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behavioral analysis > assess behavior > Flashcards

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
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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
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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
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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.

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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.

39
Q

identifying the goal of behavior modification programs first involves:

A

defining the behavior to be changed in precise terms.

40
Q

as a general rule, a response definition should meet three criteria:

A

objectivity, clarity, and completeness.

41
Q

blank measures require merely noting instances in which behavior occurs.

A

frequency.

42
Q

the amount of time that elapses between a cue and the response is referred to as:

A

latency.

43
Q

what measure is constituted by the total number of behaviors ors steps that have been performed correctly?

A

discrete categorization.

44
Q

in using an interval scoring method, an observer looks at the client during each interval and usually:

A

records whether or not the behavior of interest has occurred.

45
Q

counting the number of people who use the elevator vs. stairs at the local shopping mall without telling people their behavior is being assessed is an example of:

A

unobtrusive assessment.

46
Q

usually, the purpose of the blank is to see whether the behavior carries over to another setting, is maintained over time, or whether another behavior (other than the target behavior) has changed.

A

probe.

47
Q

the formula for computing point-by-point agreement consists of:

A

a/(a+d) x 100

48
Q

periodic retraining sessions of observers can be used to blank.

A

minimize observer drift.

49
Q

acceptable agreement should be approximately what percentage?

A

80-100%.

behavioral analysis (14 decks)

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