embedded questions within the lesson. The Instructor will ask questions about previously learned concepts during the presentation as well as observe students as they apply concepts during practice of discrete trial sessions.
Methods of Evaluation Informal: Questions embedded within powerpoint presentation
Formal: Observation of practice sessions and written account of DTT.
Closure Review summary & discussion questions on the Powerpoint presentation (S10 &11)
Personal Reflection on this lesson I truly enjoy being part of the learning process. Even as an instructor, when using a multi-modal approach with some direct instruction and practice (hands-on) I can learn from students as well. The interaction between the instructor and students provides a great foundation for a safe learning environment. Students with diverse learning will benefit from this lesson as it provides verbal, visual, tactile, and kinesthetic levels of learning. Even though there is so much going on, the flow is clear and the lesson is easy to follow for the students and instructor.
I am also impressed to share an approach to teaching students with autism. Many teachers who have never had a student with autism become very intimidated. Hopefully this lesson will ‘lessen’ their fears and peak their interest.

Lesson Plan: generic
Topic Lovaas/ABA: DTT: Pre-readiness skills
Introduction ED657 students are observers. The teacher is going to a family home to conduct ABA sessions with a family that includes a child with autism.
Audience/Target group A four-year-old male student with severe autism & his family
Behavioral Objectives Student will identify 4 out of 5 nouns three opportunities daily with 80% accuracy.
Student will identify 4 out of 5 verbs three opportunities daily with 80% accuracy.
Materials (lesson support resources) Picture cards, blocks, typical household items (brush, cup, spoon), puzzles, academic file folders, student sensory reinforcers,CD player, family members.
Lesson time Prep time: 10 minutes Actual lesson time: 30 minutes twice a week
Technology Integration Low tech: visual cards High Tech: CD player (provided by family)
Classroom Layout Instruction will occur in the home in the living room area. The child will be in a secure seat and instructor in front of the child with the table or work bench in between. One parent will be to the instructor’s right and the other family member will be toward the left. Both family members will be easily visible to the student.
Instructional Strategies Lovaas Model of Applied Behavioral Analysis (ABA): Discrete Trial Teaching (DTT) session to address specific goals & objectives.
Prior Knowledge Table & chair set-up indicates DTT will begin & reinforcer assessment signals the student DTT sessions will start. Start sessions with familiar skills, use reinforcement schedule, and build on the skills. Intersperse varied tasks (out-of-seat, visual, verbal, written).
Lesson Steps 1) Call parents during the week to remind them of the time and day. Request they have the A++ reinforcer ready for the student (CD with favorite music).
2) Start preparatory measures at least 10 minutes prior to lesson. Ensure at least six (6) noun items and picture cards and six (6) verb items and cards are readily accessible. Make one noun & adjective container each for the instructor, family member 1, & family member 2. Ensure A, B, C reinforcers are available for assessment & use. Wear comfortable clothes as the session may end up on the floor, if necessary.
3) If it is the last session of the week ensure you have the data sheets to record weekly progress.
4) When arriving to the home, be positive, energetic, and friendly. Greet the family members and the child. Set up the one-on-one work area so the child and instructor are facing each other with a work area in front of them. As the child will be starting school soon, attempt to use a table. Have an area to hold the materials & reinforcers. Have a trashcan within vision of the child. (2 mins)
5) Give each family member their container of noun & verb items/pictures and explain:
a. “I will start the session in a few minutes. Mom you can stand or sit behind me to the right so the child can have a clear vision of you. Brother you can sit or stand behind me toward the left so your brother has a clear vision of you. Ensure you are keeping watch of who is doing what task or holding what item as we should not have consecutive repeated requests. In other words, if mom is ‘brushing her hair’ brother shouldn’t ‘brush his hair’ he should be holding n item.” (3 mins)
b. Once family members are situated, get the child to the work area. If the child has difficulty, take a puzzle piece out of the puzzle and have the student find it OR have the student place an item on the table. Then encourage the behavior & assist the student to sit & firmly, but gently push the chair in to the table and provide social praise. (1-3 mins)
6) Complete a reinforcer assessment. Choose the top three items the child will most-likely enjoy. Place all three items on the table in front of the child at about the same distance from the child. Once the child grabs one item, remove the other two. Allow the child to play with the item for about four (4) seconds. This is the A reinforcer (remember the CD player w/the child’s favorite songs is the A++ reinforcer). Gently take the item away from the child stating, “My turn.” Next, quickly place the other two items in front of the child and the next item the child chooses is the B reinforcer. Allow the child to play with the item for about four (4) seconds then gently take the item away stating, “my turn.” The last item is the C reinforcer. (1-2 mins)
7) Now that you have differentiated reinforcement, you are ready to start the DTT sessions. Intersperse noun & adjective activities and items. (ensure items are easily accessible to the instructor & reinforcers are out of student’s visible range). Use the following procedures of DTT.
a. Instructions should be short & concise and one time only
b. Response should occur approximately 3-5 seconds after the response
c. Feedback can be positive or corrective, it should be immediate and provide information about the child’s behavior. Always add social encouragement when giving positive feedback.
d. If child gets incorrect: prompt until successful (no more than four prompts, fourth prompt is full physical to complete a successful trial)
e. If child gets correct: social and tangible praise. Use the reinforcer schedule to increase the time on task as well as the number of tasks within trials prior to reinforcement.
f. At the end of the session, high social praise while taking the child to the CD player and have him listen to the music.
8) Here is the sequence (Instructor starts with easy & familiar tasks; remember to use IRF, prompt, & reinforcement):
a. Instructor places three items on the table and asks for student, “give me spoon” wait from student response & provide appropriate feedback (prompt or reinforce as needed).
b. Instructor places three pictures on the table and asks for student, “point to cup” wait from student response & provide appropriate feedback (prompt or reinforce as needed).
c. Instructor places pictures of plate, spoon, & cup in front of student then hands the spoon to the student and instructs, “put with spoon” wait for student response & provide appropriate feedback (prompt or reinforce as needed).
d. Picture cards should be mixed in front of student. Instructor hands a cup to the student and asks, “match with cup” wait for student response & provide appropriate feedback (prompt or reinforce as needed).
e. (At this point the reinforcement schedule dictates to increase number of trials to three or four to receive a tangible or interactive reinforcer).
f. Instructor puts three items (brush, block, spoon) in front of student and asks, “give me brush,” wait for student response & provide appropriate feedback (prompt as needed).
g. Instructor states, “give to mom” while holding the object to student. Mom DOES NOT have an open-hand prompt. When mom gets brush she will provide social reinforcement and pretend to brush her hair. She will then ask student to brush his hair & provide prompt & reinforcement as necessary. She will ask student to give the brush back to the instructor (place back on the table). Wait for student response & provide appropriate feedback (prompt or reinforce as needed).
h. Instructor takes out the balloon and animatedly starts to blow (as a reinforcer) as student should become excited at this point. Do this three times.
i. Instructor places three objects (toothbrush, brush, spoon) in front of student and states, “give me toothbrush,” wait for student response & provide appropriate feedback (prompt as needed). Instructor asks student to give the item to brother. Brother DOES NOT have an open-hand prompt. Brother receives item and provides social reinforcement (brother keeps the item).
j. Brother takes crumpled paper from session container and instructs, “throw trash.” (prompt as needed).
k. Instructor takes out bubbles and starts to blow (as a reinforcer). Student should become excited at this point. Blow bubbles four times only.
l. Instructor states, “time to work” for the student to return to his seat. (prompt as needed).
m. Instructor takes cup, spoon, & plate out and places them in front of student. Instructor states, “its time to drink!” then starts pretending to drink then hands the cup to the students stating, “your turn.” (prompt as needed).
n. Instructor takes out picture cards of teeth & hair and a toothbrush & hairbrush. Instructor holds the hairbrush up and states, “match brush,” (prompt as needed).
o. Instructor uses picture cards of teeth & hair and a toothbrush & hairbrush. Instructor holds the toothbrush up and states, “match toothbrush,” (prompt as needed).
p. Instructor takes out mirror and places it in front of student stating, “touch mouth,” then “open mouth” (prompt as needed).
q. Instructor states, “touch eyes,” then “close eyes” (prompt as needed).
r. Instructor states, “touch cheeks,” then “do this” as cheeks puff out (prompt as needed).
s. Instructor states, “touch nose,” (prompt as needed).
t. Instructor states, “touch chin,” (prompt as needed).
u. Instructor states, “do this” while shaking head (prompt as needed)
v. Instructor states, “do this” while nodding head (prompt as needed) (10 mins)
9) Instructor strongly praises student proving social & verbal praise while taking student to the CD player. Student is allowed to turn on the CD player & listen to his music for five (5) minutes. (5 mins)
10) Instructor talks with mom & brother about session and encourages them to use these concepts with student daily. (5 mins)
11) Session is over.
Modifications One-to-one focused work, research-based instructional strategy, visual materials & prompts, interspersed tasks, constant reinforcement.
Checking for Understanding Embedded comprehension tasks within the lesson. Identifying picture & real life objects & tasks throughout session.
Methods of Evaluation Informal: Family accounts of student communication & identification skills during the week.
Formal: Formal data taken weekly (at the end of the week).
Closure Social & verbal reinforcement (“good job,” “you did well,” “excellent work,” etc.) & CD music (A++) at the end of the session.
Personal Reflection on this lesson There is no other educational experience so grand than to see a child with autism show some formof enjoyment within a lesson. If they can emote in one area there is a good chance that can be generalized to other areas of their development. Children with autism are a great challenge and being able to work with families to help their child can make a difference in the progress of that child. Dynamic education can truly be seen in the partnership between school and home.