Observing And Recording Behaviour And Ethics Flashcards
1
Q
Experimental analysis of behaviour (EAB)
A
- Dependant variable: rate or frequency of response is most commonly used
- within-subject design: an individuals response is compared to their own response in a different situation on at a different time
- between-subject design: compares experimental group to control group
- visual analysis of graphed data
- description of functional relations driven by data
2
Q
Screening/ intake phase
A
- Obtain client demographic information and reasons for seeking assistance
- establish if b-mod is the appropriate method for client
- inform client of policies and procedures
- screen for crisis condition (ie. Child abuse, suicide risk) requiring immediate intervention
3
Q
Preprogram assessment phase/baseline phase
A
- Defines and measures initial “baseline” level of behaviour before treatment is implemented
4
Q
Treatment phase
A
- Actively apply training, intervention, or treatment program
5
Q
Follow-up phase
A
- Determine effects on behaviour following termination of the treatment program
6
Q
Behavioural assessment
A
- Measuring the target behaviour of a client
→ measuring behaviour before treatment to determine if treatment is necessary/the best treatment plan
→ measuring target behaviour before and after treatment to determine behaviour change
7
Q
Indirect assessment
A
- Uses interviews, questionnaires, and rating scales to obtain information on the target behaviour
- does not occur when the target behaviour occurs but relies on an individual’s recall of the target behaviour
→ second or third hand remembered
Information
8
Q
Direct assessment
A
- A person observes and records the target behaviour as it is occurring
- observer must have a precise definition of the target behaviour so that its occurrence can be distinguished from other behaviours
9
Q
Interobserver agreement/reliability or interrater reliability
A
- When two people independently observe the same behaviour and both record that the behaviour occurred
- can reveal biases of observer
- can be used to evaluate definition of target behaviour
10
Q
Observation period
A
- Specific period in which the observer records the target behaviour
11
Q
Natural setting
A
- Places in which the target behaviour typically occurs (eg. Student in classroom)
→ daily-routine, typical environment - more likely to provide a representative sample of the target behaviour
12
Q
Analogue setting
A
- A setting that is not part of an individual’s daily routine (eg. Physician’s waiting room)
→ simulated location - Less likely to provide a representative sample of a target behaviour
→ but is more controlled
→ variables are easier to manipulate
13
Q
Structured observation
A
- The observer arranges for specific events or activities to occur during the observation period
14
Q
Unstructured observation
A
- No specific events or activities are arranged and no instructions are given during the observation period
15
Q
Continuous/event recording
A
- Record every instance of client’s behaviour during the entire observation period
→ suitable if each response has similar duration and behaviour occurs at low rates
16
Q
Interval recording
A
- Record target behaviour within successive time intervals of equal duration
→ records whether behaviour occurred in the time interval
→ suitable for responses with variable duration or high rates
17
Q
Partial-interval recording
A
- Recording behaviour a maximum of once per interval regardless of how many times it occurred (only interested in whether the behaviour occurred at some the during the interval)
→ good for recording frequently occurring behaviours
18
Q
Whole-interval recording
A
- Record behaviour only if it persists during the entire interval
→ good for behaviours with long durations
19
Q
Frequent-within-interval recording
A
- Records the frequency of the target behaviour within consecutive intervals of time in the observation period
→ it is a continuous recording method
20
Q
Time sample recording
A
- Dividing the observation period into intervals of time but observing and recording the behaviour during only part of each interval
→ observation periods are separated by periods without observation
21
Q
Momentary time sampling recording
A
- Behaviour is recorded only if it occurs at the exact instant the interval ends
22
Q
Target behaviour
A
- The behaviour that you’re interested in changing (increasing or decreasing in frequency)
→ eg. Drinking more water
23
Q
Behavioural goal
A
- Level of the target behaviour that a program is designed to achieve
→ eg. Drinking 1 litre of water per day for five days a week
24
Q
Outcome goal
A
- Broad, abstract results that one wishes to attain (often recognized as important to society)
→ eg. To be healthy
25
Frequency
- Number of responses in a given period of time (observation period)
→ rate is the frequency divided by the time of the observation period
26
Duration
- length of time occupied by the behaviour from start to finish
27
Real-time recording
- Exact time of onset and offset of the target behaviour is recorded
→ researchers have record of frequency and duration, as well as exact timing of each occurrence
28
Latency
- Time between an antecedent stimulus or event, and the onset of behaviour
29
Intensity/magnitude
- The amount of force, energy, or exertion involved in the behaviour
30
Quality
- Arbitrary judgement of social value
31
Operational definition
- A precise, objective definition of a term by specifying the operations done to measure it
32
Data sheets
- Can record a behaviour’s frequency, duration, latency, or occurrence in intervals
→ Antecedants and consequences of behaviour can be recorded
33
ABC observation data sheets
- Used to identify and record antecedents, behaviours, and consequences
34
ABC observation checklists
- After antecedents and consequences have been identified, they can be more quickly recorded using a checklist
35
Reactivity
- The process of recording the behaviour may cause the behaviour to change before any treatment
is implemented
→ may not be representative of the behaviour occurring in the absence of the observer
36
Program evaluation
- Used to determine sucessfulness
- dimensions of evaluation:
→ generalization: does the behaviour occur in different situations other than the training context
→ maintenance: how long does the behaviour remain altered
- potential problems:
→ side-effect: a result that is secondary to the active treatment
→ trade-off: forgoing a desired aspect to gain another desired aspect (cost vs benefit)
→ revenge-effect (perversive incentive): perversive, unintended consequences of treatment
