Over time he was able to manage the schedule with just the events of the day. We started with the scheduled activity being followed by a reinforcer (e.g., first work with teacher, then play dough). This allowed the staff working with him to quickly switch out the visuals for each transition. The events of his day were on sheets inside the notebook in order. The schedule itself was on the outside of a notebook. The second day we worked with him, we used this first-then schedule. It was difficult for him to understand the process. Each time he had to go to the wall, check the schedule, go to the check-in board and put on the visual. So, checking his schedule became an antecedent for problem behaviors. In working with him for a day, we realized that he was struggling with the number of transitions this created for him. For this student, we started working with him using a full-day schedule that was on the wall. In the top picture, you see a binder with first work then pack up. In pictures on the left, the student is using the first-then schedule as his schedule for the day. So snack, a high probability of compliance activity, reinforces cleaning up, a low probability of compliance activity. In short, the Premack principle states that high-probability behaviors can serve as a reinforcer for low probability behaviors. This uses the Premack principle of behavior analysis. We can show students the first activity (cleaning up) will be followed by the next activity (snack). And we can present it on the schedule with a first then board. In this case, for example, early learners may not like to clean up after play time in a preschool. First-Then Using the Premack PrincipleĪ first-then board can be a powerful tool to help a student complete a task they often resist. This organization system worked well because his daily activity schedules, the set of pictures to use for his first-then board, his token boards and tokens, and his schedule board (on the front of the notebook) as well as his data sheets were all handy in the notebook that he took with him to different classes. The student has a full day schedule on the front of the notebook and the first-then is used when a problem is anticipated. The first then board is part of the set of tools his staff use and they keep their tools in a zip up canvas notebook (e.g., Trapper Keeper) so they are readily at hand. In the picture above, the first-then board is used to show a student that sitting in his PE class will result in a reward from his token board. Organizing Behavioral Supports for Travel in School Doing this could inadvertently reinforce the negative behavior (because it creates a reinforcement opportunity out of a problem). Ideally it is best to use them proactively avoid having adding the preferred activity (then) in when there is a problem. We use them proactively (before a problem) and when a student refuses to complete a task. The premack principle states that a low probability behavior can be reinforced by a high probability behavior. In this case we are using the first-then board to prevent problem behavior based on the Premack principle. We often will use this type of first-then schedule on a board like the one below. In that case, we present the thing we want them to do in the “first” and the thing they want to do in the “then.” The idea is to show them a preferred activity or a possible reinforcer to motivate them to complete the thing they don’t want to do. Sometimes we use them for behavior supports, such as when we think (or know) that an individual doesn’t want to do something we want them to do. We typically use them in different ways depending on the student. It can be done with pictures, objects, in writing, or using apps. Simply put, it just presents what we need to do now (first) and what we will do next (then). First-then schedules are some of the simplest types of visual supports that we use with students with autism spectrum disorder and other special needs.
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