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ABA Psych 420 > Quiz 8 > Flashcards

Quiz 8 Flashcards

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1
Q

Direct Assessment

A
  • Direct observations. ABC data
  • Scatterplot
  • ABC Recording
  • Functional Analysis Observation
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2
Q

Direct Observation & Functional Assessment

A
  • Identify Triggers and Motivations for challenging behavior
  • Monitor Learner Progress
  • establish current level of behavior (baseline)
  • evaluate any change in behavior

– during environmental manipulation

– during and after intervention is applied

  • Evaluate Intervention
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3
Q

Ecological Assessment

A
  • Observe how child’s behavior changes from one situation to another
  • Identify settings where challenging behavior is

– likely to occur

– unlikely to occur

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4
Q

How do these changes in settings help?

A
  • May help identify things to incorporate into the intervention
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5
Q

Direct Observation Methods [Placeholder]

A

.

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6
Q

Anecdotal

A
  • written, impressionistic notes
  • sometime after behavior has occured
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7
Q

Running Record

A
  • long hand notes of behavior, situation, and time of occurrence
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8
Q

Systematic Observation

A
  • Consistent method of observing & recording
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9
Q

Systematic Observation General Methods [Placeholder]

A

.

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10
Q

Event-based (each & every occurrence)

A
  • Counting
  • Duration
  • Latency
  • Trial, Task Analysis, Levels of Assistance
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11
Q

Estimating (Sampling)

A

How much or how long

  • Interval Recording
  • Momentary Time Sampling
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12
Q

Scatterplot (What did it do)

A
  • Specifically defined behavior challenge
  • Touchette and colleagues
  • Partial Interval recording system
  • Patterns of behavior x time/activity
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13
Q

Scatterplot Steps [skip and refer to PowerPoint]

A

Refer to slides 17 and 18 of PowerPoint

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14
Q

Scatterplot Pros

A

Pros

  • Quick, relatively easy to complete
  • Direct observation
  • Data analysis

– relatively easy

– id time/activity/person relationship with behavior

  • Suggests times for detailed observations
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15
Q

Scatterplot Cons

A
  • Need minimal training
  • Doesn’t distinguish situations with low rate vs high rate challenging behavior

– depends on the recording technique

  • Reliability & Validity limited

– varies by person

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16
Q

Functional Assessment Observation Methods

A
  • A-B-C recording
  • Functional Assessment Direct Observation (FADO)
  • Matrix Recording
17
Q

A-B-C Recording [Placeholder]

A

.

18
Q

Event Recording

A

Event recording

  • Each antecedent, behavior & consequence
  • in sequence, they occur
  • time of occurrence
  • situation (Setting Events) where the behavior occurred
19
Q

ID

A
  • triggers & motivation itself

–OR

  • Select specific antecedents, consequences, & setting events for use in FADO
  • Time-consuming to analyze
20
Q

Environmental Manipulation (Functional Analysis)

A
  • Changing suspected establishing operations, antecedents, or consequences

– systematically (consistently) change only 2 of these

– over several days (3-5 days)

  • observe any change in challenging behavior

Procedures

  • Need to have a baseline of the behavior before the change
  • Confirm or disconfirm hypothesis
21
Q

Establishing Operation (EO)

A

A motivating operation that increases the value of a reinforcer and increases the frequency of behavior that provides access to the reinforcer

22
Q

Environmental Manipulation (Functional Analysis) Assessments

A

Functional Analysis

  • “behavioral allergy test”
  • added to direct observation & indirect assessment

Change suspected

  • Setting events, triggers, or consequences
  • observe if & how these changes influence challenging behavior
23
Q

Functional Analysis

A
  • Yields a clear demonstration of the variables that relate to the occurrence of problem behavior
  • Serves as the standard to which all other forms of FBA are evaluated
  • Enables the development of effective reinforcement-based treatment
24
Q

Probable Functions of Behavior

A
  • Almost 60% of behaviors appear to serve either attention or escape functions
  • Only 15% of behaviors appear to serve multiple functions*
  • Parsimony!
  • Multiple functions appear to be rare (but are very frequently reported with indirect and descriptive analyses
25
Q

Parsimony [Personal can skip]

A

The principle that the simplest explanation of an event or observation is the preferred explanation.

26
Q

Typical Functional Analysis Conditions

A
  • Contingent Attention
  • Contingent Escape
  • Alone
  • Control (e.g., “free play”)
  • These are presented one at a time until a pattern of problem behavior emerges
27
Q

Typical Functional Analysis: Attention Condition

A
  • Student is given access to low-moderate preferred activity
  • While in the same room, ignore all non-target behavior
  • When target behavior occurs, provide attention for ~5 seconds, then turn away
28
Q

Typical Functional Analysis: Escape Condition

A
  • Student is presented a non-preferred task
  • Provide instruction to complete task
  • If student does not complete task, prompt to complete, then present next task
  • When target behavior occurs, remove task for 30 seconds, then re-present task
29
Q

Typical Functional Analysis: Tangible (Control) Condition

A
  • Student is given free access to variety of preferred activities
  • The preferred activity/toy is removed
  • Some toys are still available, receiving adult attention
  • When target behavior occurs, the preferred activity is returned to the individual
29
Q

Typical Functional Analysis: Alone

A
  • Student is left in room alone with no materials and asked to wait
  • Observe student via a 2-way mirror or video feed
  • Track levels of target behavior – no response
30
Q

Typical Functional Analysis: Control Condition

A
  • Student is given free access to a variety of preferred items
  • No demands are placed on student, including social (don’t ask conversational questions)
  • Provide attention every 30 seconds (comment, praise, etc.)
31
Q

Typical Functional Analysis Procedure

A
  • Each session is 10 minutes
  • Present one condition, track the behavior during the session
  • Take a 5-minute break between sessions
  • Alternate conditions (Attention, Escape, Control, Automatic)
  • Randomize order of conditions presented to control for sequencing effects
  • Conditions that elicit target behavior rates higher the control condition indicate the function of behavior
32
Q

Environmental Manipulation Issues

A

Behaviors

  • Not dangerous; occur at predictable times or situations; risk/benefit analysis

When

  • After all other Functional Assessment methods

Other Issues

  • 1 behavior, 1 environmental condition at a time
  • Keep other conditions as constant as possible
33
Q

When to Use Environmental Manipulation (Functional Analysis)

A

After other functional assessment

  • Function not apparent from this information

Most useful with behaviors that

  • aren’t dangerous or life-threatening
  • occur frequently, at predictable times

Interventionist (teacher consultant)

  • is trained; has resources to ensure safety
34
Q

Pros of Environmental Manipulation (Functional Analysis)

A
  • Clear evaluation of behavior function
  • Identify specific events that trigger or maintain behavior
  • Identify multiple functions
  • Eliminate unimportant variables
35
Q

Cons of Environmental Manipulation (Functional Analysis)

A
  • May provoke harmful or disruptive behavior
  • Time-consuming effort, attention, conflict with serving other students
  • Initial manipulation may fail

ABA Psych 420 (11 decks)

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