ABA-VR E-LEARNING
Lesson 3: Example of VR scenarios targeting activities in ABA
Foto de Antoni Shkraba Studio: https://www.pexels.com/es-es/foto/mujer-nina-jugando-juguetes-6288088/
Virtual Reality Training Scenario: Implementing Extinction for At-Home Attention-Seeking Behavior
Duration: Approximately 10 minutes
Setting: Family Living Room/Playground
Target Skill: Implement the extinction procedure for attention-seeking behavior
Child Profile: Marcus
Age: 5 years
- Diagnosis: Autism spectrum disorder (diagnosed at age 2)
- Language Level: Speaks in 2–3-word sentences, can follow simple instructions
Current Skills:
- Can identify basic colors and shapes
- Begin to learn letters and numbers
- You can request preferred items using phrases like “I want a cookie”
- Independent with basic self-care tasks
- You can wait a few minutes to receive preferred items or attention.
Challenging behaviors:
- Frequent loud vocalizations during structured activities
- Throw toys when they don’t get immediate attention.
- He engages in repeatedly banging on the table to get attention.
Reinforcements:
- iPad Weather
- Bubble game
- Musical toys
- Physical activities (jumping, spinning)
Characters
- Coach/Trainer/Child: BCBA/Marcus, 5 years old with autism
- Teacher: Rivera, RBT (Registered Behavior Technician) in training
Foto de Monstera Production: https://www.pexels.com/es-es/foto/hombre-relacion-efecto-desenfocado-casa-7114237/
Scene 1: Introduction and briefing (2 minutes)
[Scenario: Family Living Room with Therapy Materials Set Up]
Coach: “Today we’re going to practice implementing extinction for Marcus’ attention-seeking behavior, specifically his way of pounding the table during work time. Their parents report that this behavior increases during academic tasks, and our functional assessment confirms that attention is maintained.”
Teacher: “I have reviewed your file. I notice that his parents tend to respond with “calm hands” when he knocks on the door. Should we do the same?”
Coach: “Actually, that’s providing attention. Let’s work on extinction while maintaining their participation in the activities. We will also teach appropriate ways to request care.”
Scene 2: Initial practice (2 minutes)
[Marcus and the teacher are sitting at a child-sized table with the corresponding homework]
Teacher: “Marcus, let’s match the colors.” [Place colored cards on the table] [The teacher then acts as if he has been interrupted by a question from the parent (the parent can be acted out by another player or “imaginary” but the teacher/an NPC.]
Marcus: (Begins rhythmically tapping the table, looking at the master)
Teacher: [Begins to say “quiet hands”]
Coach: [Pause Simulation] “Remember, even saying ‘calm hands’ is attention. Let’s continue with the activity as if the blows were not happening. Be prepared to immediately reinforce appropriate requests.”
Foto de Tara Winstead: https://www.pexels.com/es-es/foto/infancia-salud-conciencia-movimiento-8385964/
Scene 3a: Implementation of the practice (3 minutes)
Teacher: “It’s time to match colors!” [Enthusiastically] [The teacher then acts as if he has been interrupted by a question from the parent (the parent can be acted out by another player or “imaginary” but the teacher/an NPC.]
Marcus: (Bangs on the table while looking at the teacher)
Teacher: [Keeps focus on the parent, not paying attention to the hits]
Marcus: (Hits harder, pushes cards away)
Teacher: [Continues to talk to the parent, but looks at the child and makes eye contact]
Marcus: (Stops playing and smiles at the professor.)
Coach: “You may not have noticed, but you just paid attention to Marcus and that can reinforce the behavior, and that behavior may happen more in the future to get your attention. Let’s try again.”
Scene 3b: Implementation of the practice (3 minutes)
Teacher: “It’s time to match colors!” [Enthusiastically] [The teacher then acts as if he has been interrupted by a question from the parent (the parent can be acted out by another player or “imaginary” but the teacher/an NPC.]
Marcus: (Bangs on the table while looking at the teacher)
Teacher: [Keeps focus on the parent, not paying attention to the hits]
Marcus: (Hits harder, pushes cards away)
Teacher: [Continues to talk to the parent, does not make eye contact with the child]
Marcus: [After a brief pause in the hitting behavior, touches the teacher’s arm – his request for attention agreed]
Teacher: (Responds immediately) “Yes, Marcus, would you like red or blue first?”
Coach: “Perfect! He ignored the blows but responded immediately to a more appropriate request.
Foto de Tara Winstead: https://www.pexels.com/es-es/foto/jugando-colorido-de-colores-nino-6692953/
Scene 4a: Climbing practice (2 minutes)
Teacher: “Let’s find the green!” (The teacher’s phone rings and they answer, taking their attention away from Marcus.)
Marcus: (Starts hitting really hard, then gets up)
Teacher: [Continues on the phone call, without eye contact or physical orientation to Marcus]
Marcus: (Escalates to throw a letter.)
Teacher: “Yes, Marcus, don’t throw away the card, please go pick it up.”
Marcus: (Starts smiling.)
Coach: “Although it makes sense for Marcus to pick up the letter, you’ve actually paid attention to his behavior, which could make it happen more often in the future. It would have been a better option to wait for Marcus to calm down for a few seconds and request his attention in a more appropriate manner, before responding to his behavior.
Scene 4b: Climbing practice (2 minutes)
Teacher: “Let’s find the green!” (The teacher’s phone rings and they answer, taking their attention away from Marcus.)
Marcus: (Starts hitting hard, then gets up)
Teacher: [Continues on the phone call, without eye contact or physical orientation to Marcus]
Marcus: [Escalates to throw a card, then with no response from the teacher, stops the inappropriate behavior for a few seconds, then gently touches the teacher’s arm]
Teacher: “Yes, Marcus, I can help you in a minute. First, I have to end this phone call. Please go pick up the card while you wait for me.”
Scene 5: Summary (1 minute)
Coach: “Excellent job. Notice how Marcus’ behavior briefly escalated: that’s the extinction burst we’re talking about. You maintained consistency and reinforced the right requests.”
Teacher: “I see the difference from your usual sessions. Should we teach him to ask for attention verbally as well?”
Coach: “Yes, that’s our next step. So other things that you can also remember is that you can have a more successful session with Marcus by using proactive strategies like: reminding him how he can ask for your attention before you start, keeping a visual reminder in Marcus’ view, of how he can ask for your attention, and making sure that Marcus has had a lot of your attention before you have to do something like interact with his parents, Answer a phone call or prepare materials.”
Scene 6: Independent Practice/Generalization (2 minutes)
Coach: “Now you’re going to practice more independently. I’m going to act just like the child, and you’re going to change your own actions based on the child’s responses, not my training. Remember to stop paying attention to the child at some point, to create the opportunities for practice.”
[Trainer and teacher practice in the roles of teacher and child for generalization, targeting the same attention-seeking behavior and agreed-upon responses.]
Key Learning Points
- Maintaining control of instruction while ignoring attention-seeking behavior
- Continue participation in the activity during the extinction
- Immediate natural reinforcement of the right request
- Prepare for the explosion of extinction
- Maintaining a neutral affect during challenging behavior
Success Criteria
- The teacher maintains participation in the activity during attention-seeking behavior
- The teacher completely ignores the hitting behavior
- The teacher responds immediately to appropriate requests for attention
- The teacher maintains a positive but neutral affect.
- The teacher collects data on the frequency of attention-seeking behavior