Implementing Applied Behavior Analysis for Effective Orientation and Mobility Instruction of Students with Multiple Disabilities

Abstract

Working with children who have multiple disabilities that include visual impairments can be especially challenging. Many disabling conditions manifest into behavioral difficulties that may take away from learning. Acting out may be a student's way of expressing a lack of healthy coping mechanisms in relation to his or her environment. Implementing used during applied behavior analysis may be useful when conducting orientation and mobility (O&M) lessons with children with behavioral disorders. Applied behavior analysis can be used effectively with those who have been diagnosed with vision loss in conjunction with other disabilities, not only those with autism. SKILL AREAS According to Ambrose-Zaken, Calhoon, and Keim (2010), ten skill areas that are needed by students to participate and succeed in Orientation and Mobility instruction are attention, sensory integration, behavior, memory, concept development, generalization, problem solving, social skills, orientation strategies and mobility techniques (p. 643). Ambrose-Zaken et al. (2010) found that student who has visual and cognitive impairments may exhibit interfering behaviors such as being quick to anger, being in a state of agitation, unpredictability, impulsivity, inattention, severe mood swings, total resistance to O&M, self-stimulating repetitive actions, as well as verbal and physical and aggression during O&M lessons. Behavioral theorists suggest that aggressive and interfering behaviors may be attempts by the student to communicate about an environment, person or (p. 645). These behaviors may interfere with achieving O&M goals. As such, the practitioner will need to develop appropriate strategies for promoting positive behavior. One of the classic principles of behavior analysis is the concept of ABC, which is a theory that is used to determine what is causing behavior and how to manage it. A is representative of antecedent, B of behavior, and C of consequence (Barbera, 2007). By evaluating the antecedent, the person working with the student determines what is happening before the behavior. By doing this, the provider can either eliminate the antecedent or modify it. The consequence is what happens after the behavior. This can serve to either reinforce the behavior or to discourage it. While working with a population with multiple disabilities, O&M specialists may need to modify their goals and objectives. The average university training program for O&M specialists focuses on skills such as independent street crossings, alignment, and intersection analysis. However, it may not be realistic for students with multiple disabilities to achieve these goals. Two common issues that prevent the mastery of more advanced concepts are behavior challenges and cognitive development. Therefore, alternative goals may be the primary focus of instruction. These may include concept development, spatial relationships, and laterality. In order to achieve O&M goals, a behavioral plan may need to be implemented to achieve the highest level of progress toward the student's goals. BEHAVIORAL PLANNING Some degree of behavioral planning needs to be in place in order to use behavioral analysis to increase positive behavior in students. In order to put ABCs into place, the practitioner can write simple behavior plans even if he or she is not an applied behavior analyst. According to Barbera (2007), People generally have three main functions for behavior. They want something, want to get out of something, or are looking for sensory input (p. 35). By recording data, the practitioner will begin to determine patterns in the student's behavior. A chart should be developed that lists the date and time of the incident, the setting or activity in which the behavior occurred, the antecedent, the behavior, the consequence, and the function of the behavior (Barbera, 2007). …