section 4-assessment Flashcards
1
Q
4 phases of intervention
A
A PIE
- assessment
- planning
- implementation
- evaluation
2
Q
assessment
A
- a SYSTEMATIC method for obtaining info abt the FUNCTION challenging Bx serve for an individual
- allow us to make EMPIRICAL-based HYPOTHESES for WHY Bx occur
- a variety of method to identify targets for B change: direct observations, interviews, checklists, tests
- discovers: resources, assets, sig. others, competing contingencies, maintenance & generalization factors, potential R/P
the shape of assessment is funnel 漏斗: with a broad scope that narrows focus as you conduct the assessment process
3
Q
purpose of assessment
A
- identify & define targets for B change
- guide us to create effective & +ve interventions
4
Q
ethics for assessment
A
- SOCIALLY SIGNIFICANT + PRIORITIZE Bx –> choose the RIGHT Bx for assessment
- be skilled at conduct assessment
- only accept client whose B problems or requested service are commensurate with your education, training, experience
5
Q
5 phases of assessment
A
- screening & general deposition
- defining & qualifying problems or desired achievement criteria
- pinpoint target Bx
- monitoring process
- follow up
6
Q
pre-assessment considerations
A
- *ethics**
- BEFORE conduct an assessment, must ask criteria question: who has the authority, permission, resources, skills to complete an assessment & intervene with the B
e. g. a BA do NOT have the authority to intervene in a kid on the street!! - BEFORE implementing assessment: should obtain the client’s or client surrogate’s WRITTEN approval of the assessment procedure
7
Q
indirect assessment measures
A
- data obtained from recollections, reconstructions, SUBJECTIVE ratings of events
- interviews
- checklists
- NOT as reliable as direct assessment
- should ONLY be used as SUPPLEMENT to other FBA methods
- start the hypotheses development process
8
Q
direct assessment measures
A
- provide info abt a person’s B AS IT OCCURS
- PREFERRED choice over indirect measures
- tests
- direct observations
9
Q
4 ways of acquire info for assessment
A
COIT
- behavioral checklist
- observations
- interviews
- tests
10
Q
- behavioral checklist
A
- likert scales
- alone / with interviews & rating scales
- ask abt ANTECEDENTS & CONSEQUENCES of the target Bx
- published checklist:
*CBCL: child behavior checklist: teacher, parent, child report forms (age 5-18) [Achenbach & Edelbrock, 1991]- ABS-S: adaptive behavior scale-school: assess children’s adaptive behavior [Lambert, Nihira, Leland 1993]
- ABS-RC: ABS-residential & community
[Lambert, Nihira, Leland 1993]
11
Q
- observations
A
- direct & repeated in the NATURAL environment
- identify potential target Bx
- PREFERRED method
- ANECDOTAL observation / ABC recording: basic form of direct observation
- temporally sequenced description of B patterns
- requires TOTAL attention of observer for at least 20-30 mins CONTINUOUSLY
- NOT good option for class teacher coz they have other things to do & can’t commit full attention to data
- do NOT write interpretations, only what is observable & measurable
- carry out for several days to decrease REACTIVE EFFECTS
12
Q
- interviews
structured behavioral interviews
A
- 1st step to identifying list of Bx that can be used later in direct observation
2 sources of interviews
a. the individual:
- ask what, when etc. questions but NOT why
- identify PRIMARY concerns of the INDIVIDUAL
- can give the individual questionnaires / have them record self-monitoring data
b. significant others:
- e.g parents, etc
- good way to assess the individual’s sig. others in your INTERVENTION plan
13
Q
- tests
standard test
A
- published standardized tests, e.g. ABLLS
- CONSISTENT administration: same questions & tasks are presented in a specified way & same scoring criteria & procedure are used EACH time
- most standardized test do NOT work well with FBA coz results are NOT directly translated into target Bx
e. g. a standardized test shows a 4th grader performs at 3rd grade level. it can NOT tell what academic skills he mastered / what he needs help - LICENSIGN requirement: only a licensed psychologist can administrate some intelligence tests
14
Q
review records & data at the outset/beginning of the case
A
- ALL records & available data (e.g. data from previous school/agency)
- part of INDIRECT FBA
15
Q
consider biological / medical variables may affect the client
A
ethics: RULE OUT medical causes for problem Bx–> should recommend seeking medical consultation if there’s a reasonable possibility the B results from a medication side effect / biological cause
- refer client to undergo medical evaluation
- if bio/medical variables are affecting the B, there may be NO need for behavior analytic services
- if NO bio/medical effects, there MAY be a need for behavior analytics
16
Q
preliminary assessment to identify referral problem
A
- if NO identified medical/bio causes & there’s a need for intervention: conduct an INDIRECT assessment to start the identification & hypothesis process
- gather info indirectly: interview, rating scales, screening forms, etc
- during a preliminary assessment, ask: if there’s a need for intervention:
- does the person’s B pose a DANDER to self/others?
- does the B affect one’s WELL-BEING?
- does the B prevent the person from accessing LESS RESTRICTIVE environments: separated from same-aged peers, in danger of losing placement?
- how does the B compare to same-aged typically developing peers?
17
Q
explain behavioral concepts in NON-TECHNICAL language
A
- *ethics**
- use language that is FULLY understandable to the recipient of the service
- avoid using complicated technical behavioral analytical language
- do NOT use mentalistic language (e.g. think, feel)
18
Q
describe & explain B (private & public events) in behavioral analytic terms
NON-mentalism (hypothetical & unobserved)
A
- do NOT discuss problems in mentalism terms –> coz this does NOT offer a solution
e. g. he is aggressive coz he has ASD.
19
Q
collaborate with others
A
- *ethics**
- collaborate with MEDIATORS: ppl who will be implementing the plan & who support the client
- BA’s role to INITIATE & MAINTAIN the collaboration –> mediators will consistently & correctly implement BA’s plan
20
Q
select intervention strategies based on environmental & resources constrains
A
- *ethics**
- BA gets to know the physical, materials, human resources in the family/organization where the B changes are to occur
- learn the values & concerns of key stakeholders
- look to see what adjustments might be required in the system to monitor, encourage & sustain/maintain the kinds of changes
- if resources are NOT available, must adjust our goals/methods
21
Q
identify & make environmental changes that reduce the need for behavior analysis services
A
- *ethics**
- environment/ecology: physical settings + ppl in the environment
- change ecology / how others engage with the client –> B changes
- identify during INDIRECT FBA: environmental variables that may trigger or reinforce the B
- seek to ELIMINATE the environmental constraints or identify the obstacles in WRITING, if they hamper implementation of the B analytic program
22
Q
ecological assessment
physical environment + ppl
A
- a great deal of info abt the individual & settings where one lives & works
- physiological conditions, physical settings, interactions with others, home environment, etc
- creates DESCRIPTIVE data
- costly in times & money etc
- should know when it’s appropriate to use
23
Q
reactivity
A
- the effects of the assessment process on the B being assessed
- reactivity most likely when observations are OBTRUSIVE/obvious to the individual
- self-monitor: most obtrusive data collection method
- reactive effects are usually temporary
- reduce reactivity:
- as unobtrusive/unobviously as possible
- repeat observations until reactive effects subside/decrease
- take reactivity effects into account when interpreting data
24
Q
assess social sig. of potential target Bx
A
“ethics”
- consider WHOES B is being assessed and why
- ask: to what extent the proposed change improve the person’s life
- NOT ok to change B for benefits of others, e.g. be still, be quiet
- NOT ok to change B coz you want to, e.g. teach cursive 草书 to one who can’t read
25
Q
habilitation
adjustment
A
- assess the meaningfulness of change
- is the change really useful to the CLIENT?
- habilitation occurs when a person’s repertoire has been changed such that short & long term Rs are max., short & long term Ps are min.
- assess if the target Bx you might change in a client will be habilitative for the client
26
Q
10 questions to ask when evaluating habilitation/social sig. of target Bx
A
- relevance of B rule: is the B likely to produce R in the client’s NATURAL environment after intervention ENDS?
- is the B a prerequisite for a more complex functional skill?
- will the B increase the client’s access to environments?
- access Bx: producing indirect benefits to clients
e. g. teach SENs to stay in seat, interact politely with others–> expect to increase acceptance in general education classroom
- access Bx: producing indirect benefits to clients
- will change this B predispose/influence others to interact with the client in a more supportive manner?
- is the B a pivotal B (access to untrained Bx) or a behavioral cusp (access to new environment/Rs)?
- is it an age-appropriate B?
- if the B is to be reduced/eliminated from one’s repertoire, has an adaptive & FUNCTIONAL B been selected to replace it?
- constructional approach: to build/construct replacement Bx when a target B is removed
- eliminative approach: gets rid of target Bx without construct anything in replacement
- does the B represent the actual goal or only indirectly related?
e. g. increase on-task B –> increase work output (actual goal) - is it just talk or the real B of interest? BA actually changes Bx
- if the goal is not a specific B, will this B help to achieve it?
- sometimes target changes are NOT B, but the result of the PRODUCT of certain Bx
- target on most directly & functionally related behaviors
e. g. losing weight is NOT B, but reduced food consumption, increase exercise are Bx.
e. g. earning good grade is NOT B, but studying is B
27
Q
normalization
mainstreaming
A
- the belief/goal that ppl with disabilities should be physically & socially integrated into MAINSTREAM society regardless of the degree/type of disability to the MAX extent possible
- use progressively more typical settings & procedures to establish personal B that are as CULTURALLY NORMAL as possible
28
Q
behavior cusp
Rosales-Ruiz & Baer
A
- B that has consequences beyond the change itself
- expose the person’s repertoire to new environments: new Rs/Ps, new contingencies, new responses, new stimulus controls, new communities of maintaining / destructive contingencies –> one’s repertoire expands
- cusps NOT same as prerequisite/component Bx
e.g. crawling is a cusp: enable to access new environment/Rs/contingencies
component Bx of crawling: specific arms, head, legs movements - select B cusps as goals for intervention to make learning more EFFICIENT
e. g. reading, general imitation
29
Q
pivotal Bx
Koegel & Koegel, US Santa Barbara
A
- a B once learned that produces corresponding modifications or covariations in OTHER adaptive UNTRAINED Bx
- once learned a pivotal B–> lead to more complex Bx
e. g. teach ASD child to self-initiate (i.e. approach others): pivotal for the emergence of UNTRAINED Bx/response classes: asking questions, increased production & diversity of talking
e. g. joint attention - teach pivotal Bx reduces intervention times
- pivotal response training (PRT): focus on more comprehensive pivotal areas: increase one’s motivation to learn, initiate communication, monitor one’s own Bx.
PRT emphasis/focuses on motivation
30
Q
B cusps vs. pivotal Bx
A
similarities
- both are Bx BA wants to teach 1st to clients –> upon which other Bx can be built
- select B cusps & pivotal Bx when creating intervention goals
differences
- B cusps are more abt accessing new environments & contingencies
- pivotal Bx are more abt experiencing changes in UNTRAINED Bx
31
Q
generative learning
derived relations
A
- enhancing comprehension of NEW materials due to PREVIOUS learning
- achieve by teaching material to ensure the client is FLUENT with it, & by teaching B cusps & pivotal Bx
32
Q
prioritize target Bx
A
- *ethics**
1. threat to the health/safety of client or others
2. frequency- opportunities to use/maintain new Bx in the natural environment
- occurrence of problem
- longevity of problem: chronic problem comes before new one
- potential for HIGHER are of R
- relative importance of the target B to FUTURE skill development & independent functioning
- reduction of NEGATIVE ATTENTION from others
e. g. idiosyncratic public displays / mannerisms - R for sig. others
- likelihood of success: some Bx are harder to change
- cost-benefit ratio: include time & effort. low-cost & high benefit
Developing & using a target behavior ranking matrix
- 0 - 4: no value - maximum value
- Weight some of the variables differentially
E.g. senior citizen: immediate benefit
Secondary students: relevance to future skill development & independent functioning
- Conflicting goals: obtain client, parent, practitioners in the goal determination process
33
Q
4 functions of problem Bx
A
SEAT
- sensory (automatic R)
- escape
- attention
- tangible
34
Q
default technologies
A
- coercive 强制的, punishment-based interventions often selected arbitrarily
e. g. go to your room! - conduct FBAs decreases reliance on default technologies
