Chapter 27 Cooper

Question 1

Brief Functional Analysis

Answer 1

an analysis in which only one or two 5 to 10 minute sessions are conducted for each condition.

can alternate a condition that produces problem behavior with one that does not or
conducting a contingency reversal

may reveal a functional relation in fewer sessions than a full analysis

Question 2

an analysis in which only one or two 5 to 10 minute sessions are conducted for each condition.

can alternate a condition that produces problem behavior with one that does not or
conducting a contingency reversal

may reveal a functional relation in fewer sessions than a full analysis

Answer 2

Brief Functional Analysis

Question 3

Conditional probability

Answer 3

the likelihood that a target behavior will occur in a given circumstance; computed by calculating the proportion of occurrences of behavior that were preceded by a specific antecedent variable and the proportion of occurrences of problem behavior that were followed by a specific consequence.

ranges from 0 to 1; closer to 1, the stronger the relationship between target behavior and antecedent/consequences

Question 4

the likelihood that a target behavior will occur in a given circumstance; computed by calculating the proportion of occurrences of behavior that were preceded by a specific antecedent variable and the proportion of occurrences of problem behavior that were followed by a specific consequence.

ranges from 0 to 1; closer to 1, the stronger the relationship between target behavior and antecedent/consequences

Answer 4

Conditional probability

Question 5

Contingency Reversal

Answer 5

exchanging the reinforcement contingencies for two topographically different responses

e.g. behavior a results in reinforced on an FR 1 schedule and behavior b results in behavior being withheld (extinction), a contingency reversal consists of changing the contingencies so that A is now on extinction and vice versa

Question 6

exchanging the reinforcement contingencies for two topographically different responses

Answer 6

Contingency Reversal

e.g. behavior a results in reinforced on an FR 1 schedule and behavior b results in behavior being withheld (extinction), a contingency reversal consists of changing the contingencies so that A is now on extinction and vice versa

Question 7

Contingency Space Analysis

Answer 7

a graphic display of the probability of one event given the occurrence (or not) of another event.

contingencies are considered positive (consequence more likely to occur), negative (less likely to occur), or neutral (neither more or less likely to occur)

Question 8

a graphic display of the probability of one event given the occurrence (or not) of another event.

contingencies are considered positive (consequence more likely to occur), negative (less likely to occur), or neutral (neither more or less likely to occur)

Answer 8

Contingency Space Analysis

Question 9

Descriptive Functional Behavior Assessment

Answer 9

direct observation of problem behavior and the antecedent and consequent events under naturally occurring conditions

Question 10

direct observation of problem behavior and the antecedent and consequent events under naturally occurring conditions

Answer 10

Descriptive Functional Behavior Assessment

Question 11

Functional Analysis

Answer 11

two meanings

1. denotes demonstrations of functional relations between environmental variables and behavior
2. (determine functions) experimentally arranging antecedents and consequences representing those in the person’s natural routines so that their separate effects on problem behavior can be observed and measured

Question 12

two meanings

1. denotes demonstrations of functional relations between environmental variables and behavior
2. (determine functions) experimentally arranging antecedents and consequences representing those in the person’s natural routines so that their separate effects on problem behavior can be observed and measured

Answer 12

Functional Analysis

Question 13

Functional behavior assessment

Answer 13

a systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person; results are used to guide the design of an intervention for decreasing the problem behavior and increasing appropriate behavior

Question 14

a systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person; results are used to guide the design of an intervention for decreasing the problem behavior and increasing appropriate behavior

Answer 14

Functional behavior assessment

Question 15

Functionally equivalent

Answer 15

serving the same function or purpose; different topographies of behavior are functionally equivalent if they produce the same consequences

Question 16

serving the same function or purpose

Answer 16

Functionally equivalent

different topographies of behavior are functionally equivalent if they produce the same consequences

Question 17

Indirect Functional Assessment

Answer 17

structured interviews, checklists, rating scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behavior (teachers, parents, individual)

used to identify conditions or events in the natural environment tat correlate with the problem behavior

Question 18

structured interviews, checklists, rating scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behavior (teachers, parents, individual)

used to identify conditions or events in the natural environment tat correlate with the problem behavior

Answer 18

Indirect Functional Assessment

Question 19

Interview-informed synthesized contingency analysis

Answer 19

a variation of functional analysis designed to increased efficiency. In the test condition, multiple contingencies are implemented simultaneously (e.g. attention and escape) when the problem behavior is demonstrated.

In the control condition, those same contingencies are presented noncontingently and continuously

Question 20

a variation of functional analysis designed to increased efficiency. In the test condition, multiple contingencies are implemented simultaneously (e.g. attention and escape) when the problem behavior is demonstrated.

In the control condition, those same contingencies are presented noncontingently and continuously

Answer 20

Interview-informed synthesized contingency analysis

Question 21

latency-based functional analysis

Answer 21

an analysis in which each session is terminated a soon as a problem behavior occurs.

the index of problem behavior is the latency from onset of the establishing operation to the first occurrence of the problem behavior

Question 22

an analysis in which each session is terminated a soon as a problem behavior occurs.

the index of problem behavior is the latency from onset of the establishing operation to the first occurrence of the problem behavior

Answer 22

latency-based functional analysis

Question 23

scatterplot recording

Answer 23

a procedure for recording the extent to which a target behavior occurs more often at particular times than others

involves dividing the day into blocks of time, and using different symbols on an observation form to indicate the level of the target behavior (e.g. a lot, some, or not at all)

Question 24

a procedure for recording the extent to which a target behavior occurs more often at particular times than others

involves dividing the day into blocks of time, and using different symbols on an observation form to indicate the level of the target behavior (e.g. a lot, some, or not at all)

Answer 24

scatterplot recording

Question 25

trial-based functional analysis

Answer 25

An analysis in which a series of trials is interspersed among classroom activities. Each trail consists of two 1-minute components:

1. the establishing operation and contingency for problem behavior (test condition)
2. continuous access to the reinforcer (control condition)

Question 26

An analysis in which a series of trials is interspersed among classroom activities. Each trail consists of two 1-minute components:

1. the establishing operation and contingency for problem behavior (test condition)
2. continuous access to the reinforcer (control condition)

Answer 26

trial-based functional analysis