Content Areas 4, 7, & 8 Flashcards
Descriptive Assessment
method of obtaining information about the function a behavior that serves & guides the design of the intervention
- direct observation
- naturally occurring condition
Ways to Collect Descriptive Data
ABC Narrative Recording (data collected when behavior occurs & is open ended-notes)
ABC Continuous Recording (records behavior & presents antecedent/consequence-selected conditions based on interviews)
Ecological Assessments (gather information about the person & various environments where they live and work)
Ways to Measure Behavior
- Count
- Frequency
- Duration
- Latency
- Interresponse Time
- Celeration
- Trials-to-Criterion
- Percentage
- Magnitude
- Topography
Graphs Used
Line Graph-comparing pts. reveals the presence & extent of changes in level, trend, and/or variability w/in & across conditions
Bar Graph (Histogram)- doesn’t have distinct data points, contains discrete sets of data & group/average performance
Cumulative Record- primary use in EAB (Skinner), # of responses in each obs. period is added to the total # of responses from all prev. sessions, steeper slope=higher response rate, & compare slopes to analyze conditional effectiveness
Standard Celeration Chart-Ogden Lindsley, standardized way to analyze how frequency changes over time, semilogarithmic chart w/6- x10 cycles, scaling of the x/y axis
Scatter plot- shows relative distribution of individual measures in a data set w/respect to variables depicted by the x/y axis, data pts=unconnected, doesn’t show FR-just correlations/relationships
Procedures for Measurement
Event recording (Count) Timing (Duration) Time Sampling -whole -partial -momentary -PLACHECK (group behavior) -Permanent Product
Functional Analysis
Analysis of the function of a behavior wherein antecedent-consequences representing those in a natural environment are arranged w/in an experiment design so that their separate effects on the problem behavior can be observed & measured
- Contingent attention (Positive R+)
- Contingent Escape (Negative R+)
- Alone (Automatic R+)
- Control (Play)
Visual Analysis of Alt. Tx Design
- Look for distance b/w the paths
* Undifferentiated when results are inconclusive
Functional Analysis (Pros/Cons)
Advantages:
- clear demo of the variables that relate to the occurrence of a prob. beh.
- effective R+ based on interventions can be developed w/less reliance on punishers
Limitations:
- process may temporarily strengthen/increase prob. beh.
- deliberate arrangements that promote the ben. may seem counterintuitive to persons outside ABA
- Some beh. won’t be amenable for an FA
- Contrived vs. Natural setting (other variables)
- Time, Effort * Prof. Expertise Required
Designs
AB Reversal (ABAB) Withdrawal (ABA) Multiple BSL Alt. Tx. Changing Criterion
Visual Analysis (w/in conditions)
- # of data points
- variability
- level (value on the x-axis)
- trend (direction of path)
Visual Analysis (across conditions)
- use variability/stability, level, trend
- OVERLAP
- mean/median lines can help compare levels b/w conditions
- trend (change in direction/slope)
Task Analysis
Involves breaking a complex skill into smaller, teachable unit, where product=sequentially ordered steps/task
Constructing a TA
- How to Determine sequence of events
- Behavioral components are developed after observing a competent individual perform the desired sequence
- Consult w/ experts or persons skilled at performing task
- Perform task oneself
Assessing Mastery
- Single Opportunity (perform each behavior in TA in correct sequence)
- Multiple Opportunity Method (evaluates level of mastery across all behaviors-each ind. task)
Ways to Teach A TA
- Forward Chaining
- Backward Chaining
- Total Task Chaining
Behavior Chain Interruption Strategy (BCIS)
chain can be interrupted at a predetermined step so a new behavior can be emitted
Breaking Inappropriate Behavior Chain
determining the initial Sd:
- substituting an Sd for an alt. beh.
- extending the chain
- building in a time delay
Target Behavior
WHOSE behavior is being changed and WHY
Habilitation
Recomm. Re: Target Outcome
degree to which the person’s repertoire maximizes short & long term R+ and minimizes short & long term punishers
10 Questions/Considerations to clarify social significance/habilitation value
(Recomm. Re: Target Outcome)
(Recomm. Re: Behaviors)
- Produce R+ in Nat. Env. after Tx.?
- Prereq. for other skill?
- Increase access to env. to learn other beh.?
- Allow others to interact with client more approp.
- Beh. cusp?/Pivotal Beh.?
- Age-Appropriate Behavior?
- Adaptive Beh. to replace it?
- Actual Problem or indirect?
- Real behavior of interest?
- Predispose others to interact w/the client?
Validity
Recomm. Re: Target Outcome
- social importance of beh. change goals
(assess performance of persons competent, experimentally manipulate different levels of performance) - social acceptance of Intervention (scales/questionnaires=Likert Scale)
- Social Importance of Beh. change
(compare to norm, ask consumers to rater person’s performance, ask experts to evaluate, use standardized assessments, test new levels of performance in nat. env.)
Planning for generalized behavior change
Recomm. Re: Target Outcome
- Select Target Behavior that will meet nat. existing contingency of R+ (ultimate criterion: a beh. is functional only to the extent that it produces R+ for the learner in post env.setting)
- Specifying all desired variations/setting (list all ben. needed to be changed, list all settings/situations beh. should occur)
Types of Target Behavior (Definitions)
- Topography (Shapes/form of behavior- All response forms) Example: + Beh. Statements
- Function (Effects on environment- All relevant forms, outcome/function=most important, simpler/more concise definition)
Writing Operational Definition
Objective, Technological, Examples/Nonexamples, Set initial criteria
Identify Potential R+’s
Recomm. Re:Intervention Strategies
Stimulus Preference Assessment
- asking
- free operant obs. (contrived/naturalistic)
- trial based (single stim., paired stim., multi. stim.)
Reinforcer Assessment
- Concurrent Schedule (2+ at same time)
- Multiple Schedule (2+: 1 comp. at a time)
- Progressive Schedule (as response requirements increase)
Control Procedures for R+
- NCR (fixed time/variable time)
- DRO
- DRA
Use R+ Effectively
- Set easily achieved initial criterion
- High quality R+’s
- Varied R+ to maintain EO
- Direct rather than indirect R+ contingency
- Combine response prompts w/R+
- R+ each occurrence initially
- R+ each occurrence initially
- Use contingent attention & descriptive praise
- Gradually increase response-R+ delay
- shift from contrived to Nat. occurring R+
Acceptable Alternate Behaviors
Differential R+ (R+/EXT)
-DRA
-DRO
(Select incompatible/alternative behaviors, use powerful R+, deliver consistently, R+immediate/consistently, w/hold R+ for problem behavior, combine w/other procedures)
-DRL
(Full Session, Interval, Spaced-Responding)
Environmental Changes
Establish BSL
- environmental stimuli before/after behavior
- guide initial criteria for R+
- Recommendations for self-administered consequences
- Select small, easy-to-deliver consequences
- set meaningful but easy criterion
- eliminate “bootleg” R+
- put someone else in control
- keep it simple
Effective self management programs
- goal/define target behavior
- self-monitor
- create contrived contingency to compete with ineffective natural contingency
- go public (share w/others)
- Self-managment partner
- evaluate/redesign
**Involve significant others
