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assess behavior Flashcards

1
Q

why should we measure behavior?

A
  • see if the treatment works
  • see gradual improvement overtime
  • helps to make us more accountable
  • provides the opportunity for precise feedback
  • helps us to better understand a problem and its causes
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2
Q

what is the purpose of assessment?

A

to see if a program either works, not works, or does nothing.

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3
Q

what is applied behavioral analysis?

A

study that attempts to change the problematic behavior of a person.

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4
Q

what is an analytic experiment?

A

good design that shows experimental control and the relation between the independent (the treatment) and dependent variables (the behaviors we are observing).

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5
Q

what is behavioral anaylsis?

A

empirical, focuses on a behavior that is important.

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6
Q

what is conceptual behavioral analysis?

A

study is related to an accepted principle of behavior or discovers a new one.

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7
Q

what is effective behavioral analysis?

A
  • must produce clinically (behaviorally) significant effects
  • did this really make things better?
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8
Q

what is technological behavioral analysis?

A

treatment is described in detail so that others can repeat it.

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9
Q

what is generality behavioral analysis?

A

results can be applied in multiple areas, times, problems, clients, etc.

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10
Q

what are the goals of a program?

A
  • defining the behaviors we want to implement
  • ask if it would positively impact a person’s life
  • ask what behaviors we want to increase or decrease
  • ask when should these positive behaviors occur
  • see if the problem be reduced or go away if we introduce these behaviors
  • define the behavior
  • need to be able to observe the behavior
  • see if we can produce the desired behavior, the target behavior
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11
Q

what is the criteria for intervention?

A
  • departure from normal functioning (is behavior significantly different from others)
  • impairs daily functioning
  • dangerousness of behavior
  • illegal/rule-breaking behavior
  • concern to themselves or others
  • developing behaviors that prevent problems from happening
  • developing behaviors that promote adaptive, high-functioning behavior
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12
Q

what are positive opposites?

A
  • those adaptive and prosocial behaviors that denote how the individual is to behave instead of engaging in the maladaptive behavior
  • useful in behavioral interventions to put in place behaviors we do not want happening
  • example: encouraging someone to share instead of stealing
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13
Q

what are the reasons for many problem behaviors?

A

failure to perform behaviors in the presence of an antecedent, like a prompt.

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14
Q

what is operational definitions?

A
  • defining a concept on the basis of the specific operations used for assessment
  • basically means how we are going to measure a particular behavior
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15
Q

why are direct observations emphasized?

A

they are focused on overt, physical behavior.

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16
Q

what is momentary time sampling?

A
  • involves only recording whether a behavior occurs at a particular points in time.
  • look to see if the behavior is occurring at regular intervals and only record at those times
  • could be at the end of each minute or every 5 minutes
  • provides a good estimate of the percentage of time the behavior occurs
17
Q

what is partial interval time sampling?

A
  • involves dividing a session into intervals of a fixed duration and recording whether the behavior occurred during the interval.
  • often overestimates the percentage of time the behavior occurs
18
Q

what is whole interval time sampling?

A
  • involves dividing a session into fixed interval and the behavior has to occur throughout the entire interval to be scored as occurring.
  • often underestimates the percentage of time the behavior occurs
19
Q

why are experts important for assessing behavior?

A

they are knowledgeable in the field and know advice/tips that regular people do not.

20
Q

why are outside sources important for assessing behavior?

A

sometimes it is necessary to talk to people in the client’s life to guide target behaviors.

21
Q

what does direct observation look like for client’s in their environment?

A

asking if the target behavior look like when performed correctly?

22
Q

what is task analysis?

A
  • way of proceeding from the general goal of the program to a number of small, trainable, and highly concrete behaviors
  • helpful in identifying specific behaviors that are required and to specify the sequence in which these component behaviors are performed
  • can be extremely helpful when training complex behaviors
  • example: CPR training
23
Q

what is the criteria for defining behavior?

A

definitions should have objectivity (things we can observe about a behavior), clarity (need to be understandable by everyone), and completeness (behavior that should or should not be considered)

24
Q

what is the baseline/operant rate?

A

the rate of pre-program behavior.

25
Q

why should scientific methods used to measure behavior over human judgement?

A

it is more accurate as human judgements are often wrong.

26
Q

what are the cons of direct observation?

A

not entirely free from human judgment.

27
Q

what is automated measurement?

A

measuring behavior with a machine.

28
Q

what is frequency measurement?

A
  • frequency counts of the behavior and rate of the behavior
  • frequency divided by time
  • specific behaviors are tallied
29
Q

what is discrete categorization?

A
  • a list of multiple responses each relating to some overall goal
  • each is scored as having occurred or not occurred each day
30
Q

what is interval recording?

A
  • a block of time is delineated for observation (ex. 30 minutes)
  • that period is divided into small intervals (ex. 10 seconds)
  • the behavior of interest is scored as having occurred or not occurred in that small interval
  • behaviors with unclear endings are scored based on how many intervals they last for
  • intervals that are too short can make it hard to understand if a certain behavior was performed in that interval
  • ex. time sampling
31
Q

what is duration?

A
  • recording how long or the amount of time the response is performed
  • useful in responses that are continuous
  • might be helpful for interventions that was to decrease or increase the length of a response (ex. amount of time spent doing homework)
32
Q

what is latency?

A
  • recording the amount of time before the response occurs
  • not difficult to measure
  • useful in applied settings
33
Q

what is intensity?

A
  • recording the magnitude, strength, or force of the response
  • often not use to assess a program as preciseness can be hard to measure
  • ex. volume of one’s voice
34
Q

what is the number of people who perform the behavior?

A
  • count of everyone who engages in the behavior
  • usually used in group situations
  • individuals are counted, not the behaviors they perform
35
Q

what is response specific measures?

A

assessment procedures that are unique to the particular behaviors under investigation.

36
Q

what are biological measures?

A

measures of arousal.

37
Q

what are self-reported measures?

A
  • can be useful, but are often skewed by the person’s judgments of themselves
  • may be the only method of assessment available
38
Q

what are reports by others?

A

reports by people who know the client well.

behavioral analysis (4 decks)

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