Test 3 CH 7-9 Flashcards
Common Behavioral Functions
Social-positive reinforcement
social-negative reinforcement
automatic reinforcement
Types of functional assessment
rating scales
structured or semi-structured interviews
direct observation that may manipulate antecedents or consequences (FA)
Functional analysis
attention
escape
alone
play
common functions in FA studies
social negative, but cannot be generalized because severe enough to merit study
functional behavioral phenotype
individuals with similar diagnoses may be more likely to have the same function for similar behavior. May facilitate educated hypotheses” when FA not possible
Functions for Pops with ASD vs not
ASD had slightly less Escape, attention, auto, but more tangible
Vocal Stereotypy Function
mostly automatic reinforcement
Other Speech Disturbances (PL, bizarre speech) Function
attention mostly
mands, rituals and destructive behavior function
mostly access to tangible or to get compliance with requests
Motor stereotypy function
mostly automatic, but sometimes social positive
do dont studies
see if interruption of activities causes problem behavior. Problem behavior may be caused by interrupting stereotypy and ritualistic behavior
questions for future studies
are problem behaviors related to change in routine more common in autism?
is self restraint ritualistic?
is escape related to task or social interaction?
more fine grained analysis?
non-preffered sensory stimuli in program stimuli = problem behavior?
FA for high finctioning individuals?
can FA be used to find low rates of beh that are supposed to be higher?
hierarchical learning
crawl before walk, babble before talk
behavioral cusp
an acquired behavior marking the beginning of a change in skill; it has consequences beyond the change itself
cusp importance
Rosales-Ruiz and Behr
extent of newly enabled behavior change
exposure to subsequent cusps
others opinion on importance
a priori cusp definition
Borsch and Fuqua
presents access to new reinforcers, contingencies or environments;facilitates later learning; interfering with or replacing inappropriate behavior; significant impact on those who control reinforcers and punishers; meets demand of social community
cusp assessment
some tests have been published, but for some cusps systematic direct observation is required
Behavioral cusps relevant to children with autism
voices as conditioned reinforcers compliance (IC) Auditory matching of words naming Mutual exclusivity bias vocal imitation motor imitation observational learning transfer across verbal operants Joint attention Social Initiations behaviors that interfere with learning (negative cusp)
Translational research
the process of applying ideas, insights, and discoveries generated through basic scientific inquiry to the treatment or prevention of human disease
Translational behavior analysis (VS applied)
groups vs individuals
validation of principles & methods vs benefit to clients
immediate, medium and long term vs immediate
lab vs clinic/home/school
basic & clinical journals, clinical journals
research grant funding vs clinical revenue
examples of translational behavior analysis
relational learning (IDMTS) Stimulus overselectivity (MTS differentiating observing response) behavioral persistance (momentum)
animal modelling
capuchin monkeys similar behavior to individuals with ASD, advantages = no time constraints or competing teaching, less consequence, less ethical consideration
