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cpsy > Test 4 > Flashcards

Test 4 Flashcards

1
Q

What is behaviour?

A

what humans do, it involves activity. Some of the activity is public some private.

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2
Q

What is meant by representation?

A

representation of thinking - writing/speaking

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3
Q

What are constructs?

A

categories that are composed

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4
Q

What is a sample?

A

bx is usually a sample of a larger class of functionally similar behaviour.

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5
Q

What is meant by functional similarity?

A

has the same function

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6
Q

What is meant by topographical similarity?

A

looks similar

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7
Q

What is meant by social significance?

A

is important to society

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8
Q

What is meant by social validation?

A

technical process. judgement about the importance of the behaviour by the social communities that are more knowledgable or affected by it.

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9
Q

What are social comparisons?

A

comparisons are drawn between the bx of target individuals and levels of that bx sample from larger groups.
eg teaching kids to the normal levels/ts example

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10
Q

What are surveys of social opinion?

A

survey the average opinion on a bx.

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11
Q

What is clinical significance?

A

cs bx is one that deviates from established normative levels and results in some form of impairment
ss/ss

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12
Q

What is meant by organizational significance?

A

how group/ind behaviour plays in the health and well being of organizations

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13
Q

What is meant by personal significance?

A

how they matter to the individual

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14
Q

What are the four considerations in the selection of behaviour for an assessment?

A
  • social significance
  • clinical significance
  • organizational significance
  • personal significance
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15
Q

What is latency?

A

time based. time elapsed from the onset of an event and the emission of a response.

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16
Q

What is duration

A

length of time a response continues

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17
Q

What is countability?

A

repetition throughout time. counting the instances of responses.
often used with a temporal dimension.

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18
Q

What is frequency?

A

total instance of the behaviour

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19
Q

What is rate?

A

count divided by unit of time

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20
Q

How is count different that frequency/rate

A

.f equals total, vs rate is total divided by a time unit

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21
Q

What is IRT time?

A

inter response time. interval btwn responses

-eg record urine accidents at night

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22
Q

What is interval recording

A

instances of target behaviour are observed within an established block of time . the block is divided into short intervals. ind are observed for the entire time and recorded if the bx did or did not occur.

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23
Q

What are behaviour products?

A

are a sign of the bx that produced them and observable by other people
e.g hair pulling (bx) bald spot (products)

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24
Q

What are two conditions that define a behavioural product?

A
  • products are functionally related to the bx that. produced them
  • the bxs of which the products are a sign are observable by other people.
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25
Q

What are behavioural rating scales?

A

measurement scares. two types
1-collect direct observations
2-collect indirect and direct observations usually distal.

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26
Q

How are behavioural rating scales utilized direct measures?

A

.primary measure - measure bx directly with a time series
can be used for repeated measures
-tast analysis
multiple behaviours (incident reports)

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27
Q

How are behavioural rating scales utilized as supplemental measures?

A

.supplemental

  • often nomothetic instruments with well established psychometrics
  • scores are uses to indicate an unobservable condition (e.g depression).
  • cant. be used with repeated measures.
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28
Q

What is meant by self report?

A

.person asked to record their own feelings/behaviour etc.

-validity is suspect

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29
Q

What are the major drawbacks in utilizing self reports?

A

.validity cannot be established biases with reporter
reliability
reactive (being watched)

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30
Q

What are some potential advantages of using self report measures?

A

.accessibility - cant observe by other people
e.g. pain can tell us where.
private events
eg anxiety or depression
characteristics
1-repeated administrations
2-should provide info about the target bus
3-should be sensitive enough to detect minor changes in bx
4-protect against biases
5-meet min standards for reliability and validity

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31
Q

What are physiological measures used to support observable behaviour?

A

Support observations of observable behaviors
Support observations of behaviors not readily observable

.most common EEG,EMG,EDA, HR
e.g biofeedback
.

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32
Q

How are physiological measures used to support measures of behaviour that are not readily observable?

A

can help diagnose, inform/enhance treatment, and yield data on outcomes

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33
Q

What is a contrived setting?

A

deliberately modifying the setting

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34
Q

What is a naturalistic setting?

A

using the natural setting

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35
Q

What is meant by continuum of contrivance?

A

Minimum – in naturalistic setting
Moderate – in naturalistic, observational methods contrived
Major – contrived settings, contrived observational
Maximal – contrived settings, contrived observational that are unique to the assessment

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36
Q

What is the major advantage of minimally contrived methods?

A

.less influence on subjects behaviour. max sample of natural bx

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37
Q

What is the major disadvantage of minimally contrived methods?

A

reduction of control .

e.g. not safe for observing dangerous behaviours ie pica/aggression

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38
Q

What is an operationalized definition?

A

.they involve a clear, very precise and detailed description of what is to be observed and recorded.

39
Q

What is a functional definition?

A

.definition includes intentions which cannot be reliably observed

40
Q

What is a topographical definition?

A

.physical description of what the response looks like

41
Q

Why is it necessary to train observers?

A

they need to know what they are recording, how etc. definitions of behaviour and how to use recording equipment

42
Q

What is meant by reliability?

A

.stability of methods used to obtain the data

43
Q

What is meant by validity?

A

.the extent to which the data represent the phenomenon being observed

44
Q

What is IOA?

A

inter-observer agreement

45
Q

What percent of observations should IOA be calculated?

A

.15-25% of sessions

46
Q

How do you calculate IOA for frequency data

A

.divide the smaller frequency by the larger and multiply by 100

47
Q

How do you calculate IOA for interval recording?

A

interval agreement is divides by total intervals and multiplied by 100

48
Q

What is meant by behavioural function

A

.that bx occurs as a function of environmental tax circumstances state yes, and the most determination circumstances involve contingent consequences.

49
Q

What are the four general functional categories of consequences

A

.automatic
escape
social
tangible

50
Q

Why do yo perform a functional analysis?

A

.to determine the functional relationship between key bx and their consequences. these findings are used to create treatments

51
Q

What are ABCs?

A

out comes of bx .

of the different parts of bx

52
Q

D why

A
  • reducing disruption doesn’t increase academic performance.

- disruption is defined differently in every class

53
Q

D goal

A

strengthen the students’ academic skills and observe the concurrent effects on disruptive behaviour

54
Q

D method

A

-5th grade, 38 kids. teachers ranked ordered. Same 5 boys ranked the most disruptive and selected as the targets.
-classroom added and extra teacher, then requested help as it wasn’t getting better
-normal activities continued, teachers delivered procedure with a grad assistants
-

55
Q

D response definition

A

1- out of seat without permission
-talking out
-engaging in any motor behaviour that interfered with another students studying
all other bx non disruptive

56
Q

D academic behaviour

A

-reading performance was defined as the % of CR. in daily performance sessions
-15m and immediately followed the oral or group reading activities
had to give written answers on material
-used workbook, 1-2 pg
included comprehension, vocabulary, and or other reading skills

57
Q

D procedure

A

-measure of disruptive bx and academic performance were collected daily during 15min sessions
-timer set and papers collected when bell went off
-5 target children observed during 12 10s intervals randomly distributed across the total 15m period. for a total of 2m
-recorded total disruptive intervals and divided by total intervals creating %
-

58
Q

D reliability checks

A

done at the beg, mid, end of each of the first two phases. 6 checks resulting in IOA 85-93%

59
Q

D R+

A
  • token economy
  • recognition points for effort
  • purchased back up items
  • were given visual to remind them
60
Q

D design

A

ABAB experimental design
BL academic performance w/ no R+ (D mean 40%)
P R+ introduced (drop to 15%D)
BL back to 40%D
P less than 15% D
-were told if they got 80% they would earn two points
-no feedback for disruptive behaviour
-all 38 students could earn points but only data on 5

61
Q

D results

A
  • R+ increased reading accuracy for all 5 student
  • When academic R+ disruptive behaviour also decreased
  • all but one student showed significant academic improvement - same student had higher disruption levels.
62
Q

D limits

A

-upper middle class.well developed academic repertoires.
-past research all done with underachieving students -may need to shape academics before bx
-results did not generalize to other academic periods
-

63
Q

C- purpose

A
  • not to evaluate specific techniques or results

- to investigate the kinds of target behaviours that were either reinforced or proscribed.

64
Q

C Hypothesis

A

maybe learning can take place more effetely if it can be accompanied by singing etc. (other disruptive bx) instead of in a quiet/controlled etc. environemnt.

65
Q

C future research

A
  • adopt informal classrooms
  • appropriate evaluative criteria for such school
  • relevant observational techniques for such schools
  • training in these situations
  • the role of architecture in these situations
66
Q

w reasoning

A

clothing hasn’t been researched and appearance.

-surveys say people believe they shouldn’t stand out by there clothing choice, but follow the fashion trends.

67
Q

W first steps

A

need to take normative data on clothing choices. This has been done before with feeding skills
-creates social validity

68
Q

W purpose

A

evaluate a method for teaching institutionalized dev delayed women to select colour coordinated clothing in accordance with popular fashion based on local norms

  • also looked at Tim efficiency
  • 2nd purpose was to extend the literature on community preparation skill stop ore seriously retarded individuals.
69
Q

W participants

A

5 female clients in a facility 21-35 yrs.

  • intellectual skills with a mean of 25
  • all spoke in short sentences and simple conversation
  • was able to co plate arbitrary self care tasks independently.
  • could identify basic colours
  • no serious bx and candidates for community based group home
70
Q

W participant criteria

A
  • was recommended by care staff as in need of training in clothing selection
  • completely dressed self each day
  • had to demonstrate skills required for dressing 70%
71
Q

W setting

A
  • conducted in a training room near living area

- table with chairs adjacent

72
Q

W training apparatus

A
  • wooden puzzle depicting a nude female was used as the training defies.
  • divided the body at the neck, shoulders, waist, thighs, and ankles
  • pieces could be placed on the outline of the woman
  • clothing made of mattress foam with cloth cut from fabric
  • could be placed on the doll
73
Q

W Normalization sample

A

determined what popular color combinations consisted of 649 women of the community they are moving to.
-done at a shopping mall

74
Q

W observations

A

-done by the senior experimenter with reliability observations by undergrad students.

75
Q

W observation procedures

A

observers seated several feet apart so that’d observation sheets could not be viewed by each other. Given a data sheet and pen with instructions to record the colour of upper and lower garments (sorted into 15 categories)

76
Q

W why solid

A

most recent combination in normalized sampling

-easier to evaluate

77
Q

W reliability

A

number of agreements for each occurrence divided by the nu amber of agreements plus disagreements
-agreement scored only if both observers recorded the same category worn by one person
-R average .57 range 1-.65
least R light blue confused with blue
L/U garments was .93

78
Q

W response definitions

A

matrix su. arrived the freq of each possible solid colour combination of upper and lower garments.
-any matches that occurred for at least 1% of the total were designated popular
0-1 neutral
0 unpopular
if it had blue it had to be 5 because it was so commonly used

79
Q

W popular matches

A

27 pop and 137 unpopular matches

most disagreement with blue blue or blue light blue

80
Q

W training

A

one trainer ran all sessions

81
Q

w procedure reliabilities

A

initial observer scored but changed so trainer could without interference

  • observers made periodic recordings
  • o seated behind one way window, trainer not aware
  • scored selection
  • were not told which selections were popular
  • compared with trainers score - no disagreements
82
Q

W e procedure

A

BL brought to training room and seated. puzzle apparatus with torso/legs removed placed in front of subject.
-trainer explained they were going to teach them how to match clothing (only told for the first session).

83
Q

observer drift

A

for deteriorates over time
-maybe bored/applying different definitions

-make sure observers are not checking as well (spot checks and use pens)

84
Q

Observer bias

A 
use professional observers
don't tell them the purpose
use videotapes
caution about bias
better definitions of behaviour
85
Q

reduce reactivity

A 
use unobtrusive abs procedures
hide observers
use informants in environment
data from multiple sources
allow subjects to adapts
86
Q

Observer effects

A

reactivity

  • social desirability
  • the more intrusive the greater the effect
  • younger children less reactive
87
Q

Types of observers

A

non participant
self observation
participant observers

88
Q

W BL

A

27 trials each (one for each pop colour combination)
-only one session per day max
P told to insert the coloured shirt that looked best with pants (trainer chose pants colour)
-there were 4 choices, one was popular
-pants colour were in random order
-any combinations that were correct for the first 3 BL were excluded from training
-praise given for attending not for performance
-data taken after each trial

89
Q

W training

A

modelling/instruction/practice/feedback/praise

  • praise only in second phase of the study
  • told one combination was pop, removed from doll, then had them practice. 2nd time removed presented with unpopular combinations
  • given verbal feedback
  • 3 consecutive cr a new target was taught.
  • next day all combinations reviewed
90
Q

W test

A

test all combinations after each training session, procedure same as baseline
-training done after 80% across 5 test

91
Q

W gen

A

gen probes done several times during BL, and training

  • mixed solids and non solids - to represent normal clothing groups
  • participant went to training room and asked to pick an outfit. When chosen it was hung on a hook
  • 4 selections made, then clothing returned
  • scored pop over all selections
92
Q

W procedure

A

multiple baselines across participants

-treatment phases sequentially implemented

93
Q

w results

A

low during BL increase after training was implemented

  • increase by at least 37 points
  • generalization was parallel to treatment
  • follow up showed maintenance of skills
94
Q

W future research

A

use approach with other skills
determine popularity by other methods
season changes
teaching to avoid unpopular selections

cpsy (16 decks)

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