Quiz 12 (Ch. 13) Flashcards
functional assessment
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
4 classes of reinforcing consequences or functions of problem behaviors
1) social pos. reinforcement
2) social neg. reinforcement
3 automatic pos. reinforcement
4) automatic neg. reinforcement
social pos. reinforcement
given by other person after target behavior -> increase behavior’s likelihood
-attention, access to activities, or tangibles
social neg. reinforcement
other person terminates aversive interaction, task, or activity after occurrence of target behavior -> increase behavior’s likelihood
automatic pos. reinforcement
occurs as automatic consequence of behavior
-when behavior produces pos. reinforcement automatically -> strengthens behavior
(i.e. get drink -> quench thirst)
automatic neg. reinforcement
target behavior automatically reduces or eliminates aversive stimulus as consequence of behavior -> strengthens behavior
(i.e. close window to block wind)
3 categories of methods used to conduct functional assessments
1) indirect
–interviews, questionnaires
2) direct observation
3) experimental (functional analysis)
–antecedents and consequences manipulated to observe effect on problem behavior
indirect method
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
goal of behavioral interview
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
antecedent questions
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?
consequences questions
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?
categories of assessment info
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.
direct observation method
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
goal of ABC observation
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
scatter plot
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
3 ways to conduct ABC observations
1) descriptive
2) checklist
3) interval recording
descriptive method
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
checklist method
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
interval or real-time method
divide observation into intervals and mark data sheet at end of each one to record if behavior occurred
-record at exact time
descriptive assessments
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
functional analysis
enviro. events are manipulated to demonstrate a functional relationship between events and behavior
-both or either antecedent and consequence can be manipulate
exploratory functional analysis
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
hypothesis-testing functional analysis
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
pros and cons of using experimental methods for functional assessment
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
conducting a functional assessment
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
essential features of a functional analysis
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
functional interventions
extinction, differential reinforcement, and antecedent control that decrease problem behaviors w/o punishment (nonaversive) by modifying antecedents and consequences that control behaviors
