Lecture 6 - Functional assessments + self management Flashcards

1
Q

How can positive reinforcement be broken down? Types?

A
  1. Social Positive Reinforcement - Attention
  2. Social Positive Reinforcement - Access
  3. Automatic Positive Reinforcement – reinforcement being mediated by oneself e.g. Brushing your hair because you want it to be neat
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2
Q

How can negative reinforcement be broken down? Types?

A
  1. Social Negative Reinforcement (Escape) – e.g., throw a tantrum to avoid being an this aversive social situation
  2. Automatic Negative Reinforcement – reinforcement being mediated by oneself - aversive stimulus is removed
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3
Q

Definition of WHEN should behaviour reduction take place?

A

Problem behaviours that are socially significant (identify child to be different from neurotypical behaviour/child)

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4
Q

Conditions WHEN behaviour reduction should take place? x4

A
  1. Affect others and the surrounding environment (aggression)
  2. Safety of the person engaging in the behaviour or others around is threatened
  3. Hinder the ability of the person or others to acquire new skills: ETHICALLY GREY AREA – does a behaviour hinder an individual to learn or is it a behaviour that we think neurotypical children should be able to learn?
  4. Lead to restrictive living arrangements
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5
Q

What is the basis of behaviour?

A
  • Most behaviours are learned - controlled by principles of operant conditioning
  • Behaviours can be adaptive/maladaptive - depends on context
  • Behaviours can be seen as forms of communication with function that gives us a favourable consequence: AVOID/GET stimulus
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6
Q

What does ABC stand for?

A

Antecedent, Behaviour + Consequences
= Immediate context when maladaptive behaviour is occurring – look at before, after

  • 1 way to identify functions of behaviour
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7
Q

What is a functional behaviour assessment (FBA)?

A

Fahmie & Luczynski (2019)
- 1st step to addressing maladaptive behaviour
- addresses environmental factors, individual differences & ABC

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8
Q

Steps of FBA (x4)

A
  1. Interview - to try and identify external factors which affect individuals’ behaviour
  2. Direct observation - look at ABCs (relevant to function (step 3))
    - Observations must be repeated multiple times to get sense of variables that maintain behaviour
  3. Identifying function of behaviour (from step 1 + 2)
  4. Development of intervention plan - Behaviour management strategies
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9
Q

What are the 2 types of behaviour management strategies (step 4 of FBA)

A
  1. Proactive strategies
    - implement BEFORE behaviour occurs
    - social negative reinforcement: provide choices (maintain beh.)
  2. Teaching alternative behaviour
    - implement just as BEHAVIOUR STARTS TO OCCUR
    - social positive reinforcement: teach to request for social attention (functionally equal beh.)
  • Usually, series of different things to get successful reduction in problem behaviour – not tend to be just 1 thing
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10
Q

What is self-management?

A

= the use of behaviour modification strategies to change ones own behaviour

  • Engage in a controlling behaviour to influence a future behaviour that is positive
  • Establish a behaviour that does not have immediate positive consequences, but has a future desirable outcome
  • applied for behavioural deficits/excesses
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11
Q

What are the steps to self-management?

A
  1. Define target behaviour (operationalise - clear, concise, measurable)
  2. Goal setting (Smart goals)
  3. Self-monitoring
  4. Functional assessment
    - Behavioural deficit: Think about how to modify: Immediate contingency + delayed negative outcome (immediate contingencies contrast with future outcomes)
  5. Self management strategies
    • Antecedent control, consequence control
  6. Evaluate, re-evaluate
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12
Q

Categories of step 2 of self-management (goal setting)

A

*Being more effective and efficient in daily life,
*Breaking undesirable habits,
*Developing desired lifestyle behaviors,
*Mastering difficult skills.

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13
Q

Categories of step 6 of self-management (evaluate, re-evaluate)

A
  • Conduct visual analysis of graphed data
  • Evaluate changed in levels + trend of data
  • Assess if goals are being met
  • Assess variability in data
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14
Q

What is a trauma-informed application of functional assessment + self-management?

A
  • Offering enhanced choices: A simple method towards individuals having their say
  • Choices need not be limited to tangibles – choices can be made about contexts: harder to give choices about context (harder to explain to child with limited vocab for example)

-Immediate need to minimise restraint use for individuals with dangerous behaviour – particularly in in-patient settings

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15
Q

What is the Enhanced choice model: Rajaraman et al. (2021) - trauma-informed approach?

A

Offering enhanced choices: A simple method towards individuals having their say - MODERN Behaviour Analysis

AIM - address dangerous problem behaviour exhibited by children while avoiding physical management procedures

Communication responses - training: training child to instead of engaging in problem behaviour, use communication response to ask for something

  • gave patents choice:
    (a) participate in treatment involving differential reinforcement (learn how to say more complex ways of asking for their way) OR
    (b) “hang out” context: with non-contingent access to putative reinforcers - treatment conditions never presented: could bring toys + interact with adults OR
    (c) leave the therapeutic space
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16
Q

What did Rajaraman et al. (2021) FIND? (Enhanced choice model)

A
  • FOUND: Children chose to participate in treatment
  • child learn how to used this - opted to choose different contexts (of the 3) in different situations
  • resulted in the elimination of problem behaviour

Suggest that it is possible to eliminate problem behaviour and improve cooperation with previously evocative CAB expectations without any physical management