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ABA I > Module 3 - Chap. 3: Selecting & Defining Target Behaviors > Flashcards

Module 3 - Chap. 3: Selecting & Defining Target Behaviors Flashcards

1
Q

Role of assessment in ABA

A

Methods to identify and define targets for behavior change

Identify relevant factors that may inform or influence intervention

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2
Q

5 phases of assessment

A
  1. Screening
  2. Defining problem or criteria for achievement
  3. Pinpointing target behaviors
  4. Monitoring progress
  5. Following-up
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3
Q

Pre-assessment considerations

A

Ethical considerations

  • authority
  • permission
  • resources
  • social validity
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4
Q

Assessment methods

A

Indirect measures - interviews, checklists

Direct measures - tests, direct observation

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5
Q

Interviewing the individual

A

Identify list of potential target behaviors

  • what & when
  • avoid “why”

Identify primary concerns

Verified through further data collection

  • direct observation
  • use of questionnaires or self-monitoring
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6
Q

Interviewing significant others

A

Develop behavior descriptions

  • what, when, how
  • avoid “why”
  • move from general to specific

Determine participation

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7
Q

Checklists

A

Descriptions of specific behaviors and conditions under which each should occur; alone or with interview

Typically Likert-scale assessments

Ask about antecedents & consequences

  • Child Behavior Checklist
  • Adaptive Behavior Scale - School
  • Adaptive Behavior Scale - Residential and Community
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8
Q

Standardized Tests

A

Consistent administration

  • compares performance to specified criteria
  • norm-referenced

Limitations

  • do not specify target behaviors
  • do not provide direct measure of behavior
  • licensing requirements
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9
Q

Direct observation

A
  • direct & repeated
  • natural environment
  • identifies potential target behaviors
  • preferred method
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10
Q

Anecdotal observation

A

Features of ABC recording

  • descriptive
  • temporally sequenced
  • description of behavior patterns (full attention, 20-30 minutes)
  • observations only, no interpretations
  • repeat over several days
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11
Q

Ecological assessment

A

Data on individual and environment

  • physical features
  • home
  • reinforcement history

Evaluate amount of descriptive data required to address current need

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12
Q

Reactivity

A

Effects of assessment on behavior being assessed

  • obtrusive assessment great impact
  • self-monitoring most obtrusive

Reduce reactivity

  • unobtrusive methods
  • repeat observations
  • take effects into account
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13
Q

Assessing social significance

A

Consider whose behavior is being assessed and why
- unacceptable to change behavior primarily for benefit of others

To what extent will proposed change improve the person’s life?

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14
Q

Habilitation

A

Degree to which a person’s behavior repertoire maximizes short and long term reinforcers and minimizes short and long term punishers

Use to assess meaningfulness of behavior change

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15
Q

Determining habilitation

A

Relevance of behavior after intervention

Necessary prerequisite skills

Increased access

Impact on behavior of others

Behavior cusp

Pivotal behavior

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16
Q

Behavior cusp

A

Behaviors that open person’s world to new contingencies
-crawling, reading

Socially valid

Generativeness

Competes with inappropriate responses

Degree that others are affected

17
Q

Pivotal Behaviors

A

Once learned produces changes in untrained behaviors
- self-initiation, joint attention

Advantages for both interventionist and client

18
Q

Age appropriateness

A

Normalization

Philosophy of achieving greatest possible integration of people with disabilities into society

19
Q

Replacement behaviors

A

Cannot eliminate or reduce a behavior without teaching a replacement

20
Q

Determining Habilitation

A

Actual target goal or indirectly related
- on task vs. work completion

Talk vs. Behavior of Interest
- primary importance is actual behavior

Focus on behavior, not end product
- weight loss or exercise and diet?

21
Q

Prioritizing target behaviors

A
  1. Threat to health or safety
  2. Frequency (opportunities to use new behavior, occurrence of problem)
  3. Longevity
  4. Potential for higher rates of reinforcement
  5. Importance (skill development, independence)
  6. Reduction of negative attention
  7. Reinforcement for significant others (social validity, exercise caution when considering)
  8. Likelihood of success (research, practitioner’s experience, environmental variables, available resources)
  9. Cost benefit (costs include client’s time and effort)
22
Q

Target behavior ranking matrix

A

Numerical rating of potential target behaviors

Increase client, parent, & staff participation

  • resolve conflict
  • build consensus
23
Q

Role & Importance of target behavior definitions

A

Definitions required for replication

Replication required to determine usefulness of data in other situations

Necessary for research

24
Q

Importance of definitions to practitioner

A

Accurate, on-going evaluation requires explicit definition of behavior

Operational definition:
- complete information

Accurate and believable evaluation of effectiveness

25
Q

Two types of definitions

A

Function based: designated according to effect on the environment

Topography based: identifies the shape or form of the behavior

26
Q

Reasons to use function based definitions

A

Includes all members of response class

The function of behavior is the most important feature

Simpler & more concise definitions
- easier to measure accurately & reliably

27
Q

Reasons to use topography based definitions

A

Behavior analyst does not have direct, reliable, or easy access to functional outcomes because Cannot rely on the function of behavior because each occurrence does not produce relevant outcome

28
Q

Writing target behavior definitions

A 
Accurate
Complete
Concise
Inclusions
Exclusions
29
Q

Characteristics of good definitions

A

Objective: refer only to the observable

Clear: readable & unambiguous

Complete: delineate boundaries of definition

30
Q

Purpose of good definitions

A

Precise & concise description

Reliable observation

Accurate recording

Agreement & replication

31
Q

Testing a definition

A

Can you count the # of occurences?
SHOULD ANSWER YES

Will a stranger know what to look for based on definition alone?
SHOULD ANSWER YES

Can you break the target behavior down to smaller, more specific component?
SHOULD ANSWER NO

32
Q

Setting criteria for Behavior Change

A

Selected because of importance to clients

  • increase, maintain, generalize, desirable behaviors
  • decrease undesirable behaviors

Valued & meaningful behaviors have social validity

33
Q

Set criteria before modifying

A

Setting criteria is as important as defining

Range of acceptability

Must identify optimum range prior to modifying

Must know when to terminate treatment

Eliminate disagreements on effectiveness

34
Q

2 Approaches for setting criteria

A

Assess performance of highly competent people

Experimentally manipulate different performance levels to determine optimal results

ABA I (6 decks)

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