Treatment Reduction of Problem Behavior

Question 1

Behavior Intervention Plan

Answer 1

A behavior intervention plan (BIP) is a written improvement plan created for a student based on the outcome of the functional behavior assessment (FBA). The FBA should identify what is maintaining or causing a challenging behavior, and the BIP specifies the actions to take to improve or replace the behavior.

Question 2

Target Behavior

Answer 2

Target behavior is the behavior identified to be changed, the prescribed behavior. This behavior can be defined by function or by topography. A functionally defined target behavior identifies a response by its effect on the person or the environment.

Question 3

Operational Definition

Answer 3

In applied behavior analysis (ABA) we use operational definitions to define behavior. An operational definition describes behavior so that is observable and measurable. It is written so that anyone who reads the definition will easily be able identify if the behavior is occurring or not

Question 4

Functional Behavior Assessment

Answer 4

An FBA generally includes observation and data collection, looking at: The environment where the behavior occurs; The ABCs: the Antecedents (what happens before the behavior), the Behavior itself, and the Consequences (what happens after the behavior); and, other factors that may be influencing the behavior

Question 5

Escape Function

Answer 5

Challenging behaviors that serve an escape function are behaviors that allow an individual to escape from things he/she does not want. Escape is a form of negative reinforcement, where a learner’s challenging behavior causes other people to allow them to either avoid or escape something they do not want.

Question 6

Attention Function

Answer 6

Attention seeking behavior occurs when the individual engaging in the behavior is seeking attention from another person. A great example of an attention seeking behavior is crying or tantrum behavior

Question 7

Access to Tangible Function

Answer 7

Access to Tangibles is the function any time a behavior is reinforced by an individual engaging in behavior to gain access to something physical. Tangibles can be toys, food, or even something that doesn’t seem very fun.

Question 8

Automatic Function

Answer 8

The individual behaves in a specific way because it feels good to them. This is sometimes referred to as sensory behaviors

Question 9

Antecedent Interventions

Answer 9

Antecedent based interventions are strategies that involve modifying the environment to reduce undesirable behaviors among learners with autism spectrum disorder and other developmental disorders

Question 10

Functional Communication Training

Answer 10

FCT may not necessarily mean learning words, instead, it means teaching a child with ASD to communicate in any type of suitable way. Just some of the interventions used in FCT include gesture, sign language, or the use of pictures or icons, such as picture exchange communication system

Question 11

Token Economy

Answer 11

Token economies are based on the principles of applied behavior analysis and emphasize the use of positive reinforcement to target behavior change. Token economies help students to visualize progress, accept and work for delayed reinforcement, learn to self-monitor, and learn to regulate behavior

Question 12

High-p Request Sequence/Behavioral Momentum

Answer 12

Behavioral momentum is commonly referred to when a behavior (client responding) is repeated at a quick and consistent rate. One of the effects of the high-p request sequence is that the reinforcer for non-compliance (escape) to the low-p request is reduced

Question 13

Non-contingent Reinforcement

Answer 13

Non-contingent reinforcer is a powerful method to reduce problematic behavior. NCR involves giving the student access to a reinforcer frequently enough that they are no longer motivated to exhibit disruptive behavior to obtain that same reinforcer

Question 14

Replacement Behavior

Answer 14

Replacement behaviors are used to substitute behaviors that limit learning and inclusion, with behaviors that help promote success in the classroom and across daily-living tasks

Question 15

Escape Extinction

Answer 15

Escape extinction consists of no longer allowing an individual to escape or avoid something non-preferred (e.g. task demands) when they engage in challenging behavior. Put more technically, escape extinction is the discontinuation of negative reinforcement for a behavior. Accidentally reinforcing an unwanted behavior increases and prolongs the extinction process

Question 16

Attention Extinction

Answer 16

A child may scream or interrupt every time a parent talks on the telephone, or engages with siblings. When the parent stops paying attention to others, the screaming child settles down; however, this unwanted behavior is disruptive and inappropriate. The tantrum is being maintained and reinforced because the child is receiving the social attention he or she craves as a result of throwing a tantrum. By removing the reinforcer, the parent’s attention, and ignoring the inappropriate behavior (extinction), the parent can gradually reduce the tantrum.

Question 17

Access to Tangible Extinction

Answer 17

A child screams to get time on a computer is denied access

Question 18

Extinction Burst

Answer 18

An extinction burst is a dramatic increase in the frequency/duration/intensity of the problem behavior. Basically, it is going to get worse before it gets better

Question 19

Continuous Reinforcement

Answer 19

Continuous reinforcement is the repeated reinforcement of a behavior every time it happens. This can involve positive (adding a stimulus) or negative (removing a stimulus) reinforcement, with the goal or encouraging certain actions

Question 20

Intermittent Reinforcement

Answer 20

Intermittent reinforcement is a conditioning schedule in which a reward or punishment (reinforcement) is not administered every time the desired response is performed

Question 21

Differential Reinforcement of Alternative Behavior

Answer 21

DRA involves reinforcing a behavior that serves as an alternative to the inappropriate behavior. A good example of this would be a child who demands food from his parents. Each time the child makes a demand, his parents would ignore him

Question 22

Differential Reinforcement of Incompatible Behavior

Answer 22

DRI is a procedure in which the teacher would identify a behavior that’s incompatible with, or cannot occur at the same time as, the problem behavior. The focus is on replacing negative behaviors with positive behaviors

Question 23

Differential Reinforcement of Other Behavior

Answer 23

DRO is an effective method through which to eliminate behaviors that might be troublesome in the classroom. Essentially, DRO reinforces the absence or the non-occurrence of the problem behavior

Question 24

Response Blocking

Answer 24

Response blocking refers to physically preventing maladaptive behavior from occurring

Question 25

Overcorrection

Answer 25

Positive overcorrection has been found effective in some cases. This process involves requiring the person with autism to repeatedly perform the adaptive behavior in place of the maladaptive behavior, typically for a certain period of time

Question 26

Response Cost

Answer 26

Response cost, a punishment procedure in which conditioned reinforcers (points, tokens, or money) are withdrawn to suppress a response, has been used as behavior therapy technique on its own and in conjunction with reinforcement in token economies

Question 27

Time-out from Reinforcement

Answer 27

Time-out reinforcement is a procedure in which a child is placed in a different, less-rewarding situation or setting whenever he or she engages in undesirable or inappropriate behaviors

Question 28

Spontaneous Recovery

Answer 28

Spontaneous recovery occurs after the behavior starts to go away and can happen even without reinforcement. You could be doing everything right and all of a sudden the behavior will pop back up. If everyone on the team is being consistent then when spontaneous recovery happens you have nothing to worry about