How to Use First-Then Boards in ABA Therapy

Introduction to First-Then Boards

First-Then boards are an essential visual tool in Applied Behavior Analysis (ABA) therapy, particularly when working with children who have autism or other developmental challenges. This technique uses the Premack Principle to encourage task completion by presenting a structured sequence where a less preferred task is followed by a more desired activity. By employing First-Then boards, educators and therapists can provide clarity, minimize anxiety, and promote motivation and independence in learners.

Understanding the First-Then Strategy in ABA

What is the first-then strategy in ABA?

The First-Then strategy in Applied Behavior Analysis (ABA) is an instructional method where a less preferred task (the "First") is completed before a more preferred activity (the "Then") is accessed. This approach is based on the Premack Principle, which suggests that engaging in a more desirable activity reinforces completion of a less desirable one. Educators employ this method to create a structured learning environment, improving both motivation and task completion rates through clear visual aids like first-then boards.

What are the benefits of the First-Then strategy?

Implementing the First-Then strategy rewards students for completing less preferred activities, enhancing focus and engagement. Key benefits include:

• Motivation Enhancement: The anticipation of a preferred activity after task completion motivates students to engage fully with their work.
• Improved Independence: Visual supports increase independence by allowing children to verify their tasks at a glance.
• Reduced Anxiety: By clarifying expectations and routines, the strategy minimizes anxiety associated with task transitions.

How is the First-Then approach individualized?

Individualization is crucial in the First-Then approach. Here’s how it can be tailored:

• Task Selection: Choose tasks that match the child’s abilities and interests, ensuring they are meaningful and motivating.
• Adjustable Reinforcers: Identify reinforcers that are genuinely motivating to the individual student, aligning with their preferences.
• Progress Monitoring: Regularly assess student progress and adjust tasks and supports as needed to maintain effectiveness.

This flexibility allows teachers to apply the First-Then strategy successfully across various scenarios, effectively supporting students with varying needs.

Implementing First-Then Boards in ABA Therapy

Steps to Utilizing First-Then Boards

To use a first-then board in ABA therapy effectively, follow these steps:

1. Choose the Activities: Collaborate with the child to select tasks, ensuring the first task is less preferred (e.g., homework) and the second one is more preferred (e.g., playtime).
2. Clear Set-Up: Clearly label and display the activities on the board using pictures, symbols, or written words.
3. Visual Cues: Present the board to the child and state, "First (Activity 1), then (Activity 2)."
4. Immediate Reinforcement: Once the first activity is completed, provide immediate praise or a token before moving on to the second activity. This reinforces the desired behavior.

Visual Supports and Clarity

Visual supports play a crucial role in the effectiveness of first-then boards. They help clarify expectations and structure the tasks. Ensure that the board is displayed prominently during activities so children can reference it easily. This continuous visibility encourages children to independently check on what comes next, reducing anxiety and enhancing task focus.

Importance of Consistency and Feedback

Consistency is vital when implementing first-then boards. Regularly using the boards in the same context helps children understand the process better. Positive feedback after success is essential; this can be verbal praise or token-based reinforcement. It's important that reinforcement occurs immediately after the first task is completed to strengthen the association between completing less preferred activities and gaining access to preferred ones.

By following these guidelines, educators and caregivers can foster an environment that motivates children, encourages independence, and enhances engagement.

Examples of First-Then Statements

What are some examples of first-then statements?

First-then statements serve as effective tools to outline tasks in a clear sequence, motivating children to engage in activities they may initially resist. They function by linking a non-preferred task with a desirable reward, facilitating smoother transitions and enhancing task compliance.

For instance, a common first-then statement could be: "First do your homework, then you can watch TV." This approach not only sets a clear expectation but also provides a sense of reward after a less desirable task.

Another example is: "First brush your teeth, then you can have dessert." Here, the sequence is straightforward; children understand that completing their hygiene routine is a prerequisite for enjoying a sweet treat.

How do first-then statements help set expectations?

These statements clarify what follows what, helping children comprehend the structure of their activities. For children with developmental challenges, such as those on the autism spectrum, first-then statements offer crucial visual cues. By laying out tasks in a simple format, they reduce anxiety around transitions and motivate compliance through clear direction.

What are their applications for children with developmental challenges?

First-then statements are particularly beneficial for children who require clear guidance. They not only assist in managing activities but also bolster independence by allowing children to see and understand their immediate responsibilities compared to their upcoming rewards. Ultimately, the implementation of first-then statements can significantly improve focus and attention, making learning more enjoyable.

Designing a First-Then Board

Components of an effective first-then board

A well-designed First-Then board consists of two clear sections: the "First" task and the "Then" activity. The "First" section should highlight a less preferred activity that the individual needs to complete, such as doing homework or cleaning up. The "Then" section should feature a more desirable activity, like screen time or playtime, acting as a motivating incentive.

Customization for individual needs and learning styles

Customization is critical for the effectiveness of a First-Then board. Each board should reflect the specific motivations and abilities of the child using it. For instance, pictures, words, or even real objects can be used to represent tasks, allowing for a personalized touch that caters to different communication styles and preferences. Feedback from the child about their choices can enhance ownership and encourage engagement.

Role of visual supports

Visual supports like the First-Then board play a vital role in creating a structured environment. By minimizing verbal instructions and utilizing visuals, caregivers can help children better understand expectations, reducing anxiety and promoting independent task completion. Keeping the board visible and easy to understand boosts the child's confidence and encourages them to verify expectations, ultimately enhancing their learning experience.

Using a First-Then board effectively requires consistency, and regular adjustments to meet the evolving needs of the child can significantly enhance task focus and completion.

Maximizing the Effectiveness of First-Then Boards

Avoiding Common Pitfalls

Using First-Then boards effectively requires careful implementation to avoid potential pitfalls. One common issue is failing to ensure the tasks are appropriate for the child's skill level. If tasks are too challenging or too easy, motivation may wane. Additionally, the reinforcement on the 'Then' side should not be overly complex or unrealistic; simple, desirable activities work best.

Monitoring and Adjusting Strategies

Continuous monitoring of the child's engagement with the First-Then boards is crucial. Regularly check if the preferred activity continues to motivate the child. If you notice diminishing interest, be ready to swap it out for another motivating task. Adjustments may also be needed for the non-preferred activity to ensure it remains manageable and applicable to the child's current needs.

Supporting Transitions and Reducing Anxiety

First-Then boards can significantly support transitions and minimize anxiety in children, particularly those who may struggle with changes. Keeping the board visible throughout the day provides a sense of structure. Combine it with timers to enhance predictability regarding how long each activity will last. This predictability can lead to smoother transitions and greater independence, making the learning environment more comfortable for the child.

Conclusion on Effective Use of First-Then Boards

Utilizing First-Then boards in ABA therapy can dramatically improve task engagement and motivation for children with autism and similar developmental needs. By providing a clear and structured approach, these boards help clarify expectations, reduce anxiety, and offer children a pathway to independence in task completion. Educators, therapists, and caregivers are encouraged to adapt these boards to individual needs, ensuring consistency and clarity in their application to maximize their benefits.

References

• Teaching with First/Then (Premack Principle) - How to ABA
• [PDF] First-Then Board Tip Sheet What is it? Why is it Important? Things to ...
• [PDF] Using First-Then Boards - Hands TheFamilyHelpNetwork.ca
• Visual Schedule Series: First-Then Schedules (Freebie!!)
• First Then Strategies - Lake Ridge Community Support Services
• How to use a First-Then Board for Autism
• First Then Boards - LessonPix