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BEHP 5012 Units 1-9 Mine > 2- behavior analysis practice, outcomes, target behavior, and a preliminary assessment > Flashcards

2- behavior analysis practice, outcomes, target behavior, and a preliminary assessment Flashcards

1
Q

The application of the principles of operant and respondent learning derived from the experimental analysis of behavior and the application of methods and procedures validated by ABA researchers to assess and improve socially important human behaviors

A

ABA practice

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2
Q

Life changes that represent a persons aspirations, dreams, and broad preferences

They are specified in _______. _________, which clearly defined these broad Goals relating to various areas.

A

Outcomes

Outcome statements

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3
Q

Behavior and behavior change

A

Leads To Outcomes

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4
Q

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group

A

Adaptive behavior

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5
Q

Any defined, observable, and measurable behavior which is the focus of assessment, analysis, and intervention

A

Target behavior

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6
Q

Skill deficits,

strength of behavior

Performance

stimulus control,

generality

behavior excesses.

A

Types of problems with behavior

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7
Q

Helps individual achieve outcomes, behavior deficit makes the person too dependent on others, behavior is harmful, dangerous or illegal, behavior is controlled by meds or restraints, behavior excludes individual from social situations, but Haviar interferes with independent functioning.

Behavior is being controlled by psycho tropic medications or by mechanical or manual restraints.

Behavior excludes the individual from groups and communities., May disrupt disturb or is bizarre

Behavior interferes with independent functioning such as living, working, socializing, and playing.

A

Reasons for selecting target behavior

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8
Q

The treatment goals and the achieved outcomes are acceptable, socially relevant, and useful to the individual receiving services and to those who care about the individual.

A

Social validity

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9
Q

Objective, clear, complete

A

Characteristics of a good response definition

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10
Q

The practitioner gather his basic information about the case, determines if behavioral services are appropriate, and if he or she is the appropriate provider of those services

A

Preliminary assessment

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11
Q

Determine who has the authority to give consent for services.

Determine whether or not you have the permission, skills, time, and resources to begin assessment.

Complete intake paperwork or the equivalent, may be done by cleric,

review records and available data

, meet client and begin observations

, document

A

Steps of preliminary assessment

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12
Q

To help the individuals we serve to have a better quality of life and to achieve meaningful outcomes,

A

Main goal of ABA practitioners

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13
Q

We change socially significant behavior is only to….

A

Make a difference in peoples lives

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14
Q

The assessment, design, implementation, evaluation, and revision of intervention programs to change behavior of individuals and groups and

Behavior analytic consultation to individuals and organizations.

A

ABA practice includes this but is not limited to

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15
Q
  1. Direct observation
    2 measurement
    3 graphing, charting
    4 manipulation of antecedents and consequences

In the clinic and real world

A

ABA practice involves

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16
Q 
Choice
Access to reinforcers
Avoidance of aversive stimuli
Health and safety
Interpersonal relationships
Variety and diversity of things, activities, people and events in the persons life
A

Outcomes specified in outcome statements.

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17
Q

Socially significant Outcomes
Contextualu appropriate outcomes
Reachable Outcomes
Measurable outcomes

A

Outcomes and behavior change

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18
Q

Not specific changes in behavior

Represent changes in the persons overall life experience.

Make a diff I’m people’s lives

Can address improvements in:
Home life
School life and/or work life
Social life and/or leisure life

A

Identifying Outcomes

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19
Q

I want to move out On my own

I want to own my own home

I want to get married

I want to have children and raise a family

A

Sample outcomes home

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20
Q

I want to graduate from high school.

I want to get excepted into a scholarship to Florida Tech.

I want to graduate from college.

I want to be excepted to Florida text Masters program in ABA.

I want to graduate with my MS degree

A

Social outcomes school

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21
Q

I want to get my BC BA

I want to get a job as a school board behavior analyst

I want to get a raise/promotion

I want to have a flexible work schedule

A

Sample outcomes – work – employee

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22
Q

I want to employees to be more productive/more accurate. I want to reduce sick time. I want to reduce accidents. I want to make greater profits

A

Sample Outcomes-Work for an employer

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23
Q

I want to have at least two friends and who I can confide and with whom I can share my life. I want to go out with friends at least a couple of times per month. I want to learn to play golf. I want to learn to play the piano.

A

Sample outcomes Social/leisure

24
Q

I want to communicate in such a way that I am more likely to get what I want.

I want to maintain my current lifestyle after retirement

A

Sample outcomes- Other

25
Q 
Graduating from high school 
Moving to your own apartment 
Getting married 
Buying a house 
Getting a job as a behavior analyst
A

Observable and measurable Outcomes

26
Q

How are behavior and behavior change related to outcomes?

A

Behavior and behavior change lead to outcomes

27
Q

Adult outcomes can in part be seen as a function of

A

Adaptive behavior competencies
(Mazefsky, Williams, Minshew 2008

Adaptive behavior competencies will get you through times of no academic skills; better than academic skills will get you through times of no adaptive behavior competencies (Gerhardt 2012

28
Q

Refers to typical performance of individuals without disabilities in meeting environmental expectations.

Changes according to a person’s age, cultural expectations and environmental demands Heward 2005

A

Adaptive behavior (continued)

29
Q

Outcome: lisa wants to live in her own apartment

What behavior does Lisa need to engage in to live in her own apartment?

Mike wants to eat his dinner as soon as he gets home from work

What behavior does mike need to engage in to eat dinner as soon as he gets home?

A

Examples of Adaptive Behavior leading to Outcomes

30
Q

Problem behavior can be replaced with

A

Adaptive skills

31
Q

Targeted for development, strengthening, replacement, we can, to get under stimulus control, or for maintenance or generalization

A

Target behavior

32
Q

1 asking a new fellow student about her hobbies

  1. Buying items with the lowest sugar content after checking the labels
  2. Catching a bus to get home
  3. Floating in a pool without drowning
  4. Frying an egg without burning it
A

Examples of target behaviors

33
Q

Skill deficits.

Problems with :
   • strength of behavior. 
  • performance. Problems
  • stimulus control. 
  • generality
  • Behavior excesses.
A

Types of problems

34
Q

Can’t do - skill deficit

Does not do at all

does but not independently, 
    only with assistance, 
    does but does not initiate, 
    only does when told to do, 
    maybe performance problem
Problem with strength. 
     Does but Not well enough, 
     Lacks mastery, 
     Does well enough but lacks fluency
     Does well enough but not frequently enough

Wont do, performance problem

Does, but only under limited circumstances, problems with generality

Does at the wrong time or in the wrong place, problem with stimulus control

Does too much, behavior excess

A

Problems with behavior

35
Q

Must pass the dead man’s test

Behavior and not only a label. Though you may use some labels for response classes.

Can you count it?

The more specific the better usually
Choose the target behavior that will have the greatest impact

If you target behavior to decelerate you must target at least one replacement behavior for increase

A

Targeting behavior general guidelines

36
Q
  1. The social significance of the goals of intervention
  2. The acceptance of the intervention for stager is by society, direct participants, and the individual serve.
    Three. Consumer satisfaction with the end results, both planned and unplanned.
A

Social Validity refers to

37
Q
  1. Are the girls I want to achieve shared by the people and the setting and in society
  2. Well I produce results that are satisfactory to the consumers?
  3. will they be effective in achieving the desired outcomes?
  4. Are the target behavior is likely to be maintained or reinforced in the target environment?

5 are the interventions I’m considering likely to be acceptable to the participants and consumers

A

Social validity questions to ask

38
Q

1 observe competent peer.
Highly capable performers of the skill

  1. Interview experts

3 social validity paper/pencil questionnaires

A

Strategies for establishing social validity

39
Q

Describe the behavior in terms of what it looks like, the form of the response.

Should include intensity and or severity as part of the definition, if that is relevant

Give clear examples and non-examples

A

Topography and response definitions

40
Q

Duration may be part of the definition

Latency maybe part of the definition

A

Definitional issues

41
Q

The first step in the assessment process is

A

Identifying the problem

42
Q

G-O1,02,03,07,08

Review records and available data at the outset of the case

Consider Bio logical/medical variables that may be affecting the client

Conduct a Preliminary assessment of the client in order to identify the referral problem.

Practice within one’s limits of professional competence in applied behavior analysis, and obtain consultation, supervision, and training, Or make referrals as necessary.

Identify and make environmental changes that reduce the need for behavior analysis services.

A

From the BACB task list

43
Q

Often referred to as screening.

The practitioner gathers basic information about the case, determines if behavioral services are appropriate, and if he/‘she is the appropriate provider of those services

A

Preliminary assessment

44
Q

This step of the preliminary assessment includes the bulk of the screening process and covers most of the goals of the preliminary assessment.

A

Step 2

Determine whether or not you have the permission, skills, time, and resources to begin assessment

45
Q

A. Begin to identify the problem or problems.

B. Determine whether or not ABA services are needed and/or desired.

C. Determine whether or not other types of services may be needed such as medical services

D. If ABA services are needed and desired; determine whether or not to take the case.

Begin to identify simple environmental changes that may reduce the need for ABA services. Begin to identify outcomes if any.

Begin to identify outcomes if any

A

Goals of A preliminary assessment

46
Q

Is it really a problem with behavior?

Is the problem with the prospective client or someone else?

A

Goal.B- part 1: ABA services needed/desired?

47
Q

Problems significant enough to require intervention?

Problems amenable to environmental manipulation?

Support and resources available?

A

Go B – part 2:

ABA services needed/desire?

48
Q

Roll out biological/medical conditions by referring to physician, when appropriate. If bio/med conditions take into account.

How about are the services? Behavior therapy by other licensed professional, social services, all the professionals such as PT, OT, SLP, etc.

A

Goal C: other services?

49
Q

Is the person group or organization likely to benefit from your services?

Do you have the skills?

Do you have the time?

Do you have supports were you to require them?

Are the financial arrangements satisfactory to all parties?

A

Goal D: take the case?

50
Q
  1. Complete intake paperwork or the equivalent maybe done by Cleric
  2. Review records and available data
A

Preliminary assessment steps three and four

51
Q

Cannot do it all

Does but not independently

Can’t do at all

Can only do it with assistance

Does not initiate but can do it

Only do when told to

May be a performance problem

A

Skill deficit

52
Q

Does but not well enough

Lacks mastery

Does well enough but lacks fluency

Does well enough but not frequently enough

A

Problem with strength of behavior

53
Q

Does it but only under limited circumstances

A

Problem with generality

54
Q

Does too much

A

Behavior excess

55
Q

Will not do problem

A

Performance problem

BEHP 5012 Units 1-9 Mine (23 decks)

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