F08 Conduct Functional Analysis of Problem Behavior Part 1 Flashcards
A young adult with a severe intellectual disability exhibits dangerous aggressive behavior about once a month described by staff as occurring “out of the blue”. You should
Conduct a descriptive assessment
Functional analysis and other functional assessment methods are most likely to yield similar results when analog conditions
Approximate those of the natural environment
Advocates of brief functional analysis maintain that
An extended functional analysis is sometimes necessary
An analog assessment in which therapists deliver the functional consequences is not likely to yield valid results if the problem behavior
Is maintained by peer reactions
Assessment of behavior maintained by amelioration of painful stimulation should not employ
Functional analysis methodology unless one takes advantage of naturally occurring pain
Using functional analysis methodology with low-frequency behaviors that are not easily evoked
Is usually ill-advised
A problem with assessing low frequency behaviors is that they
Are not easily evoked
Using functional analysis methodology with very dangerous behavior is ethically questionable because such behaviors
Are intentionally provoked
Functional analysis sessions are conducted in the child’s classroom with his regular teacher when his peers are at recess. This may yield
Valid results unless that behavior is maintained by peer attention
An advantage of brief functional analysis is that
All the above:
The avoidance of establishing a significant reinforcement history for the undesirable behavior.
It is well suited when there is little time.
A hypothesis might be derived from an analysis of antecedents.
The risk of establishing a reinforcement history for the undesirable behavior is minimized.
A hypothesis might be derived from an analysis of antecedents.
An analog assessment may not yield valid results if the function of the problem behavior
Is pain onset
Functional analyses generally consist of which experimental conditions?
a. Contingent alone, contingent play, contingent escape, and contingent attention conditions
b. Attention, no attention, tangibles, and no tangibles conditions
c. Control, play, contingent attention, and alone conditions
d. Contingent escape, alone, contingent attention, and play conditions
Task: F-8
Correct Answer:
“Contingent escape, AKA – Demand (Escape Condition)
alone,
Contingent attention,
and play conditions. AKA– control Condition”
These are the most common phases used, and sometimes a contingent tangible condition is used.
The free play condition is used as the control.
“Contingent alone” condition is technically incorrect because it is simply called the alone condition (the subject is alone during the condition… being alone is not contingent on his target behavior.) “Contingent play” is technically incorrect because it is simply called the play condition (the subject is playing during the play condition, therefore play is not delivered contingent on any target behavior).
Contingent Attention Condition
The purpose of this condition is to determine if
The purpose of this condition is to determine if the individual’s problem behavior is due to attention positive reinforcement. Under conditions of social deprivation and in the presence of one or two adults, eye contact, physical contact, reprimands, or verbal interaction may be contributing to the individual’s problem behavior. The therapist presents verbal statements, such as “No, don’t do that” or similar comments that typically are given by others in the individual’s natural environment immediately after the individual’s problem behavior.
Contingent Attention Condition
even telling the individual not to do
even telling the individual not to do something may increase the likelihood that the behavior occurs or serves as a positive reinforcer!
it is called CONTINGENT Attention Condition because
Attention positive reinforcement is when social reinforcers are delivered (e.g., verbal, eye contact, gestures) immediately after the behavior and the behavior is more likely to occur in similar future situations (Martin & Pear, 2011).
Which FA is this
Set the timer and begin. The therapist tells the client to play with toys and then ignores the child (i.e., no verbal interaction, eye contact, nor any other consistent reaction to the child’s behavior). The therapist ignores the child’s appropriate behavior or inappropriate behavior that is NOT the target behavior. The therapist can be reading a magazine or talking to another adult.
If the child engages in the problem behavior, …………..then the therapist provides attention (e.g., eye contact and “Please do not do that, you are going to hurt yourself”) and physical contact (e.g., hand on shoulder) for 3 s. All occurrences of the client’s behavior are recorded by the therapist.
Attention is provided contingent on the problem behavior
Which FA is this
While the therapist is reading a magazine or talking with another adult, was the following done?
Client told to play with toys or engage in some activity
Client’s appropriate behavior ignored
Client’s inappropriate behavior ignored
Social attention and physical contact delivered to client when target behavior occurred
Behavior outcome recorded on the data sheet
5 min duration of session
Contingent Attention
The purpose of the demand condition is
to determine if the individual’s problem behavior is due to escape/avoidance of task demands or activities (AKA negative reinforcement). A negative reinforcer (escape) is when an unpleasant stimulus is present and an instance of the problem behavior removes that stimulus
Which FA is this
Set timer and begin. The therapist, on repeated trials throughout the 5-min session, presents an activity or instruction to complete a task that the individual has in the past (based on interview or observational data) had difficulty in completing even when physically guided to do so.
Specifically, the therapist and client are seated at a table and the therapist presents an instruction to complete a task. The therapist waits for 5 s for the client to initiate a response.
If no response occurs to this first instruction then the therapist: (a) repeats the instruction; (b) models or demonstrates the correct response; and (c) waits 5 s for a response by the client = LEVEL 1 PROMPT
If no response occurs after the second instruction, then the therapist: (a) repeats the instruction; (b) physically guides the client through the response using the least amount of guidance required = LEVEL 2 PROMPT
If the client emits a correct response, prompted or unprompted, the therapist provides praise (“Nice work”).
If the client engages in the problem behavior at any time, then the therapist immediately turns away from the client for 30 s, with additional 30 s for any repeated instances of the problem behavior.
Escape Aka Demand Escape Condition
If √:
Praise delivered following client’s correct response, prompted or unprompted.
If X/Ø:
Training trials continued (i.e., no pause) when client emits any other behavior than target after instruction.
Therapist presents 2nd level prompt (repeat instruction and demonstrate) following client X/Ø.
Therapist presents 3rd level prompt (repeat instruction and physical guidance) following client’s X/Ø response.
Praise delivered after client’s √ response.
If problem behavior:
Therapist ignores or turns away following client’s problem behavior for 30 s.
Begin a new trial when the 30-s interval has ended.
Behavior recorded correctly on each trial—√, X/Ø, R—, P (prompt), U (unprompted).
5 min duration of session.
Escape AKA Escape Demand Condition
Which FA
toys or activities are presented and the therapist interacts socially with the client.
This condition serves as a comparison condition to rule out confounding variables or that the problem behavior is due to variables present in the attention, tangible, or demand conditions (e.g., the presence of the therapist, materials, social interaction). The amount of the client’s problem behavior in the play condition is compared to that in the other conditions.
For example, if across experimental sessions the client’s problem behavior is consistently better in the play condition compared to that in the attention condition, then attention positive reinforcement may be maintaining the client’s problem behavior.
Iwata called it : Control Conditon
AKA
Play conditon
