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BEHP 5012 Units 1-9 Mine > 7-overview of behavioral assessment, indirect assessment, and preference and reinforcer assessments > Flashcards

7-overview of behavioral assessment, indirect assessment, and preference and reinforcer assessments Flashcards

1
Q

Need different assessment methods for different stages of behavioral assessment.

We do not only rely on observation and measurement. We have other procedures and we select our procedures depending on what stage you are in the assessment process.

A

Behavioral Assessment Quasi-Funnel

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2
Q

Looking at many variables

A

Broad Band

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3
Q

Narrow into specific target behaviors

A

Narrow Band

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4
Q

Broadband

In between

Narrow band

In between

A

Scope:

behavioral assessment quasi-funnel

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5
Q

How reliable assessment procedures are

How valid

A

Fidelity, behavioral assessment a quasi-funnel

Low fidelity

Mid Fidelity

Hi Fidelity

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6
Q

Typically paper and pencil questionnaires and interviews

A 
Low Fi (fidelity)
Broad band
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7
Q

Direct Observation and measurement, and systematic manipulations

A

Hi Fidelity

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8
Q

Between low and high fidelity

A

Mid fidelity

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9
Q

Asking child to turn off the video game

Telling child to come in doors etc.

A

Examples of events that predict occurrence of behavior was

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10
Q

Which preference procedure is prone to false positive’s

A

Single stimulus a.k.a. SS

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11
Q

Greater differentiation approach

This is actually a guaranteed outcome due to the design of the procedure

Each trial equals pick one, don’t pick one
 Calculate percent of approach
     Number of times item is selected/number of times item is presented
On each trial, one item is not selected there by ensuring that some items will have a higher percentage approach than others
A

Paired stimulus preference procedure, Fisher Study 1: preference assessment

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12
Q

Some subjects showed uniformly high approach. Likely some false positives

A

Single subject preference assessment. Fisher et al study one

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13
Q

Single operant assessment

Concurrent operant assessment

A

Types of reinforcement assessment

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14
Q
  1. Single-stimulus (successive choice).
  2. Paired-stimulus (forced choice).
  3. Multiple Stimulus
A

Types of Trial-based Assessments

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15
Q

Stimuli are preented in a series of trials and responses to the stimul are recorded as an index of preference.

A

Trial-based stimulus preference assessments

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16
Q

Present two stimuli together and record which was chosen. Each stimulus is matched randomly with all other stimuli in the set. Record how many times each stimulus was chosen and rank order them.

A

Paired-stimuli preference assessment

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17
Q

Expose learner to predetermined activities, then provide free access to all activities

A

Contrived Free-operant Observation

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18
Q

Single programmed stimulus is available at any given time for a single response. The response rate for that stimulus are compared to baseline

A

Single Operant Reinforcer assessment

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19
Q

Assesses the relative effectiveness of a stimulus as reinforcement as response requirements increase.

A

Progressive-ratio Reinforcer Assessment

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20
Q

Typically done following a preference assessment

A

Reinforcer assessment

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21
Q

Index of preference

A

Approach versus engagement

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22
Q

Allows examination of relative Sr effects

A

Concurrent Operant reinforcer assessment

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23
Q

systematic gathering of information in order to make a database decision regarding behavior and the environment

Figure out what the clients problem is and how to change it for the better (Linehan, 1977)

Includes a range of methods including interviews, checklist, observations, and a systematic manipulations

A

Behavioral assessment

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24
Q

Focus on observable and measurable behavior

Behavior is in itself important – not just a symptom of an underlying disorder

Ecological perspective

Behavior is situation specific and intrinsically variable

Assessment is on going – not just pre-and or post treatment

A

Characteristics of behavioral assessment

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25
Q

Record review, interview, paper and pencil questionnaires. May be done in an office

A

Indirect Assessment methods

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26
Q

Narrative recording, ABC data collection, measuring dimensional and dimensionless quantities of behavior, scatterplots, observation of permanent programs are

A

Direct assessment methods

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27
Q

Identify, define, and describe the behaviors, potential ecologically events, events that predict occurrence of behaviors, potential function of behaviors

Identify define and describe, efficiency of behaviors, functionally equivalent alternative behaviors, communication methods, potential reinforcers, history of target behavior and treatments

A

Functional assessment interview goals

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28
Q

Review notes/recordings
Summarize the findings:
Describe behavior, identify environmental factors, identify potential functions, identify functionally equivalent of behavior

Decide whether to continue behavioral assessment. If you just use methods and continue. If no right report and discuss

A

After an INTERVIEW

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29
Q

Durands Motivational assessment scale MAS

Iwatas Functional assessment screening tool FAST

Self injury trauma SIT scale

A

Paper and pencil functional assessment forms

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30
Q

Reinforcement Sr, Is essential for acquisition

Individuals with DD may not respond to conditioned reinforcement such as praise

Reinforcers are idiosyncratic

Two-step process of reinforcer identification
Preference assessment, reinforcer assessment

A

Reinforcer identification

31
Q

Methods for identifying individuals preference for tangible items or activities

A

Preference assessment PA

32
Q

Indirect, informant best

Naturalistic, direct observation

Reinforcer sampling (empirical )

A

Three general ways to conduct preference assessment

33
Q

Interview a questionnaire. Asked the client or caregiver what the client prefers

Advantage, simplicity and efficiency

Disadvantage, subjective, unreliable

A

Indirect, informative based preference assessment

34
Q

RAISD -Reinforcer assessment for individuals with severe disabilities. Interview tool to help caregivers generate a list of potential preferred stimuli to be tested be a preference assessment. Survey has categories of stimuli, caregiver indicates whether client likes or dislikes certain stimuli, rank stimuli at the end

A

Example of indirect informant-based PA

35
Q

Observation of daily activities, preferences. Allow client to have free time in their natural environment. Determine high probability responses. Relies on Premack Pprinciple
Advantage: objective

Disadvantage: time-consuming, limited access to stimuli

A

Naturalistic direct observation PA

36
Q

Systematic preference assessment

Includes a number of procedural variations

Advantage: objective, accommodates a wide range of stimuli, including brand new stimuli

Disadvantages: time-consuming

A

Reinforcer sampling empirical,

Preference assessment

37
Q

Step 1. Information about preferred stimuli. Predictions about reinforcers

Step 2. Will the preferred item function as a reinforcer?
If I give them beat contingent on some behavior with that behavior increase?

A

Preference assessment

Reinforcer assessment

SHOULD BE USED TOGETHER as a two step process

38
Q

Typically conducted following a preference assessment.

Purpose is to determine if the stimulus is a reinforcer.
Does behavior increases when the stimulus is delivered contingent on the behavior?

A

Reinforcer assessments

39
Q
  1. Single operant

2. Concurrent operant

A

Two types of reinforcer assessments

40
Q

One task is available during all phases.

During baseline A, no programmed consequence for task completion.

During reinforcement phase B, contingent on task completion, typically on an FR1, stimulus is delivered

Typically conducted using a reversal design ABAB

Increase in responding from baseline to reinforce that face, stimulus equals reinforcer

A

Single Operant Reinforcer assessment

41
Q

Two identical tasks are available
.
Completion of task one =stimulus A
Completion of task to equal stimulus B

Allows examination of relative reinforcer effects

Purpose: evaluate the relative strength of two or more reinforcers.

How much work will they do for either item compared to what they did and baseline? Which one will that used to work for more?

A

Concurrent operant Reinforcer assessment

concurrent-operant arrangement. Reinforcer assessment in which a concurrent. schedule is used to compare the relative strength of. two or more reinforcers.

42
Q

Stimulus classes such as food, leisure, mixed

Session format, discrete trial versus free operant.

Stimulus presentation, single, paired, multiple

Index of preference, approach selection versus engagement

These variations can be used to create different types of assessments,

A

Reinforcer sampling: preference assessment variations

43
Q

Prior to study, reinforcers were selected based on a preference assessment alone or arbitrarily.

PURPOSE; to demonstrate TWO-STAGE methods for identifying reinforces:

1. Assessment of stimulus preference
2. EVALUATION of reinforcement effects, (Sr assessment)
A

Pace, Ivancic, Edwards et al

44
Q

Place one stimulus in front of subject. Subject approaches within five seconds for a plus. If they do not approach within five seconds, remove the stimulus, product sampling, repeat trial

RESULTS; idiosyncratic preferences. Identified at least one stimulus that was preferred ( greater than 80% approach

And one that was not preferred less than 20% approached

A

Single Stimulus Preference assessment Study 1,

Pace et al

45
Q

Response measurement: each subject taught to do a different simple response such as rich, look, raise hand, etc.

10 TRIAL/sessions, verbal prompt each trial

Compliance - they had five seconds access to HIGH Preference stimulus (greater than or equal to 80% approach from study 1)

5 second access to LOW Preference stimulus

Reversal design

Results: access to the preferred stimulus produces more compliance then access to the non-preferred stimulus. With one exception

Advantages: empirical assessment of preference and reinforcement effects , simplicity, can accommodate a wide range of stimuli.

Possible limitation: undifferentiated approach, would be better to get a hierarchy of preference

A

Pace Study 2 Reinforcer assessment

46
Q

Study one was a preference assessment. Study 2 was a reinforcer assessment

Who?

A

Pace et al. 1985

47
Q

Advantages: empirical assessment of preference and reinforcement effects Simplicity, can accommodate a wide range of stimuli

Imitations: undifferentiated approach. Would be better to get a hierarchy of preference

A

Pace et al Study 2: reinforcer assessment

48
Q

Response rate and baseline, no programmed consequences for task completion

Response rate with stimulus delivery, typically on an FR 1 schedule.

Uses either a reversal, most common, or multielement design

Note: what Pace did was a little different – they used trials, so it’s yes – no in their study instead of rate

A

Single Operant Reinforcer Assessments

49
Q

This preference procedure may be prone to false positive’s

A

Single stimulus preference assessment

50
Q

This method may yield more differentiated outcomes i.e., may produce a hierarchy instead of uniform approach

A

Paired stimulus preference assessment

51
Q

Purpose of this study: to compare single stimulus and paired stimulus preference assessment – procedures

Single stimulus method may be prone to false positives

Paired stimulus method may yield more differentiated outcomes i.e., may produce a hierarchy instead of uniform approach

A

Fisher Study 1

52
Q

Each stimulus paired with every other stimulus. On any given trial, choose between two stimuli

Select one get five second access and remove unselected stimulus.
If there is no response, prompt to sample both stimulus and re-present.

A

Paired stimulus preference assessment procedure. (Fisher)

53
Q

Results: single subject: some subjects showed uniformly hi approach likely some false positives.

Paired stimulus: Greater differentiation in approach
( each child pick one, don’t pick one)

A

Fisher, study one: preference assessment

54
Q

Stand in square one, get high -high item.
High- high equals greater than 80% in SS and PS.
Stand in square two – get high SS item. Hi SS equals greater than 80% in single stimulus, less than 60% in paired stimulus

Results: more in seat /In square for high – high stimuli.

Conclusion: single stimulus method produces false positive

We don’t know whether the high Single stimulus item would be a reinforcer if it was presented alone.

In this study, the high SS was presented with the high high stimulus and the subjects allocated responding towards the high high stimulus

What if high single stimulus was the only option? Would someone work for it

A

Fisher, study to: reinforcer assessment

55
Q

We have specialized assessments for different problems with behavior

Skill deficits: skill assessments e.g.
   Assessments based on 
         task analysis
         Of elementary verbal operant
          Social skills
          Vocational skills assessment, etc.
          Problems with performance
          Problems with generality, etc.
A

Types of problems and assessments.

56
Q

One common type of behavioral assessment used for behavior excesses

A

Functional assessment.

We will cover assessments for problems with performance, generality etc. later

57
Q
  1. Determine if a problem with behavior exist

describe behavior and the environment

Determine functional relations between behavior and the environment

Provide information needed to develop behavior plans: Where, how, and with whom to intervene

Monica program implementation

Evaluate treatment effectiveness

Evaluate maintenance and generalization

A

Behavioral assessment purposes

58
Q

Preliminary indirect assessment

Direct descriptive assessment

Functional analysis, (systematic manipulations)

A

Components of a functional assessment

59
Q

Indirect, the tell me methods used:

Direct: the show me methods, if direct methods are not utilize then one is not doing a

A

Preliminary stages of assessment

Behavioral assessment

60
Q

Sina que non .. without which it could not be

And assessment is not a behavioral assessment and less behavior is directly observed and measured

A

Direct assessment

61
Q

Consist of asking questions to ask within pre-selected topics. Several standard out interviews may be found,

Kanfer and Saslow
O’Neill
Etc

A

Behavioral interviews

62
Q

Select instrument, decide who to interview, decide where and when… Make an appointment

A

Prior to interview

63
Q

Build a rapport, and formally observed: behavior, environment, appearance of persons

A

Beginning of interview

64
Q

Ask open ended questions. Ask follow-up questions. Acknowledge responses. Write notes or use recorder

A

During an interview

65
Q

Identify, Define, and describe: the behaviors, potential ecological events, events that predict occurrence of behaviors, potential functions of behavior s

Identify define and describe: efficiency of behaviors, functionally equivalent alternative behaviors, communication methods, potential reinforcers, history of target behavior and treatment

A

Functional Assessment interview goals

66
Q

Review notes/recordings, summarize the findings: describe behavior, identify environmental factors, identify potential functions, identify functionally equivalent behavior,

Decide whether to continue behavioral assessment. If you just use methods and continue. If no right report and discuss

A

After an interview

67
Q

Systematic gathering of information used for

A

Guarding decisions about behavior and the environment. May include a range of methodology

68
Q

Broader equals more variables and response classes

A

Scope

69
Q

Higher equals more reliable/valid data produced

A

Fidelity

70
Q

What does the term high for Della do you mean in Hawkins quasi-final analysis of behavior assessment

A

Most accurate representation of a target behavior

71
Q

Record review, interview, paper and pencil questionnaires. These may be done in an office

A

Indirect assessment methods

72
Q

Narrative recording, ABC data collection, measuring dimensional and dimension less quantities of behavior, scatterplots, observation of permanent products

A

Direct assessment methods

73
Q

Identify, define, and describe:

The behaviors
Potential ecological events
Events that predict occurrence of behaviors
Potential function of behaviors
Efficiency of behaviors
Functionally equivalent alternative behaviors
Communication methods
Potential reinforcers
History of target behavior and treatment

A

Functional assessment interview goals

74
Q

Preliminary indirect assessment

Direct descriptive assessment

Functional analysis (systematic manipulations)

A

Components of a functional analysis

BEHP 5012 Units 1-9 Mine (23 decks)

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