Test 7 Flashcards
When are reversal designs undersirable
when treatment variables are not able to be withdrawn due to ethical, practical, staff limitations.
-no0t good to do when using multiple bx
what is a multiple baseline design
Same treatment is applied sequentially across; behaviours, subjects, or settings
-BL is started at the same time
What is meant by independence of behaviour is not found
the effects of the treatment variable are general rather than specific
What do you do when independence of behaviours is not found
- include BL that are topographically distinct from one another (difficult on a priori bases)
- use 4 or more BL rather than 2-3
- withdrawal and reintroduce treatment (BAB) therefore demonstrating the controlling effects over the response.
Include baselines that are topographically distinct from one another
Use 4 baselines
Use withdrawal design within multiple baseline
How many BL should be used in a multiple baseline
-at least two, preferably 3, 4 or more increase the strength of design.
What are the three basic types of multiple baseline designs
Behaviors
Subjects
Settings
What are the major problems with self report data
- it is not always accurate (eg deviate bx alcohol vs not)
- accuracy and Validity is suspect
what is meant by independence of target behaviours
Behaviors should be functionally similar but independent
what is a simultaneous replication design
A group multiple baseline-simultaneous replications treatment design is described that establishes experimental control within a single ongoing training group by combining group treatment with behavioral assessment of each S following each group session
-do group therapy but take data on each participant
what is a non concurrent multiple baseline design
When you can’t start baseline at the same time, i.e. not all 3 subjects were identified at the same time or enrolled in services
Need to have differing lengths of baseline
Can not introduce treatment on the same day regardless of length of baseline, intervening variable
Why is a multiple baseline not well suited for drug research
-because the drug will have the same effect across multiple behaviours when administered.
+
Multiple baseline across subjects could be used, across behaviors and settings inappropriate
Multiple baseline with different drugs could be used
Multiple baseline could provide additional methodology to study drug effectiveness rather than control and placebo group designs
SA why
previous research has not shown gen
- SA is more common in these pop
- used in situ training following bST
SA Subjects
5 women
ID but verbal
SA target Bx
trained to use SA prevention skills in response to situations acted out
- doesn’t agree or comply
- says no or other verbal refusal
- leaves or tells them to leave
- reports incident
SA assessment
asked subjects how they would respond in various situations
- role played
- gen tested via in situ
SA IOA
2 observers
100%
SA experimental conditions
BL: same as assessment
Training:BST (presentation of info, discrimination, instructions, rehearsal in role play, praise for CR, feedback for IR, multiple exemplars used)
R+ fast food coupons FR10
In Situ training: 1 week later tested. If lower than a 4 training began.
SA In situ training
They first asked the subject what the confederate had asked her to do and what her response was. They then told her the correct response, modeled it for her, and reenacted the assessment sce- nario in a role play. If the subject exhibited the correct response in the role play, she re- ceived praise. If the subject exhibited the in- correct response, the trainers used instruc- tions and modeling to prompt the correct response. Training continued until the sub- ject made the correct response in two role- play situations without prompts. Within 3 days, another in situ assessment was con- ducted, and in situ training was repeated un- til three consecutive assessments resulted in scores of 4.
SA follow up
One month following the com- pletion of in situ training, an in situ assess- ment was conducted. If the subject received a score of 4, her participation in the study was finished. If the subject received a score lower than 4, in situ training sessions were conducted until the subject achieved a score of 4 on a subsequent in situ assessment.
SA results
The results of this investigation show that a 10-week behavioral skills training program resulted in the acquisition of sexual abuse prevention skills, but that the skills did not fully generalize to in situ assessments
-did occur in the naturalistic context once in situ training had been conducted, both im- mediately and 1 month after training.
SA future research
Should further look at M and G.
-other ppl
GC why
not always access to R+
- Some teachers aren’t good at social praise
- want to use naturally occurring privileges
GC subjects/setting
4th grad, 24 kids, 7 problem behaviours
GC DV
- observed 1hr 3 days a week
- interval recording 1m
1) out of seat behaviour - leaving during session without permission
2) talking out behaviour - talking/whispering without permission
GC IOA
2nd observer at least once per condition agreements over total intervals time 100 also calculated whether teacher attention was given* -out of seat 91% -talking out 86%
GC game
teacher explained
-they were about to play a game
-class will be divided into two teams
-whichever team won would receive a privilege
-there were rules that had to be followed to win
-when someone broke the rules they would get a mark on the chalkboard
-team with fewest or both below 5 would receive prize
-loosing team would not get prizes
if a team received less than 20marks in a week they would get 4min extra for recess
Rules:
- no leaving seat without permission
- no sitting on desks
- no moving desk
- no getting up to talk with neighbour
- no getting out of seat to chalkboard unless given permission
- were allowed to go see teacher one at a time
- no talking without permission
- no calling teachers name unless given permission to answer
- no vocal noises.
Prizes:
- victory tag
- star for chart
- line up first for lunch
- 30m free time at the end of the day
GC design
reversal and multiple beseline
-4 phases for each subject recorded (8 total)
GC 1
Math/reading BL
- 10 sessions the normal rates of out of seat and talking out behaviour were recorded
- teacher did normal routine
GC 2
math game/reading BL
2nd phase
game introduced during math but not reading
GC 3
reversal math/reading game
GC 4
math game/reading game
both periods treated as one extended period
same criteria 5 or fewer marks
GC results
These data indicate that the game had a reliable effect, since out-of-seat and talking-out behaviors changed maximally only when the game was applied.
-Both teams almost always won the game.
GC S/L
component analysis
- extra time from the teacher
- hard for the teacher to always track
- children requested the game
SM purpose
he purpose of the present investigation was to determine whether a self-monitoring pro- cedure, with minimal supervisory involvement, could increase adherence to scheduled activities and on-task behavior. In addition, generalization mea- sures were collected to determine whether these behaviors were affected throughout the work shift.
SM participants/setting
2 homes with ID ppl
-10 staff
SM DV
- on schedule behaviour, if they were in their assigned activity area
- on task behaviour, if they were engaging in bx defined by the house ass appropriate
SM observations
- told they were going to observe but wouldn’t effect performance
- observations were repeated around every 5m, 12 done per day in house A, 18 in house B
- recorded location and first Bx emitted within 5s
SM Gen probes
done in the same way as observations, but in the evening
SM reliability
- 2 ind observers for 50% of sessions equal across conditions
- on schedule 100% agreement for AB
- on task 89/85
SM procedure BL
BL: daily schedule posted for staff to see
card given on how to complete the activity
-jobs were: group training, training sessions, client/home duties
-feedback given at the end of the day
SM design
multiple baseline design across groups of staff
SM procedure In Service
- exp told staff what their job responsibilities were
- gave rational for jobs
- staff rehearsed interacting with clients
SM procedure Self-monitoring
give staff schedule visual with definitions
- had staff fill in cards throughout after each activity
- end of shift cards put in box in the office
SM procedure Feedback plus self monitoring
-trained on definitions and cards as before
supervisors were taught to give feedback
-gave to staff 2 times each weekday
-supervisors located staff and recorded first behaviour of that employee (either praised or corrected)
SM group results
for on task and on schedule behaviours:
no change in-service condition
increase during self monitoring
increase again when feedback was added
SM individual results
behavior of 5 of the 10 staff members became more variable over time
SM on schedule for specific activities
same results for: zones 1:1 and custodial activities
SM gen probes
Some generalization of the effects of the proce- dures was shown during observations carried out in the evening. With no observers present and no visible contingencies involved.
SIP design
multiple baseline design across subjects
SIP past problems
- response maintenance
- some procedures have failed to find significant effects
SIP subjects/setting
3 participants
- preschool
- teachers reported highly disruptive and undesirable behaviour
- 4yrs old
SIP DV
on task behaviour - Bx directed towards the assigned task.
attentive/silent
-Off task movement about the room, playing with toys, fighting, kicking,, leaving the classroom without permission
SIP Observation and recording
categorized as on or off task by two judges
- data taken twice per day, 4 days a week
- 30m observations were conducted in the morning and afternoon when class activities were more structured.
- 10s intervals, had to engage in Bx for the whole interval
SIP reliability
agree divided by total agree and disagreements
- extra checks by the experimenter every 8 days
- overal observer observer reliability 94%
- experimenter-pbserver reliability 92%
SIP procedure
BL: first 8 days, no experimental manipulations
Self instruction: participants seen individually for self instruction sessions for 2hrs
1) modelled task while talking aloud
2)subjet performer task with experimenter instructed aloud
3)the subject then performed task talking outloud
4)subject did the task while whispering while the experimenter mad slip movements with no sound
5) subject performed the task making lip movements without sound
6_the subject performed the task with covert self instruction
SIP verbalizations modelled
4 types
- questions about the task
- answers to questions (cog rehearsal)
- self instructions that guide through the task
- self reinforcement
SIP additional info
used chocolate as reward but faded out
- presented in a story like manor
- if made an error the experimenter modelled while talking out loud.
- wide variety of tasks were completed with difficulty level increasing
SIP experimental control
to avoid confounding variables that training and treatment were done on the same day ‘-only one subject received self instruction training, the others
SIP on task behaviour
Following the 2-hr training in self- instruction, there was an immediate and dra- matic increase in on-task behaviour
SIP results
Results indicated that behavioral gains transferred to the classroom setting and were maintained for a considerable period of time.
SIP cause for gen
preschool was maintains an ever-increasing repertoire of ap- propriate behaviors in children. As a result of such “trapping”, changes in the boys’ behavior may have produced changes in the teacher’s be- havior, leading to maintenance of treatment gains
Children in the present investigation were asked to imagine, in the presence of the experimenter, that they were performing tasks assigned by their classroom teacher. The use of such specific covert rehearsal may thus facilitate development and maintenance of appropriate classroom behavior.
what are the limitations of a probe
-Data is suggestive rather than confirmatory
-
What is a probe
A brief phase in a behavior analysis experiment designed to test the effect of a given intervention.
why would you use a probe
- to reduce reactivity
- when subjects aren’t able to complete behaviour on a regular bases (writing essays)
- how many times do you have to fail before saying you cant do the behaviour.
