| Identify an acceptable ABA intervention that is not typically aligned with trauma-informed care. | Identify an ABA intervention that is more aligned with trauma-informed care. |
|---|---|
Hand over hand until finish the task | Reminder of the reinforced if finish the whole ask |
Blocking Patrick's escape | Escape =30 second break, but if he engages in the task he gets a 3 minute break (concurrent choice) |
manding for item | premack principle |
Escape extinction. Patrick must comply with the demand prior to accessing a preferred item. | Non-contingent reinforcement or concurrent choice. |
Escape extinction | DRA |
restricting his ability to get up until the work is done | Allowing for frequent breaks based on completion of tasks varying in length |
Escape Extinction | Functional Communication Training |
escape extinction | functional communication training |
3-Step Guided Compliance | Prompt Alternative Behavior / Functional Communication Training to ask for break |
escape extinction-Therapist creates a barrier so Patrick cannot get up from the desk. | Concurrent choice. |
planned ignoring | non contingent reinforcement |
Redirect back to the task and have Patrick ask for a break. | Build in breaks into the structure when needed, and train functional communication skills. Remind the tech that we are working on acquiring new skills and need to constantly assess the state of the client engagement |
RBT applies hand over hand while using her body to block the client from physically escaping until task is completed. | RBT gives 10 second breaks for client to pick out toy in toy corner to use during task completion. |
Hand-over-hand prompting | Longer breaks for completing tasks |
Restraint - Transport back | Concurrent Choice - Earning a 10-minute break for completing activity and/or a behavior only results in a 2-minute "break." FCT - To request a "break" (an appropriate escape). |
do not allow escape until he completes the discrete trials Allow him a 15 second break | Prompt him to say I want a minute with my toys, allow him to deescalate and then prompt work again. |
Escape extinction | Functional communication training |
Extinction | DRA |
The therapist may lead him back to the table and position the child and themselves to increase response effort to run from the table. | Give the child a break schedule during the lesson |
NCR | Response Block |
shaping | NCR |
Escape extinction | NCR |
escape extinction | Allow 10 sec break for inappropriate, 60 sec with preferred activities for appropriate |
Escape extinction | FCR |
Response blocking | Functional communication response |
| Identify an acceptable ABA intervention that is not typically aligned with trauma-informed care. | Identify an ABA intervention that is more aligned with trauma-informed care. |
