Chapter 3- Selecting and Defining Target Behaviors

Question 1

Behavioral Assessment

Answer 1

Indirect and direct procedures used to identify and define target behaviors. Can also uncover functional relations, resources, significant others, and factors of generalization.

Question 2

Four Phases of Systematic Instruction

Answer 2

Assessment, Planning, Implementation, Evaluation

Question 3

Preassessment Considerations

Answer 3

Who have the permission, skills, and resources to complete the assessment? What previous records do we have that help rule out medical problems.

Question 4

Indirect Assessments

Answer 4

Interviews, checklists, and rating scales. Data is obtained from recollection could be subjective.

Question 5

Open-Ended Indirect Assessments

Answer 5

Interviewing client or significant others. A wide range of info may be obtained, builds rapport with them. But, it takes longer and some info may not be relevant.

Question 6

Closed-Ended Indirect Assessments

Answer 6

Strengths: quick and easy to administer, few skills needed to administer, assures information about common controlling variables.
Weaknesses: only tests predetermined variables, does not build rapport.

Question 7

Direct Assessments

Answer 7

Produce measurable information on the learner’s behavior.

Question 8

Standardized Tests

Answer 8

Norm-referenced for the most part, not useful as behavior assessment.

Question 9

Norm-referenced or criterion-referenced, which is used more in ABA?

Answer 9

Criterion-referenced. (CRA) This measures the child’s skill performance across recognized developmental milestones.

Question 10

Curriculum-based Assessments

Answer 10

(CBA) Data can be collected to note error patterns or yearly across different skills.

Question 11

Ecological Assessments

Answer 11

Recognizes the complex interrelationships between environment and behavior. Gathers a large amount of descriptive data.

Question 12

Reactivity Effects

Answer 12

Refers to the effects that an assessment has on the behavior being assessed. Usually happens when the observation is intrusive but is usually temporary.

Question 13

Target behaviors should not be selected for _, to _ status quo, or because they’re _.

Answer 13

The benefit of others; maintain; interesting

Question 14

Habilitation

Answer 14

Degree to which a person’s repertoire maximizes short and long-term reinforcers and minimizers short and long-term punishers. This should be an ethical goal when defining target behaviors.

Question 15

Relevance of Behavior Rule

Answer 15

Behaviors should only be selected when the behavior is likely to produce reinforcement in their natural environment.

Question 16

When to consider training a behavior

Answer 16

It’s a prerequisite to other functional behaviors, it increases their exposure to environments that have their own learning opportunities, if it predisposes other people to interact with the client in a more appropriate and supportive way.

Question 17

Behavioral Cusps

Answer 17

A behavior that allows the learner to access for reinforcers, environments, contingencies. Examples: imitation skills, crawling, reading.

Question 18

Is it a behavior cusp? (8 questions)

Answer 18

1. Will the behavior contact new reinforcers?
2. Will the behavior allow access to new environments?
3. Does the behavior meet the demands of the current social environment?
4. Is the behavior a reinforcer to the audience?
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