Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Year 3 Applied Behaviour Analysis > Functional Assessment > Flashcards

Functional Assessment Flashcards

1
Q

What are the two data collection strategies?

A

Continuous measurement: Each instance of behaviour is captured
Discontinuous measurement: A sample of behaviour is captured

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Continuous measures of behaviour: Event recording (frequency)

A
  • Across constant observation times, expressed as number of occurrences (frequency)
  • Otherwise expressed as rate
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Continuous measures of behaviour: Duration

A
  • How long a behaviour lasts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Continuous measures of behaviour: Latency

A
  • Elapsed time between onset of a stimulus and start of behaviour
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Continuous measures of behaviour: Inter-response time (IRT)

A
  • Elapsed time between the cessation of one response and the onset of another
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Discontinuous measures of behaviour: Interval recording

A
  • Partial interval: records whether the behaviour is present at any time during the interval
  • Whole interval: records that the behaviour is present throughout the entire interval
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Discontinuous measures of behaviour: Momentary time sampling

A
  • Measures the presence of absence of a behaviour at the moment the interval begins/ends
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are functional assessments?

A
  • Functional assessments are conducted to determine the purpose a behaviour serves
  • This is known as its function
  • In behaviour analysis, this involves looking to the environment to identify controlling variables
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is reinforcement

A
  • A stimulus change that follows a behaviour and increases its future frequency
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What are descriptive assessments?

A
  • Descriptive assessments involve direct observation of problem behaviour in the natural environment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is ABC recording?

A
  • Narrative ABC recording: Antecedent and consequent events are recorded each time the target behaviour occurs
  • Continuous ABC recording: Relevant antecedent and consequent events are recorded irrespective of occurrence of target behaviour
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is experimental functional analysis?

A
  • The use of specific methods to test hypotheses about the variables that cause and/or maintain behaviour
  • In experimental analysis, we systematically apply various stimuli to determine what functions as a reinforcer and what occasions the behaviour
  • Therefore, the procedures in an experimental analysis will actually increase behavioural probability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are the advantages of functional analysis?

A
  • Yields a clear demonstration of the variables that relate to the occurrence of problem behaviour
  • Serves as the standard to which all other forms of functional behaviour assessments are evaluated
  • Enable the development of effective reinforcement-based treatment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are the limitations of functional analysis?

A
  • May temporarily strengthen the problem behaviour
  • May result in the behaviour acquiring new functions
  • Acceptability may be low
  • Difficult to use for serious, low frequency behaviours
  • If conducted in contrived settings, may not identify idiosyncratic variables related to problem behaviour
  • Requires time, effort, and professional expertise
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Why do we conduct functional behaviour assessments

A
  • FBA allows us to understand the purpose a behaviour serves
  • Results in more effective and ‘humanistic’ interventions
  • Designing an intervention without understanding the factors that contribute to an individual’s behaviour risks wasting resources on an ineffective intervention, arranging contingencies that make a behaviour worse, and delaying access to an effective treatment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is the three-term contingency

A
  • Most basic form of behaviour analysis

Antecedent –> Behaviour –> Consequence

17
Q

What are the 3 types of functional assessment?

A
  1. Informant methods - Interviews and questionnaires
  2. Descriptive assessments - observer records, antecedents, behaviours & consequences
  3. Functional analysis - AAntecedents and consequences are manipulated to understand their effects
18
Q

What are the four conditions for a standard functional analysis?

A
  1. Attention condition (positive reinforcement)
  2. Demand condition (negative reinforcement)
  3. Alone condition (automatic reinforcement)
  4. Control condition

Sometimes:
5. Tangible condition (positive reinforcement) - to test if problem behaviour is maintained by access to things/food

19
Q

What is the contingent attention condition?

A
  • Experimental condition in which the person is ignored until problem behaviour occurs, at which point social attention is delivered
  • What social attention looks like depends on how it is typically delivered in the natural environment
  • Often delivered in the form of mild social disapproval
  • Sometimes referred to as the ‘social disapproval’ condition
  • This condition tests whether attention (social R+) maintains the behaviour
20
Q

What is the contingent escape condition?

A
  • Experimental condition in which a series of demands are placed on the person, but if the problem behaviour occurs then the demand is removed
  • Person is allowed to “escape” the demand for about 30 seconds by engaging in the problem behaviour
  • Sometimes referred to as the ‘academic demand condition’
  • Tests whether escape (social R-) maintains the behaviour
21
Q

What is the contingent tangible condition?

A
  • Experimental condition in which a tangible item is provided contingent on problem behaviour
  • Tests whether access to tangible items (social and/or nonsocial R+) maintains the behaviour
22
Q

What is the alone condition?

A
  • Experimental condition in which the person is left alone with no external sources of stimulation
  • There is no attention given, no demands are placed, and no access to tangible items is provided
  • Tests whether automatic reinforcement (nonsocial R+ or R-) maintains the behaviour
23
Q

What is the control condition (“play”)

A
  • Experimental condition in which all consequences that could be maintaining the behaviour are present
  • Designed to approximate an enriched environment –> no demands, free access to preferred items, frequent social interaction
  • This is a control condition because it tests whether the behaviour is maintained by one of the reinforcers in the test conditions
  • If something in the environment maintains the behaviour, you would not expect to see the behaviour occur much (if at all) in this condition

Year 3 Applied Behaviour Analysis (8 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions