Quiz 12 (Ch. 13)

Question 1

functional assessment

Answer 1

process of gathering info about antecedents and consequences that are related to the occurrence of a problem behavior

-first step to decrease problem behavior,

offers info about:
–time and place of behavior, people present when behavior occurs
–events preceding behavior and frequency of target behavior
–alternative behaviors, motivational variables, reinforcers, and past interventions

includes:
–indirect assessment through interviews and questionnaires
–direct observation, functional analysis methods

Question 2

4 classes of reinforcing consequences or functions of problem behaviors

Answer 2

1) social pos. reinforcement
2) social neg. reinforcement
3 automatic pos. reinforcement
4) automatic neg. reinforcement

Question 3

social pos. reinforcement

Answer 3

given by other person after target behavior -> increase behavior’s likelihood

-attention, access to activities, or tangibles

Question 4

social neg. reinforcement

Answer 4

other person terminates aversive interaction, task, or activity after occurrence of target behavior -> increase behavior’s likelihood

Question 5

automatic pos. reinforcement

Answer 5

occurs as automatic consequence of behavior

-when behavior produces pos. reinforcement automatically -> strengthens behavior

(i.e. get drink -> quench thirst)

Question 6

automatic neg. reinforcement

Answer 6

target behavior automatically reduces or eliminates aversive stimulus as consequence of behavior -> strengthens behavior

(i.e. close window to block wind)

Question 7

3 categories of methods used to conduct functional assessments

Answer 7

1) indirect
–interviews, questionnaires

2) direct observation

3) experimental (functional analysis)
–antecedents and consequences manipulated to observe effect on problem behavior

Question 8

indirect method

Answer 8

a.k.a. informant assessment methods
–informant (client, etc.) gives info in response to questions

-pros: easy to conduct, don’t take much time
-cons: rely on memory, incorrect info as a result of forgetting or bias

-most common, should describe enviro. events objectively w/o inferences or interpretation

Question 9

goal of behavioral interview

Answer 9

generate info. on problem behaviors, antecedents, consequences, and other variables

-permit one to form a hypothesis about the controlling variables for the problem

-teaches client or informant aboutt functional assessment

Question 10

antecedent questions

Answer 10

When and where does the problem behavior occur?
-Who is present when the PB occurs?
-What events precede the PB?

-What do others say or do before the PB?
-Does the child do other behaviors before the PB?
-When, where, and with who is the PB least likely to occur?

Question 11

consequences questions

Answer 11

What happens after the problem behavior occurs?
-What do you do when the PB occurs?
-What do others do when PB occurs?

-What changes after PB occurs?
-What does the child get after the PB?
-What does the child get out of or avoid after the PB?

Question 12

categories of assessment info

Answer 12

A. Describe behaviors.
B. Define potential ecological events that may affect behaviors.
C. Define events that predict occurrences of behaviors.

D. Identify the function of undesirable behaviors. What consequences maintain the behaviors?
E. Define efficiency of undesirable behaviors.
F. Define the primary methods the person uses to communicate.

G. Identify potential reinforcers.
H. What functional alternative behaviors does the person know?
I. Give a history of undesirable behaviors and the programs attempted.

Question 13

direct observation method

Answer 13

a.k.a. ABC observation

-person conducting assessment may be exhibiting problem behavior, or person associated with client

-antecedents and consequences are observed and recorded in natural enviro. where problem behavior takes place
–exception is treatment setting

Question 14

goal of ABC observation

Answer 14

record immediate antecedents and consequences associated w/ problem behavior under normal conditions

-helpful to know in advance when problem behavior is likely to occur

-pros: record antecedents and consequences as they occur > report from memory, allows one to make a hypothesis

-cons: take more time and effort, don’t demonstrate functional relationship, but a correlation

Question 15

scatter plot

Answer 15

interval recording method to record each half hour whether behavior occurred, establishes temporal patterns in behavior

-not an ABC observation method because antecedents and consequences aren’t observed

-see time of day problem behavior occurs, if not seen, ABC observations need to be scheduled more or longer

-observer must discriminate each instance of problem behavior so they can record events before and after it

Question 16

3 ways to conduct ABC observations

Answer 16

1) descriptive
2) checklist
3) interval recording

Question 17

descriptive method

Answer 17

observer writes description of behavior and of each antecedent and consequent event each time behavior occurs

-use 3-column data sheet, method is open-ended and results in descriptions of all events contiguous to behavior

Question 18

checklist method

Answer 18

checklist with columns for possible antecedents, behaviors, and consequences

-made after problem behaviors and antecedents and consequences are identified with a check mark in relevant columns

Question 19

interval or real-time method

Answer 19

divide observation into intervals and mark data sheet at end of each one to record if behavior occurred

-record at exact time

Question 20

descriptive assessments

Answer 20

how indirect and direct functional assessment methods are categorized

-antecedents and consequences are described from memory or observation of events

-allow one to develop hypotheses about antecedents and consequences but don’t prove variables are functionally related

Question 21

functional analysis

Answer 21

enviro. events are manipulated to demonstrate a functional relationship between events and behavior

-both or either antecedent and consequence can be manipulate

Question 22

exploratory functional analysis

Answer 22

analyst may not have hypothesis about reinforcing consequence maintaining problem behavior

–explores range of possible functions for problem behavior while ruling out other functions

-3 or 4 test conditions and control
–in test conditions, EO and reinforcer is presented for problem behavior
–control presents AO and withholds reinforcers

Question 23

hypothesis-testing functional analysis

Answer 23

goal to not evaluate all functions but to confirm or disconfirm hypothesis

-one condition presents hypothesized EO and when problem behavior occurs, presents hypothesized reinforcer

-control presents hypothesized AO and doesn’t give hypothesized reinforcer

Question 24

pros and cons of using experimental methods for functional assessment

Answer 24

pros: functional analysis demonstrates functional relationship between controlling variables and problem behavior

cons: time, effort, and expertise needed to manipulate antecedents and consequences and measure change in behavior

Question 25

conducting a functional assessment

Answer 25

1) start with behavioral interview
2) make hypothesis about ABCs of problem behavior
3) conduct direct observation
4) confirm initial hypothesis
5) conduct further assessments if needed
6) conduct functional analysis if needed

Question 26

essential features of a functional analysis

Answer 26

a) have a reliable method of data collection to record behavior in different experimental conditions

b) manipulate antecedents and consequences in test and control conditions while holding other variables constant

c) repeat test and control conditions using reversal or other exp. design to demonstrate exp. control

Question 27

functional interventions

Answer 27

extinction, differential reinforcement, and antecedent control that decrease problem behaviors w/o punishment (nonaversive) by modifying antecedents and consequences that control behaviors