Module 11 Flashcards
the reason the behavior occurs and continues to occur over time
the source of reinforcement immediately following the behavior
function
Common functions of behavior (4)
- attention
- tangible
- escape/avoidance
- automatic (sensory stimulation)
Relationship between form and function
Form (what the behavior looks like) does NOT equal function
attention (3)
- type of positive reinforcement
- socially mediated
- behavior results in access to attention from others
tangible is what type of reinforcement
positive reinforcement
escape (2)
- type of negative reinforcement
- socially mediated
- results in termination or remal of something the individual does not like
Automatic function of behavior (3)
- type of positive OR negative reinforcement
- does NOT depend on the actions of others
- some form of sensory stimulation is produced as a result of the behavior
RBTTask D-02 and the RBT
describe common functions of behavior
- attention
- tangible
- escape
- automatic
RBT Task D-04
assist w/ functional assessment procedures
Functional Assessment
Purpose (2)
- ID behavior/environment relations (the FUNCTION of behavior)
- guide the development of an individual behavior plan that is likely to be effective
Code Element 3.01a and the RBT
As an RBT, you may be expected to: (2)
- make preparations for the functional assessment
- assist in the implementation of the functional assessment
2 statements that are true of functional assessment
- assists in the creation of effective behavior plans
- ID why an individual engages in a behavior (the function)
Statements that are true of the RBT’s role in a functional assessment (3)
- assist w/ data collection
- help implement assessment procedures
- gather materials needed for assessment
2 main categories of functional assessment
- indirect
- direct
indirect assessment
collecting info about the beahvior without actually observing the behavior occur in real time
direct assessment (2)
present for actual occurence of the behavior, observe the behavior take place in real time
types of direct assessment include (2)
- descriptive assessment
- functional analysis (FA)
functional assessments may help to identify…
Environmental variables
Direct assessment
Descriptive Assessment (4)- recording what happens right before the behavior occurs
- leads to hypotheses about
- why behavior occurs
- how, where and w/whom to intervene
3 types of descriptive assessment
- narrative recordng
- ABC data collection
- scatterplot
narrative recording
observer writes a description for every instance of the target behavior throughout a specific period of time
ABC Data Collection (2)
- antecedent–> behavior –> consequence
- observer records events that occur immediatley before and following behavior
ABC analysis enables identiication of events that typically (2)
- precede the behavior
- follow the behavior
The scatterplot is an important tool to utlize in determining:
-whether the bheavior is more or less likely to occur at certain times or certain situations
Purpose of functional analysis (2)
experimentally evaluate the controlling variables (function) of problem behavior
-environmental variables are manipulated and effect on behavior measured
FA Conditions (6)
- conditions typically 10 min in length
- attention
- escape (aka demand)
- tangible
- alone
- control
attention condition of a FA
test for behavior maintained attention
-socially mediated positive reinforcement (in form of attention)
FA
running the attention session (2)
- ignore every behavior but problem behavior
- collect data on frequency of prob behavior
attention condition consequence
-consequence for all prob behavior is attention
Demand condition of an FA (2)
- test for behavior maintained by escape
- socially mediated negative reinforcement (in the form of task removal)
Running the demand session (4)
- therapist presents tasks over and over
- if client does not comply w/ demans, the therapist implements a 3 step guided compliance procedure
- ignore everything besides the target behavior
- escape only provided if prob behavior occurs
3 step guided compliance procedure
- instruction
- model
- physical guidance
In an FA demand condition, you may be asked to collect data on: (3)
- the target behavior
- demands delivered
- duration of escape intervals
Identify the FA condition
Asking the client ‘what is 2+2?’ prior to the occurrence of the target behavior
demand-antecedent
tangible condition of an FA (2)
- test for behavior maintained by tangible items (things/activities)
- socially mediated positive reinforcement (in the form of things)
Running the tangible session (3)
- therapist has access to the client’s preferred item or activity and withholds it from the client
- if target behavior occurs, the therapist returns the item to the client for a brief period of time
- after brief access, the therapist removes the item again
Alone condition of an FA (2)
- test for behavior maintained by automatic reinforcement
- rules out maintenance by social reinforcement
Running the Alone Condition Session (4)
- impovershed environment
- therapist absent from the room; client is alone
- client is observed the whole time
- collect data on problem behavior
Alone Condition Consequence (2)
- No programmed consequences
- we cannot actually deliver or withhold automatic reinforcement because its automatic!
Alone Condition Antecedent (2)
- we want the motivation for automatic reinforcement to be high
- impoverished environment- no external forms of reinforcement
Running the Alone Session (4)
- impoverished environment
- the therapist is absent from the room; client is alone
- client is observed the whole time
- collect data on problem behavior
Alone Condition Consequence (2)
- no programmed consequences
- we cannot actually deliver or withhold automatic reinforcement because its automatic
Alone condition antecedent (2)
we want the motivation for automatic reinforcement to be high
-impoverished environment -no external forms of reinforcement
Control (play) condition of FA (2)
rates of behavior from other conditions (attention, demand, tangible, alone) are compared to this condition
-just play and have fun w/them
control (play) condition consequence
no programmed consequences for problem behavior- just ignore it
Goal of descriptive assessment and functional analysis
to figure out what the prob behavior is, where it occurs, why is it occuring and what can be done to stop it in future
Task B-04 and the RBT (4)
assist w/ functional assessment
- understand the purpose of assessment
- review assessment components
- assist with implementation
- collect data assessment data
Antcedent Interventions (2)
- manipulate events in the environment that occur before the behavior and alter those events to change the behavior
- help to prevent problem behaviors from occurring instead of reacting to them after they occur
3 types of descriptive analysis
- narrartive recording
- ABC data collection
- scatterplot
standard conditions of a functional analysis (5)
- demand
- attention
- tangible
- alone
- control
common functions of behavior (4)
- attention
- tangible
- escape
- automatic
function of behavior that is a type of positive or negative reinforcement in which sensory stimulation is produced as a result of the behavior
automatic function
type of direct assessment method during which the behavior is observed in the natural environemnt with no manipulation of environmental variables
descriptive assessment
cateogry of a FA during which info is gathered about the target behavior by observing the behavior occur in real time
direct assessment
function of behavior that is a type of socially mediated negative reinforcement that results in the termination or removal of something an idnividual does not like
escape function
experimental assessment conducted in an analog setting that evaluates the controlling variable of prob behavior
functional analysis
assessment used to ID behavior-environment relations to guide treatment decisions
functional assessment
descriptive assessment in which the observer writes a description of the behavior and environment throughout a specific time period
narrative recording
