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RBT > Module 6 > Flashcards

Module 6 Flashcards

1
Q

Aberrant Behavior

A

any behavior that clients engages in that

  • could cause harm to themselves
  • harm to others
  • interfere with learning opportunities
  • with socialization
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2
Q

Various types

A 
aggression
self-injury
stereotypic behavior
elopement: running away 
pica: inedible objects in their mouth and trying to consume
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3
Q

Stereotypic behavior

A
  • repetitive body movement or movements with objects
  • various topographies
  • core diagnostic feature of autism spectrum
  • high prevalence rate
  • problems with stereotypy: decreases learning, socially stigmatizing, decreases quality of life
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4
Q

self-injurious behavior

A
  • any behavior that may result in potential harm to the student
  • many different topographies
  • various reasons: combo of physiological and operant reasons
  • common forms: head banging, hand biting, scratching, up to 50% SIB of individuals engage in
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5
Q

aggression

A
  • any behavior that MAY cause harm to another person
  • various topographies
  • 68% engage
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6
Q

Operational definitions

A
  • defining behavior in observable terms
  • ensures objective data is recorded
  • grandmother test: anyone can read and understand
  • scope of the definition: what is included, what is excluded
  • function or topography based definitions
  • label and define
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7
Q

function

A

defines changes in the environment

  • use when function is a priority
  • easier for recording
  • entire response class
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8
Q

topography

A

defines the form of the behavior

- use when you cannot access functional outcomes, behavior does not produce outcome

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9
Q

Importance of Operational Definitions

A

so everyone knows what the behavior looks like
- so everyone is on same page on intervention
can all measure the behavior the same
can properly treat behavior
write them out to determine loop holes: isn’t set in stone, should be shifting as intervention continues
allow at least two ppl to evaluate to ensure clarity
observe several times to ensure definition indeed captures behavior

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10
Q

Functions of Behavior

A

entire purpose is finding a function

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11
Q

behavioral consequences

A

payoffs: attention, avoidance, control, escape, communication, isolation, anger-release, stimulation
costs: reprimands, instructions, loss of privileges, ignoring, time-out

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12
Q

access to social attention

A

ex: child starts screaming, the consequence is social attention

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13
Q

access to tangibles or preferred activities

A

ex: child throwing tantrum, results in access to candy, toy, etc.

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14
Q

escape, delay, reduction or avoidance of tasks

A

ex: child banging head on desk to escape, delay, reduce, avoid task or demand such as homework or laundry, delay reading activity or chores

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15
Q

automatic

A

regardless of environment variables, the behavior is occurring
ex: stereotypy behavior- hand flapping, no demands present, preferred activities and such are all available.
whether in an enriched or barren environment it occurs

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16
Q

additional functions

A
  • control: some part of their environment.
    ex: the child is manding for someone to do something and that person is complying to exactly to what they’re saying. can be appropriate or aberrant behavior
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17
Q

additional

A
  • respondent

- synthesized: behavior occurring due to several functions. things together in environment

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18
Q

FBA

A

functional behavior assessment: behavior analyst determine the function of behavior

19
Q

Second hand observation

A

indirect measures, live interviews, assessment forms

- getting info from others that have first hand knowledge

20
Q

first hand observation

A

descriptive assessment, antecedent-behavior-consequence (ABC) data

21
Q

Main components of FBA

A
  • clear description of aberrant behavior
  • when behavior will and will not occur: settings, setting events, times
  • consequences that maintain problem behavior
  • why behavior occurring
  • data bby
22
Q

Why FBAs?

A
  • identify why behaviors occur?: the root sugaaa
  • can develop a proactive plan
  • can develop a reactive plan
  • reduce problem behavior
  • mandated by federal law
23
Q

Indirect methods

A 
second hand methods: used to gain info from others who do have first hand experience from behavior 
3 components: 
what we do 
what we say 
what we observe
24
Q

Questions on setting events

A
  • tell me what happened right before the behavior

- greg hanley question: if i gave you one million dollars how could you get the behavior to occur/behavior not to occur?

25
Q

Questions on setting events

A
  • tell me what happened right before the behavior
  • greg hanley question: if i gave you one million dollars how could you get the behavior to occur/behavior not to occur? can you tell me what else is occurring in the environment when the behavior happens? let me know if there has been other big changes such as sleeping, medication, change in diet, etc.?
26
Q

some setting events

A

physical
- sleep patterns, allergies, illnesses, seizures, hunger
learning and self-regulation
- impulsivity, attending, organizational/planning skills, specific disability
social-emotinlah
- refused desires object or activity, fight with friend, losing a game
environmental change
- family, etc.

27
Q

formal indirect assesments

A

FAST
QABF
ABC

28
Q

fast

A

functional analysis screening tool

29
Q

QABF

A

question about behavioral function

30
Q

ABC

A

aberrant behavior checklist

31
Q

Indirect methods advantages and disadvantages

A 
advantages: ways to get info quickly
build rapport
get diff perspectives
helps set up fba and fa
disadvantages:
more subjective
not always accurate 
behavior plans can not be done by only indirect assessments
32
Q

Direct methods: first hand

A

descriptive assessment:
observation of behavior in natural environment, data helps formulate treatment plans
2 levels: observation with no manipulations and with slight manipulations
2 step process: observation and than describing behaviors
- circumstances surrounding behavior
- outcomes of behavior: consequences of behavior

33
Q

ABC

A

antecedent: what happened right before the behavior occurred, other events that occurred throughout the day that could affect behavior - a layering effect?, observing not only child but adults and environment, interaction effects specific as possible

34
Q

Behavior

A

need clear operational definitions, know if you are scoring multiple behaviors simultaneously, intensity, score all behaviors?, specific, replicability: test if others know what you mean- grandmother test

35
Q

consequence

A

what occurred immediately after the behavior?
- more demands
- feedback
- given access to preferred items
is there a consistent response to the behavior?
- observing: child, environment, adults interaction effects

36
Q

other

A

date, time, environment, any other info that would be relevant

37
Q

calculating abc data

A

total number of aberrant behaviors, work the number across commonalities, graph data, evaluate commonalities, make treatment

38
Q

direct method advantages

A

observe in natural environment, can take objective data, can lead to effective intervention

39
Q

disadvantages

A

more subject to bias, not always accurate, prisoner in the moment, only seeing what you’re seeing right than, behavior plans cannot be done by only indirect assessments

40
Q

Functional analysis

A

systematic eval. of client’s behavior in environment
used to determine functions of behavior
final component of the fba
- interview, direct observation, functional analysis
most precise way to dtermine

41
Q

functional analysis

A
  • comparing target behaviors across different environmental conditions
  • must use research design
  • must have supervision
  • long history in the field
42
Q

attention condition

A

general set up: child comes into room and does not receive attention until they engage in target behavior, typically therapist is doing something else, once problem behavior occurs- provide some sort of attention, where in the escalation cycle- precursors, actual aberrant behavior

43
Q

tangible condition

A

general set up: clinician deprives access to tangible items, has items out of reach, ,provides attention non contingenty, once aberrant behavior occurs, provides tangible items

44
Q

demand/escape

A

general set up: therapist provides client with task, once aberrant behavior is displayed the task stops, have to ensure work is non preferred and prompt them through the work to make sure it is not a skill deficit

RBT (25 decks)

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