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Study notes > section 4 > Flashcards

section 4 Flashcards

1
Q

4 phases of intervention

A

A PIE

Assessment

Planning

Implementation

Evaluation

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2
Q

Assessment

A

Aka- functional behavior assessment

A systematic method for obtaining information about the function challenging behaviors serve for an individual

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3
Q

5 phases of assessment

A

Screening and general deposition

Defining and quantifying problems or desired achievement criteria

Pinpointing target behaviors to be treated

Monitoring progress

Following up

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4
Q

Indirect measures

A

Interviews
Checklists

Not as reliable as direct descriptive methods

Should only be used as a supplement to other FBA methods

Starts the hypotheses development process

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5
Q

Direct measures

A

Preferred choice

Tests

Direct observations

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6
Q

4 ways to acquire information for assessment

A

COIT
Come on, it’s theory

Checklists
Observation
Interviews
Tests

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7
Q

Anecdotal observation

A

Aka ABC recording
Basic form of direct observation

Carry out over several days so reactivity effects can decrease

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8
Q

Review records and data when??

A

At the outset of the case- this is part of indirect data

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9
Q

Rule out what first??

A

Medical causes for problem behavior- refer them to undergo medial evaluation

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10
Q

Conduct a ??????? in order to if the referral problem??

A

Preliminary assessment

And ask yourself
Does the individual pose a danger to self or others??

Does the behavior affect the clients well being??

Does the behavior prevent the individual from accessing less restrictive environments in various settings??

How does the behavior compare to same aged typically developing peers??

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11
Q

Explain behavioral concepts using ?????!!!

A

Non- technical language

Don’t use mentalistic language either

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12
Q

You should collaborate with???

A

Others who support and/or provide services to ones client

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13
Q

Select intervention strategies based on????

A

Environmental and resource constraints

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14
Q

Identify and make environmental changes that?????

A

Reduce the need for behavioral analysis

Change the environment if that causes issues

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15
Q

Ecological assessment

A

Gathering information about the individual in various settings that they live, work in

Physiological conditions, physical settings. Home environment

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16
Q

Reactivity

A

Effects of the assessment process - they react to your presence,

You should be unobtrusive as possible

Repeat observations until reactivity effects subside

Take reactivity into account when interpreting your data

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17
Q

Assessing social significance of potential target behaviors

A

To what extent will the proposed change improve the persons life?

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18
Q

Habilitation

A

Aka adjustment

Assesses meaningfulness of Change

Short and long term reinforcers are maximized and short and long term punishers are minimized

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19
Q

10 questions you can ask yourself when evaluating the habilitation/social significance of target behavior

A

Is this behavior likely to produce reinforcement in the clients natural environment after interventions ends

Is this behavior a prerequisite for a more complex functional skill

Will this behavior increase the clients access to environments

Will changing this behavior predispose others to interact with the client in a more supportive manner

Is this behavior a pivotal behavior or a behavior cusp

Is this an age appropriate behavior

If the behavior is reduced/eliminates has a replacement behavior been selected

Does this behavior represent the actual goal or is it indirectly related

Is this just talk or is it real behavior of interest

If the goal itself is not a specific behavior will this behavior help achieve it

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20
Q

Normalization

A

Aka mainstreaming

Be physically abs socially integrated into mainstream society regardless of the degree or type of disability

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21
Q

Behavior cusps

A

Behaviors that open a persons world to new contingencies

Example
Reading

Crawling is a cusp because it enables the infant to contact new environments

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22
Q

Pivotal behaviors

A

A behavior that once learned produces corresponding modifications or covariations in other adaptive untrained behaviors

So critical that once you learn it it will lead to more complex behaviors

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23
Q

Generative learning

A

Aka derived relations

Enhancing comprehension of new material due to previous learning

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24
Q

4 functions of problem behavior

A

SEAT

Sensory
Escape
Attention
Tangible

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25
Q

Default technologies

A

Coercive punishment based interventions often selected arbitrarily

Ex. Go to your room

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26
Q

Functional analysis

A

Aka FA
Experimental analysis
Analogue assessment

Only FBA method that allows us to confirm hypothesis regarding functional relations between behaviors and environmental events

Antecedents abs consequences are arranged r
So that their separate effects on behavior can be observed

27
Q

2 types of functional analysis

A

Extended functional analysis

Brief functional analysis

28
Q

4 typical original conditions of functional analysis

A

3 test conditions and 1 control

Contingent attention
Contingent escape
Alone
Control (play condition)

5th condition is tangible but only used if this is suspected

29
Q

Contingent attention condition

A

Tests for Positive reinforcement

Attention is given and removed to establish the MO

30
Q

Contingent escape condition

A

Tests for negative reinforcement

Client is given non preferred demands repeatedly to establish the MO

31
Q

Along condition

A

Tests automatic reinforcement

Client remains in room without demands and with no social interaction - if behavior occurs no consequence is given

32
Q

Spider web graph results

What does it mean

A

Inconclusive results or automatic reinforcement

33
Q

Play condition

A

Aka Control

Tests for automatic reinforcement and serves as a control condition

Leisure materials are freely available while attention is given on average every 30 secs

34
Q

Tangible condition

A

Client is given access to highly preferred items and/or activities for a set amount of time and then they are taken back.

When removed you establish the MO for tangible items

35
Q

Brief functional analysis

A

Conducting FA in short period of time

Using attention, escape, alone and play and run each for 10 mins

36
Q

Direct descriptive FBA

A

Aka
Descriptive assessment
Direct assessment

Direct observation of problem behavior under natural conditions

37
Q

3 data collection methods for FBAs

A

ABC continuous recording

ABC narrative recording

Scatter plot

38
Q

ABC continuous recording

A

Recorded occurrences of targeted problem behaviors abs selected environmental events within the natural routine during a specified period of time

Recorded for a minimum of 20-30 mins

39
Q

Conditional probability

A

Probability that a target behavior will occur in a specific circumstances

Taken from ABC data

Reported in decimal form - closer to 1 the more convincing your hypothesis becomes

Formula

of behaviors preceded by a specific antecedent and/or followed by a specific consequences / total # of behaviors

40
Q

ABC narrative recording

A

AKAs
Sequence analysis
ABC descriptive narrative data

Data collected only when behaviors of interest are being observed

Recording is open ended

May yield false positives because data are collected only when behavior occurs

41
Q

Scatter plot

A

Aka
Pattern analysis

Procedure for recording the extent to which a target behaviors occurs more often at particular times than others

Analyze patterns to identify temporal distributions of behavior and events that occur at that time

Divide day into blocks of time - for each time period enter a symbol to indicate whether problem behavior occurred a lot or not at all

42
Q

Indirect FBA

A

Identify potential events in the natural setting that correlate with the challenging behavior

Using rating scales, checklists, structured interviews

43
Q

Functional equivalence

A

Aka functionally equivalent behaviors

Your intervention must match the function of the behavior

Ex. Of tantrum is for tangibles, theN provide access to tangibles for more appropriate behavior

44
Q

3 characteristics of good operational definitions

A

OCC

Objective - refer only to the observable

Clear - readable and unambiguous

Complete - boundaries of a definition

45
Q

Social validity

A

Is the persons life changed in a positive meaningful way??

3 factors

Social significance of goals
Social appropriateness of the procedures
Social importance of the effects

46
Q

2 procedures for identifying effective reinforcers

A

Stimulus preference Assessment

Reinforcer assessment

47
Q

Stimulus preference assessment

A

Identifies stimuli that are likely to function as reinforcers

A preference value of stimuli and conditions under which those preference values change when take demands, deprivation states. Or schedules of reinforcement change

48
Q

3 basic methods of stimulus preference assessment

A

Asking about stimulus preferences

Free operant observation

Trial based methods

49
Q

Asking about stimulus preference

A

Ask the target person
Open ended questions
Choice- what would you like to work for?
Ranking objects on a list

50
Q

Free operant observation

A

Recording what activity a person engages in when they can choose during a period of unrestricted access

51
Q

Contrived free operant observation

A

Practitioner fills environment with a variety of items the person may like

52
Q

Naturalistic free operant

A

Conducted in learners everyday environment as unobtrusively as possible

53
Q

3 ways to measure learners behavior

A

ACE

Approach - movement toward the stimulus

Contact- touching or holding the stimulus

Engagement - total time or percentage of intervals in which they interact with the stimulus

54
Q

3 trial based methods

A

PMS

Paired stimulus
Multiple stimulus
Single stimulus

55
Q

Paired stimulus

A

Aka forced choice

Presentation of 2 stimuli

Record which one they choose

Every pair of stimuli must be presented in order to rank them high, medium, and low

56
Q

Multiple

Stimulus

A

Array of 3 or more stimulus

Reduces assessment time

Multiple stimuli with replacement
Multiple stimuli without replacement

57
Q

Single stimulus

A

Aka successive choice

Give one item at a time and record their reaction

58
Q

Reinforcer assessment

A

Used to determine the relative effects of a given stimulus as reinforcement under different and changing conditions and to assess the comparative effectiveness of multiple stimuli as reinforcers for a given behavior under certain conditions

59
Q

Concurrent schedule reinforcer assessment

A

Pits 2 stimuli against each other to see which will produce the larger increase in responding when presented as a consequence for responding

Think matching law

60
Q

Multiple schedule reinforcer assessment

A

Presents 2 or more component schedules of reinforcement for a single response with only one component schedule in effect at any given time

61
Q

Progressive ratio schedule reinforcer assessment

A

Provides a framework for assessing the relative effectiveness of a stimulus as reinforcer as response requirements increase

Increased systematically over time independent of the participants behavior

After 1st response, then after 2nd, then after 3rd, etc until breaking point

62
Q

Identifying potential punishers

A

Punishers are transitory

What is punishing for one person may not be for another

63
Q

Punisher assessments

A

Similar to reinforcer assessments

We want to use the smallest intensity of the punisher but that is still effective

Measures negative verbalizations, avoidance movements, escape attempts

Study notes (10 decks)

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