Applied Behavior Analysis ~ Ch. 3: Selecting and Defining Target Behaviors

Question 1

Socially Significant Behavior

Answer 1

behaviors that have immediate and long-lasting effects on a person’s life including language, social, motor, and academic skills. - pg. 48

Question 2

Behavioral Assessment

Answer 2

indirect and direct assessments to define a specific target behavior, uncover functional relations between variables. - pg. 49

Question 3

Target Behavior

Answer 3

the specific behavior selected fro change - pg. 49

Question 4

The 5 Phases of Hawkin’s Conceptualization of Behavioral Assessment

Answer 4

1. screening
2. defining and quantifying problems and establishing outcome criteria
3. establish the target behavior
4. monitoring progress
5. following up
   - pg. 49

Question 5

Indirect Assessment Approaches

Answer 5

data obtained from recollections, reconstructions, and/or subjective, ordinal-scale ratings of events including interviews, checklists, and rating scales. - pg. 50

Question 6

Open-ended Indirect Assessments

Answer 6

allows the informant to comment freely and without reaction on the number, rate, intensity, and duration of target behaviors and stimuli and conditions that surround the occurrence of these behaviors. - pg. 50

Question 7

Close-ended Indirect Assessments

Answer 7

information rated on a Likert scale to rate a series of questions, with a total summary score that provides direction towards variables controlling the behaviors.- pg. 50

Question 8

Needs Assessment Survey

Answer 8

helps refine or extend the interview process to then select and define behaviors further or determine interventions.- pg. 52

Question 9

Behavior Checklist

Answer 9

description of specific behaviors and the conditions under which each behavior occurs and consequences that may affect the frequency, intensity, or duration of behaviors. - pg. 52

Question 10

Direct Assessment

Answer 10

procedures that provide measurable and validated information about behaviors including tests and direct observations.- pg. 55

Question 11

Criterion-Referenced Assessment (CRA)

Answer 11

measure a child’s skill performance across recognized and commonly accepted “developmental milestones.”- pg. 55

Question 12

Curriculum-Based Assessment (CBA)

Answer 12

data obtained from daily or weekly tasks the learner performs in response to planned lessons.- pg. 55

Question 13

Anecdotal Observations (ABC Recording)

Answer 13

observations that are descriptive, temporally sequenced of all behaviors of interest and the antecedent (before) conditions and consequences (after) for those behaviors as those events occur in the child’s natural environment.-pg. 55

Question 14

Ecological Assessment

Answer 14

information gathered about a person in all the environments they live and work in.- pg. 58

Question 15

Reactivity

Answer 15

effects the assessment has on an individual’s behavior that is being assessed.- pg. 58

Question 16

obtrusive

Answer 16

person being observed knows of the observer’s presence and purpose.- pg. 58

Question 17

habilitation

Answer 17

“the degree to which the person’s repertoire short and long term reinforcers for that individual and for others, and maximizes short and long term punishments.- pg. 59

Question 18

priori

Answer 18

justification or argument derived directly from evidence or experience.- pg. 59

Question 19

relevance of behavior rule

Answer 19

target behavior selected only when it can be determined that the behavior is likely to produce reinforcement in the person’s natural environment. - pg. 59

Question 20

Behavioral Cursp

Answer 20

learner performs new behavior that sets the occasions to access reinforcers that otherwise would not have been available. (“suddenly opens the child’s door.”) -pg. 61

Question 21

pivotal behavior

Answer 21

behavior that once learned, procedures corresponding modifications or covariations in other adaptive untrained behaviors. -pg. 62

Question 22

normalizations

Answer 22

use of more typical environments, expectations, and procedures in order to help establish and maintain behaviors that are culturally “normal.”

Question 23

function-based definition

Answer 23

designates responses as members of the targeted response class solely by their common effects on the environment.

Question 24

function-based definition by proxy

Answer 24

when the natural outcome is not in control.

Question 25

topography-based definition

Answer 25

identifies instances of the target behavior by the shape or form of the behavior

Question 26

social validity

Answer 26

acceptability and satisfaction with intervention procedures/behavior change based on opinions from the person who received the intervention and those who implement them.