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Assessment Flashcards

1
Q

4 Phases of Intervention

A 
APIE
Assessment
Planning
Implementation
Evaluation
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2
Q

Assessment

A

A systematic method for obtaining information about the FUNCTION of challenging behaviors serve for an individual

Involves methods of direct observation, interviews, checklists, and tests to identify target behaviors

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3
Q

Ethically Preparation for an Assessment

A

Choosing the right behaviors

Being skilled in conducting

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4
Q

Shape of an assessment

A

Funnel

Broad scope that narrows focus as you conduct the assessment process

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5
Q

5 Phases of Assessment

A

Screening and general deposition
Defining and quantifying problems or desired achievement criteria
Pinpointing target behaviors to be treated
Monitoring progress
Follow up

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6
Q

Pre-Assessment Considerations

A

Can’t perform assessment without authority, permission, resources, and skills

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7
Q

Indirect Measures of Assessment

A

Data obtained from recollections, reconstructions, or subjective ratings of events
Interviews
Checklists
Not reliable as direct
Should only be used to supplement other methods

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8
Q

Direct Measures of Assessment

A

Provides info about a persons behavior as it occurs
Tests
Direct Observation

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9
Q

4 Ways to Acquire Information for Assessment

A 
COIT
Checklists
Observation
Interviews
Tests
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10
Q

Checklists

A

Likert scales

Alone or with interview and rating scales

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11
Q

Observation

A

Direct and repeated in the natural environment

ABC recording

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12
Q

Interviews

A

List of behaviors from individual or significant others

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13
Q

Tests

A

Many published standardized tests exist
Must have consistent administration
BCBA’s may not administer tests due to licensing

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14
Q

Consider Biological/ Medical Variables

A

Rule out medical causes
Refer client to undergo medical eval
There may be no need for behavior services if behavior is due to medical or bio variables

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15
Q

Intervention Strategies Considerations

A

Consider what resources are before creating an intervention

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16
Q

Ecological Assessment

A

A great deal of information about individual and various settings
Costly in time and money

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17
Q

Reactivity

A

Effects of process on behavior
Reactivity occurs when are obtrusive
Repeat observations until reactive effects subside

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18
Q

Habilitation

A

Assess meaningfulness of change

Is the change really useful to the client?

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19
Q

Normalization

A

The belief that people with disabilities should be physically and socially integrated into mainstream society regardless of the degree or type of disability

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20
Q

Behavior Cusps

A

Opens a persons world to new contingencies
Exposes repertoire to new environments
Has sudden and dramatic consequences that extend well beyond the change itself

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21
Q

Pivotal Behavior

A

A behavior that once learned produces modifications and variations in other adaptive behaviors

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22
Q

Generative learning

A

Enhancing comprehension of new material due to previous learning

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23
Q

AKA for Generative Learning

A

Derived Relations

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24
Q

Prioritizing target behavior

A

Threat to health or safety of client or others
Frequency
Longevity of problem
Potential for higher rates of reinforcement
Reduction of negative attention from others
Cost benefit ratio

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25
4 Functions of Problem Behavior
``` SEAT Sensory Escape Attention Tangible ```
26
Default Technologies
Coercive punishment based interventions often selected arbitrarily Conduction FBAs decreases reliance on default for technologies
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FBA Methods Pyramid
Analog Assessment/ Functional Analysis Descriptive Direct Assessment Indirect Assessment
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Functional Analysis
Only FBA method that allows us to confirm hypotheses regarding functional relations between behaviors and environment events Antecedents and consequences are arranged so that their separate effects on behavior can be observed
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2 Types of Functional Analyses
Extended Functional Analysis | Brief Functional Analysis
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4 Typical Original Conditions of Functional Analysis
Contingent Attention Contingent Escape Alone Control
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Interpreting Attention Function
Contingent attention tests for positive reinforcement Client is given attention then isn't If the problem behavior occurs a mild reprimand is given If rates of problem behavior increased attention is the reinforcer
32
Interpreting Escape Function
Contingent Escape tests for negative reinforcement The client is given non-preferred demands repeatedly to establish MO If the client makes no response to the demand or emits an incorrect response you prompt a correct response If problem behavior occurs the demands are removed If rates of problem behavior are higher, escape is the maintaining reinforcer
33
Interpreting Automatic Reinforcement
Alone Condition tests for automatic reinforcement The client remains in a room without demands and with no social interaction No consequence is given if challenging behavior occurs If behavior occurs in absence of social consequences automatic reinforcement is the maintaining reinforcer
34
Interpreting Undifferentiated Pattern
Behavior occurring across all conditions or is variable | Inconclusive results or maintained automatic reinforcement
35
Play Condition
This condition tests for automatic reinforcement and serves as a control condition
36
Tangible Condition
Only use this when you hypothesize access to tangibles to be the function of the behavior Client is given access to highly preferred items for a set amount of time and then is taken away If problem behavior increases each time the tangible item is returned If problem increases access to tangibles is the reinforcer
37
Brief Functional Analysis
Determines which variable is maintaining the behavior Attention, Escape, Alone and Play Each condition is run for 10 minutes Each condition except for alone must include an MO and SD You purposely trigger the problem behavior and reinforce it when it occurs to observe if it increases. If it is the function the behavior increases
38
Direct Descriptive FBA
Direct observation of problem behavior under natural conditions Events are not arranged in a systematic manner Involves baseline data collection
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3 Data Collection Methods for Descriptive FBA's
ABC Narrative Recording ABC Continuous Recording Scatter Plot
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ABC Narrative Recording
Data are collected only when behaviors of interest are observed Recording is open-ended You can calculate conditional probability with this method too Less time consuming May yield false positives
41
ABC Continuous Recording
Record occurrences of targeted problem behavior and selected environmental events within the natural routine during a specified period of time Must be recorded for a minimum of 20-30 minutes Precise measures Provides useful contextual info and correlations
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Scatter Plot
Procedure for recording the extent to which a target behavior occurs more often at a particular time than others
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Indirect FBA
Identifying potential events in the natural setting that correlate with the challenging behavior Gathering info from others Methods such as rating scales, checklists, structure interviews Simple, contributes hypothesis development Inaccurate info Little research supports reliability
44
Functional Equivalence
Decreasing behavior means you must select acceptable alternative behavior
45
3 Characteristics of Good Operational Definitions
OCC Objective Clear Complete
46
Social Validity
It's a BCBA's ethical responsibility to ensure your assessment and intervention has social validity, or life has been changed in a meaningful and positive way
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2 Procedures for Identifying Effective Reinforcer
Stimulus Preference Assessment | Reinforcer Assessment
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Stimulus Preference Assessment
Identifies stimuli that are likely to function as reinforcers
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3 Basic Methods of Stimulus Preference Assessments
Asking about stimulus preferences Free- Operant Observation Trial- based methods
50
Asking about stimulus preferences
Ask the target person- "Which would you work for?" Open ended Ranking list Pictures Asking Significant Others Offer a Pre-Task Choice- "What do you want to earn for doing this" Discrepancies between what a person claims is reinforcing and item maintaining reinforcement power
51
Free- Operant Observation
Recording activities a person engages in for unrestricted time Contrived- Person fills environment Naturalistic- Conducted in learners environment
52
Trial- Based Methods
Stimuli presented to learner in series of trials and responses are measured
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3 Types of Trial- Based Methods of Stimulus Preference Assessments
PMS Paired Stim Multiple Stim Single Stim
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Paired Stimulus
Presentation of 2 stimulu
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Multiple Stimulus
Presentation of 3 or more stimuli Multiple Stimuli with replacement Multiple Stimuli without
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Single Stimulus
Most basic | Presenting one at a time in random order
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Reinforcer Assessment
A variety of direct, data based methods used to present one or more stimuli contingent on a target response and then measure the future effects on the rate of responding
58
Concurrent Schedule Reinforcer Assessment
Two or more contingencies of reinforcement operate independently and simultaneously for 2 or more behaviors Pits two stimuli against each other Shows relative effectiveness of high preference and low preference stimuli as reinforcers
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Multiple Schedule Reinforcer Assessment
Consists of 2 or more components schedules of reinforcement for a single response with only one component schedule in effect EX. Answering math facts with teacher and with tutor Answers math facts in small group with teacher There is an SD for each contingency (tutor/teacher, small group/individual) and different reinforcement
60
Progressive Ratio Schedule Reinforcer Assessment
Provides a framework for assessing the relative effectiveness of a stimulus as reinforcement as response requirements increase Systematically overtime requirements inrease

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