Selecting & Defining Target Behavior

Question 1

anecdotal observation

Answer 1

ABC observation

Descriptive

Temporally sequenced (A-B-C)

Description of behavior patterns

Full attention, 20 - 30 min

Observations only, no interpretations

Repeat over several days

Question 2

ABC recording

Answer 2

observer records a descriptive, temporally sequenced account of all behaviors of interest and the antecedent conditions and consequences in the clients natural environment

Question 3

assessment methods

Answer 3

Methods to identify and define targets for behavior change

Identify relevant factors that may inform or influence intervention

interviews, checklist, test, direct observation

Question 4

behavior checklist

Answer 4

provides descriptions of specific behaviors and the conditions under which each behavior should occur

Question 5

Behavior Definition Importance

Answer 5

Definitions required for replication

Replication required to determine usefulness of data in other situations

Necessary for research

Two Types:
Function-based
Topography-based

Question 6

behavioral assessment

Answer 6

variety of methods including direct observations, interviews, checklist and test to identify and define targets for behavior change

Question 7

behavioral cusp

Answer 7

a behavior that has consequences beyond the change itself, some of which may be considered important.

Behaviors that open person’s world to new contingencies, stimuli and consequences:
Crawling, reading

Importance determined by:
Socially valid
Generativeness
Competes with inappropriate responses
Degree that others are affected

Question 8

checklist

Answer 8

Descriptions of specific behaviors and conditions under which each should occur

Alone or with interview

Typically Likert-scale assessments

Ask about antecedents and consequences
Child Behavior Checklist
Adaptive Behavior Scale - School
Adaptive Behavior Scale - Residential and Community

Question 9

Direct assessment measures

Answer 9

Tests
Direct Observation

Data collected in real time

Question 10

direct observation

Answer 10

Direct and repeated
Natural environment
Identifies potential target behaviors
Preferred method

Question 11

ecological assesment

Answer 11

information gathered about the person adn the various environments in which that person lives and works.
-physiological conditions, physical aspects of environment, interactions with others, home environment, past reinforcement history

Question 12

ecological assessment

Answer 12

Data on individual and environment

Affecting factors:
Physical features
Interactions with others
Home
Reinforcement history

Evaluate amount of descriptive data required to address current need

Cons:
time consuming
costly
too much data

Question 13

Ethical considerations for assessment

Answer 13

Authority
Permission
Resources
Social validity

Question 14

Five Phases of Assessment

Answer 14

1. Screening
2. Defining problem or criteria for achievement
3. Pinpointing target behaviors
4. Monitoring progress
5. Following-up

Question 15

function-based definition

Answer 15

definition that designates responses as members of the targeted response class solely by their common effect on the environment

Includes all members of response class
The function of behavior is most important feature
Simpler and more concise definitions
Easier to measure accurately and reliably

When natural outcome is not within control of behavior analyst
Logistical, ethical, or safety reasons
E.g., Function of elopement is a lost child
In these cases, function-based definition by proxy
More restrictive definition that keeps behavior within control of analyst

Question 16

habilitation

Answer 16

Degree to which a person’s behavior repertoire maximizes short and long term reinforcers and minimizes short and long term punishers

Use to assess meaningfulness of behavior change

Necessary considerations:
Relevance of behavior after intervention
Necessary prerequisite skills
Increased access
Impact on behavior of others
Behavior cusp
Pivotal Behavior
(functionally significant for the client?)

Question 17

Indirect assessment measures

Answer 17

Interviews
Checklists

Based on recollection of events

Question 18

Individual Interview

Answer 18

Identify list of potential target behaviors

What and when
Avoid ‘why’

Identify primary concerns

Verified through further data collection

Direct observation

Use of questionnaires or self-monitoring

Question 19

normalization

Answer 19

use of progressivley more typical environments, expectations and procedures to establish away/ or maintain personal behaviors which are as culturally normal as possible

Age appropriateness

Philosophy of achieving greatest possible integration of people with disabilities into society

Question 20

pivotal behavior

Answer 20

a behavior that once learned, produces corresponding modifications or covariations in other adaptive untrained behaviors.

Self-initiation, joint attention

Advantages for both interventionist and client

Question 21

prioritizing behaviors

Answer 21

1. Threat to health or safety
2. Frequency
   Opportunities to use new behavior Occurrence of problem
3. Longevity
4. Potential for higher rates of
   reinforcement
5. Importance
   Skill development
   Independence
6. Reduction of negative attention
7. Reinforcement for significant others
   Social validity
   Exercise caution when considering

8. Likelihood of success
Research
Practitioner’s experience
Environmental variables
Available resources

9. Cost-benefit
   Costs include client’s time and effort

Question 22

reactivity

Answer 22

Effects of assessment on behavior being assessed

Obtrusive assessment great impact
Self-monitoring most obtrusive

To reduce reactivity:
Unobtrusive methods
Repeat observations
Take effects into account

Question 23

relevance of behavior rule

Answer 23

target behaviors should be selected only when it can determined that the behavior is likely to produce reinforcement in the person’s natural environment

Question 24

SO Interview

Answer 24

Develop behavioral descriptions
What, when, how
Avoid ‘why’

Move from general to specific

Determine participation

Question 25

social validity

Answer 25

change behaviors to an extent that a person’s life is changed in a positive and meaningful way

Consider whose behavior is being assessed and why

Unacceptable to change behavior primarily for benefit of others

To what extent will proposed change improve the person’s life?

Question 26

Standardized tests

Answer 26

Consistent administration

Compares performance to specified criteria

Norm-referenced

Limitations
Do not specify target behaviors
Do not provide direct measure of behavior
Licensing requirements (ex: psychologist only)

Question 27

target behavior

Answer 27

the specific behavior selected for change

Question 28

Target Behavior Ranking Matrix

Answer 28

Numerical rating of potential target behaviors

Increase client, parent, and staff participation

Resolve conflict

Build consensus

Question 29

topography-based definition

Answer 29

definition identifies instances of the target by the shape or form of the behavior

used when behavior analyst does not have direct, reliable, or easy access to functional outcomes
Cannot rely on function of behavior because each occurrence does not produce relevant outcome

When the relevant outcome is sometimes produced by undesirable variations of the response class
E.g., A basketball player scores with a sloppy shot from the free throw line
Definition should encompass all response forms that produce relevant outcomes