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5047 > Unit 1 Lecture > Flashcards

Unit 1 Lecture Flashcards

1
Q

Behavioral Assessment

A

*A systematic gathering of info to make data-based decisions, regarding bx & the environment

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2
Q

Behavioral Assessment includes Range of methods

A
  • Interviews
  • Checklists
  • Observations
  • Systematic manipulations
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3
Q

General Behavioral Assessment Methods

A
  1. Preliminary Indirect Assessment
  2. Descriptive Assessment
    - Direct naturalistic observation
  3. Functional Analysis
    - Systematic Manipulations
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4
Q

A behavioral assessment begins at what point in the ABA service delivery model?

a. Before development of the plan
b. After design but before implementation
c. After implementation

A

a. Before development of the plan

Behavioral assessment methods gather information to make decisions. A behavior analyst must systematically gather information before they design any type of intervention plan, not after. While data collection will take place after implementation, the behavioral assessment process must begin long before implementation.

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5
Q

Which of the following are types of behavioral assessment methods?

a) Interviews
b) Psychological testing
c) Observations
d) Systematic manipulations
e) Personality assessments
f) Checklists

A

a) Interviews
c) Observations
d) Systematic manipualtions
f) Checklists

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6
Q

List the three general behavioral assessment methods:

A

Preliminary indirect assessment, direct descriptive assessment, and functional analysis

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7
Q

Purpose of Behavioral Assessment

A
  • Determine if a prob with Bx exists
  • Describe bx & the env
  • Identify targets for change
  • Determine functional relations btw bx & the env
  • Help determine optimal response measures
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8
Q

Purpose of Behavioral Assessment

A
  • Provide info needed to develop bx plans
  • When, where, with whom and how to intervene
  • Monitor program implementation
  • Evaluate tx effectiveneess
  • Evaluate maintenance & generalization
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9
Q

Behavioral Assessment Purpose

A

-In short, “to figure out what the Clint’s prob is & how to change it for the better”

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10
Q

Characteristics of Behavioral Assessment

A

*Bx is imp in & of itself
-Not as a symptom of some underlying trait, process or disorder
Note: Disorders are NOT ruled out
*Focus is on Observable, Measurable events: Bx & env
*Ecological perspective: Bx is situation-specific
-“Extrinsically variable” means “mediated by the Env”

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11
Q

Assessment is Ongoing

A
  • Behavioral assessment is ongoing & continuous
  • Not just pre- and Post-treatment
  • It occurs at every stage of the delivery of bx services
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12
Q

Why Behavioral Assessment

A
  • Guiding Principle: Right to Effective Behavioral Tx (1989)
  • Required by Law: Individuals with Disabilities Education Act (1997)
  • Our Ethics: BACB Professional & Ethical Compliance Code for Bx Analysis( 2014)
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13
Q

What is the purpose of behavioral assessment?

a) Determine if diagnostic criteria are met
b) Identify medical complexities
c) Identify the behavioral problem & how to alter it for the better
d) Determine if underlying psychological issues are improving

A

c) Identify the behavioral problem & how to alter it for the better

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14
Q

Select all that are characteristics of behavioral assessment:
(check all that apply)

a) Ongoing and continuous
b) Pinpoints underlying traits
c) Focus on observable, measurable events
d) Perspective that bx is situation-specific
e) Only completed pre/ post-treatment

A

a) Ongoing and continuous
c) Focus on observable, measurable events
d) Perspective that bx is situation-specific

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15
Q

Guiding Principle 5

Behavioral assessment & ongoing evaluation:

A

*“Pretreatment assessment, including both interviews & measures of bx, attempts to identify factors relevant to bx maintenance & tx. The continued use of objective behavioral measurement documents response to tx”

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16
Q

Assessment as Required by Law

*Individuals with Disabilities Education Act (IDEA) (1997)

A

-Sets a central requirement of “FAPE”. Access to “Free appropriate public education”
‘Quality is not addressed
-In certain cases, it requires IEP team to conduct a Functional bx assessment
-Standard requiring FBSs & BIPs vary state to state

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17
Q

Assessment as Ethical

A

*BACB Professional & Ethical Compliance Code
-Assessing Bx
-Individualized Bx-Change Programs
“Bx analysis must tailor…..programs to the unique bus, environmental variables, Assessment results and goals of each client”

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18
Q

Critiques of ABA

A
  • Criticisms of ABA practice often arise from cases where Functional (& other) assessments have been substandard or even absent
  • How ere goals identifies?
  • Why was that intervention selected?
  • In Robert Hawkins’s words, “Who decided that was the problem?”
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19
Q

In certain cases, assessment is required by law in the United States.

a. True
b. False

A

a. True

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20
Q

Critiques of ABA (contd…)

A
  • What defines “normal” bx, & who makes that decision?
  • The college student in the library Vs…..
  • Lucia and her string
  • Are “abusive” procedures used?
  • How do practitioners go wrong, and who makes that determination?
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21
Q

Addressing Critiques Through Proper Assessment

A
  • These & other similar questions can be carefully & adequately addressed in a comprehensive, inclusive & ongoing assessment process
  • Goals & procedures are evaluated at least in part based on social validity
  • They can be carefully vetted with the consumer’s informed consent & continuously evaluated for efficacy
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22
Q

How can a proper behavioral assessment address critiques of behavioral interventions?
(check all that apply)

a. Identifies unwanted procedures before they are used
b. Involves consumer in goal selection
c. Ensures client is informed before they give consent
d. Guarantees the plan will be accurately carried out

A

a. Identifies unwanted procedures before they are used
b. Involves consumer in goal selection
c. Ensures client is informed before they give consent

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23
Q

Behavioral Assessment Funnel

A
  • Due to the ongoing nature, behavioral assessment requires different methods at different points in tx
  • Hawkins (1979) described 5 phases, characterized across two main features
  • Assessment Scope
  • Assessment Fidelity
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24
Q

Assessment Scope

A

*The Range of info gathered & degree of focus on the issue in an assessment

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25
Q

Assessment Fidelity

A
  • The Accuracy of info gathered in an assessment

- Relates directly to both the internal validity & reliability of info gathered during assessment

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26
Q

Validity (of Measurement )

A

*The extent to which the data obtained are directly related to the relevant target bx

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27
Q

Reliability (of Measurement)

A
  • The extent to which measurement(s) of the same event yield(s) the same result
  • Relates to the consistency of the measurement method
  • Contrast with accuracy: The closeness of a measured value to a known standard value
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28
Q

Behavioral Assessment Funnel:

Hawkin’s Five Phases

A
  1. Screening & general disposition- Preliminary assessment
  2. Definition of problem or achievement - Indirect & Direct descriptive assessment
  3. Pinpointing & design of intervention - Function analysis & baseline assessment
  4. Monitoring of progress
  5. Follow-up assessment
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29
Q

Assessments that are higher in fidelity tend to be ____ in scope.

a. Narrower
b. Broader

A

a. Narrower

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30
Q

Assessments that are broad in scope tend to be ____ in fidelity.

a. Higher
b. Lower

A

b. Lower

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31
Q

Assessment Fidelity:

Reliability and Internal Validity

A
  • Increases in fidelity = Increases in Reliability & Internal validity
  • The extent to which an assessment tool provides info that is: Reliable (consistent), Valid (focused on the target phenomenon)
  • Primary focus of behavioral assessment: The Functional relation btw bx & the Env
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32
Q

2 Other Types of Validity in Bx Analysis

A
  • External Validity

- Social Validity

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33
Q

Assessments of Client Needs

A
  • Functional bx assessment
  • Skills assessment: strengths/ deficits
  • Functional communication
  • Preference assessment Vs. ….
  • Reinforcer/ punisher assessment
  • Appropriate “therapeutic” Env
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34
Q

Which of the following are behavioral assessments of client needs?

a. Skills assessments
b. Preference assessments
c. Personality inventories
d. Diagnostics observation schedules
e. Function assessments

A

a. Skills assessments
b. Preference assessments
e. Function assessments

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35
Q

Referral Problem

A

*Stated/ reported issue with bx by the referring party

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36
Q

Some Types of Problems

A
  • Skill deficits
  • Problems with performance
  • Problems with stimulus control or generality
  • Behavioral excess or prob bx
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37
Q

*Skill Deficits

“Can’t do problem”

A

-Doesn’t do the skill at all
-Does it, but not independently
Needs assistance
-Does it, but doesn’t initiate
Needs initial prompts

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38
Q

Which of the following are types of problems with behavior?

a. Skill deficits
b. Incompatible personality traits
c. Problems with performance
d. Behavioral excess
e. Lacking personal agency

A

a. Skill deficits
b. Problem with performance
d. Behavioral excess

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39
Q

Performance Problem

A

*Won’t do:
-Compliance issues e.g. toothbrushing vs. table-setting
*Strength of performance issue:
-Does, but not well enough (lacks mastery)
-Does well enough, but…
Lacks Fluency
Not Frequently enough

e. g. Not well enough; Dishes still dirty after washing
- Lacks Fluency: letter identification: b, p, d, q
- Not frequently enough; washing hands, cleaning tables @ the restaurant

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40
Q

An employee is training to assemble pizza boxes for delivery. They assemble 50 boxes in the allotted time each morning but need to assemble 300. This is an example of which problem with behavior?

a. Skill deficit
b. Performance problem

A

b. Performance problem

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41
Q

Stimulus Control Problem

A

*Lacks appropriate stimulus control
-Does at wrong time or place
*A Review:
Stimulus control is seen when a dimension of a bx is altered by the presence or absence of an antecedent stimulus

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42
Q

Generality Problem

A
  • Lacks Generality: Does, but only under limited circumstances
  • A review: Generality of bx change is seen when a learned bx lasts over time, is exhibited in untrained settings & the effect of learning spreads to other “untreated” bxs
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43
Q

Which would be an example of a problem with stimulus control?

a. A student writes their name clearly, but only at home
b. A student cannot write their name clearly
c. A student writes their name clearly but writes o the wall

A

c. A student writes their name clearly but writes o the wall

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44
Q

Which would be an example of a problem with generality?

a. A student writes their name clearly, but only at home
b. A student cannot write their name clearly
c. A student who can write their name clearly but only does it sometimes

A

a. A student writes their name clearly, but only at home

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45
Q

Issue with Behavioral Excess

A
  • Does too much

e. g. Piling too much food in a buffet, Keep shaking hands too long, drinking too much water causing medical prob

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46
Q

What About Problem Behavior?

A
  • Functional behavioral assessment (FBA): Inappropriate bx
  • Prob bx: Bx excess
  • Performance-related problems
  • Performance problems
  • Problems with generality
  • Faulty stimulus control
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47
Q

Other Specialized Assessments for Behavior-Based Issues

A
  • Skill deficits: Skill assessments
  • Task analyses
  • Social skills assessments etc.
  • Vocational skills assessments etc.
  • Assessments of elementary verbal operants
  • Preference & reinforcer assessments
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48
Q

A student requests attention appropriately at home but does not do so at school. This could be best conceptualized as a(n):

a. Stimulus control problem
b. Problem with generality
c. Behavioral excess

A

b. Problem with generality

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49
Q

Which would be the best example of a behavioral excess?

a. A technician takes too long to enter data
b. A student only completes a question when working with the lead teacher
c. A student asks for help during each problem they attempt to complete

A

c. A student asks for help during each problem they attempt to complete

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50
Q

Preliminary Assessment

A

(Initial assessment phase where the broad outline of the case & details of the presenting problem are first evaluated
-AKA screening

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51
Q

Purpose of Preliminary Assessment

A
  • To determine:
  • Does this case belong here?
  • What further assessments maybe useful? What are the best next steps?
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52
Q

Scope & Fidelity of Preliminary Assessment

*Scope: Broad

A

-This first assessment gathers information across a broad range of topics & behaviors

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53
Q

Scope & Fidelity of Preliminary Assessment

*Fidelity: Low

A

-The info gathered is of widely varying value & accuracy, but gives a general picture of the case

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54
Q

Preliminary Assessment Goals

A
  • Gather basic info on the case
  • Determine if behavioral services are desired, needed & appropriate
  • Determine if “other” services are needed/ appropriate
  • Determine if you are the appropriate ABA service provider in this case
  • Recommend a plan for moving fwd
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55
Q

Basic Information

-(Gather basic info on the case)

A
  • Who is referring the case?
  • Who is the potential service recipient: How old, Where residing etc.
  • Is consent at issue? Guardian?
  • Why has this case been referred at this time?
  • What is the basic prob?
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56
Q

ABA Services Needed?

-(Determine if behavioral services are desired, needed & appropriate)

A
  • Is it really a problem with Bx?
  • Is the prob with the prospective client or someone else?
  • Can a simple environmental adjustment solve the problem?
  • Are services desired?
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57
Q

Preliminary assessments are _________ in scope and _______ in fidelity

A
  • Broad

- Low

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58
Q

Gathering basic information on the case in a preliminary assessment must be done by a behavior analyst.

A

-False

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59
Q

ABA Services Desired & Needed?

-Ques to Ask:

A
  • Are the problems significant enough to require intervention?
  • Are the problems amenable to environmental manipulations?
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60
Q

Problems Significant Enough?

A
  • Problems significant enough to require intervention?

- e.g: The 2-yr old who freq spills his milk & does not say many words

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61
Q

Determine if “Other” Services are needed/ appropriate

Need for Other Professionals

A

*Determine whether services from other professionals maybe needed in place of, or in addition to, behavioral services (e.g. medical services)

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62
Q

Alternative Services:
Medical

*Rule out potential biological/ medical conditions

A
  • Seek medical evaluations, especially when new Topographies emerge
  • Sergio’s skin
  • Linda drops her beads & sticks
  • Rocko’s fingernails
  • Betsy’s new bx
  • How about other services? Social services, other licensed professionals
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63
Q

Determine if you are the right provider

A
  • If ABA services are desired & needed
  • Determine if you are qualified to take the case
  • If you have the time likely to be needed for this case
  • Stay current with Bx Analyst cert Board Ethical requirements
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64
Q

Which of the following must be met before accepting a case?

a. The individual’s needs align with the benefits of service
b. Clients must want services
c. A medical consultation has been conducted
d. Provider must have the time & resources to deliver service

A

a. The individual’s needs align with the benefits of service
b. Clients must want services
d. Provider must have the time & resources to deliver service

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65
Q

Preliminary Assessment Steps

A
  1. Determine who has the authority to give consent for services
  2. Determine if you have the permission, skills, time & resources to begin the assessment & to provide the follow-up behavioral services
  3. Complete initial intake paperwork or the equivalent (mainly clerical)
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66
Q

Preliminary Assessment Steps (Cont…d)

A
  1. Initial review of available records/ data
    - Nor yet the comprehensive records review
  2. Meet the client, if appropriate, for initial observations
  3. Document the “disposition”
    - Preliminary assessment results: Outline an initial service delivery plan, or recommend an alternative
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67
Q

Preliminary Assessment: Step 1

A
  1. Determine who has the authority to give consent for services
    - Ensure that individual/ agency providing the referral has authority & consent to discuss the case with you
    - Determine who can provide direct consent for service
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68
Q

Preliminary Assessment: Step 2

A
  1. Determine whether you have the permission, skills, time & resources to begin assessment & provide the follow-up services
    - Step includes bulk of the screening process
    * Initial consent, including responsibilities & expectations (explain the process & obtain consent)
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69
Q

Preliminary Assessment: Step 3

A
  1. Complete any necessary initial paperwork
    -This provides access to necessary info to complete preliminary assessment
    (may come b4 step 2)
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70
Q

Preliminary Assessment: Step 4

A
  1. Review records & available data

- When you engage in this activity depends on your access to the records

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71
Q

Preliminary Assessment: Step 5 Meet Client

A
  1. Meet client:
    - Establish rapport
    - Conduct a preliminary interview
    - Make informal observations
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72
Q

Preliminary Assessment: Step 6 Document the disposition

A
  1. Document the disposition:
    - Write up preliminary assessment results:
    - Recommend bx services & appropriateness for the case
    - Recommend other services if needed
    * Complete all final intake paperwork contract an sign
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73
Q

The first step to take before beginning a preliminary assessment is to:

a. Meet & observe the client
b. Determine who has the authority to consent for services
c. Review records & available data

A

b. Determine who has the authority to consent for services

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74
Q

Behavioral assessment first informs a behavior analyst’s decision on:

a. How much to change
b. How to intervene
c. Where to intervene
d. Whether or not to intervene

A

d. Whether or not to intervene

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75
Q

Indirect Assessment

A
  • A progress in which info is gathered on Bx through descriptions & recollections rather than through direct observation
  • “Tell me” methods
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76
Q

Indirect Assessment Methods

A
  • These are considered the “tell me “ methods of info transfer:
  • Witnesses tell the assessor about the bx, directly or in writing
  • This occurs earlt in the assessment process
  • New prob = New assessment
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77
Q

Types of Indirect Assessment Methods

A
  • Review of records
  • Structured forms
    e. g. questionnaires, rating scales, bx checklists
  • Interviews
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78
Q

Records Review

A

*Gathering info via review of existing written records & other stored info

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79
Q

Scope & Fidelity of Records Review

A
  • Scope: Medium-level
  • The assessment begin to narrow in on the prob in this phase
  • Fidelity: Low-Medium
  • The reliability ranges from poor to good
  • A variety of info is reviewed Validity varies
  • Better than preliminary assessment, but still not focused
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80
Q

Records Review Types

A

2 General Types

  • Review of current existing records e.g. clinical, medical, educational, legal
  • Archival review
  • Typically for individuals with a long history of clinical &/ or residential care
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81
Q

Purpose of Records Review

A
  • Gather info regarding:
  • Issues related to current & past bx: prog, repertoire etc
  • Environmental factors
  • Medical history
  • Medication history
  • Legal status/ proceedings
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82
Q

Types of Records to Review

A
  • All evaluations/ assessments
  • Medical records, past and current professional assessments
  • Support plans, IPP, IEP
  • Treatment plans
  • Progress notes
  • Data displays of any kind
  • Incident/ disciplinary reports
  • Correspondence/ e-mails
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83
Q

Which type of records review is most often conducted by behavior analysts?

a. Review of current existing records
b. Archival review

A

a. Review of current existing records

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84
Q

A records review typically has a ______ scope and _____ fidelity

A
  • Medium

- Low-Medium

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85
Q

Which of the following is true regarding caregiver interviews?
(check all that apply)

a. It may be relevant to also interview the client
b. Carefully observe interactions before and after the interview
c. Intentionally discuss problem behavior with client present and observe and record client reaction

A

a. It may be relevant to also interview the client

b. Carefully observe interactions before and after the interview

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86
Q

Structured Forms

A

*Structured ques, Likert scales, or checklist used to gather info about bx & the env during a behavioral assessment

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87
Q

Scoop and Fidelity of Structured Forms

A
  • Scope: Medium Band information-gathering
  • Fidelity: Low-Medium validity and reliability
  • Again there is a range here
  • Look for consistencies and inconsistencies in the answers on scales
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88
Q

Purpose of Structures Forms

A
  • Designed to help define the topography, scope, frequency and/ or the function of a bx of interest
  • Low-cost, low-effect tools to collect initial info on bx
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89
Q

E.g. of Questionnaires

A
  • Functional Analysis ScreeniNG Tool (FAST): Iata and Deleon (1996)
  • Questions About Behavioral Function (QABF): Paclawskyj et al. (2000)
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90
Q

E.g. of Rating Scales

A
  • Motivation Assessment Scale (MAS): Durand and Crimmins (1992)
  • Self-injury Trauma (SIT) Scale: Iwata et al. (1990)
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91
Q

Structured Forms Use

A

-Filled out independently by caregiver(s)
-Guided by a skilled interviewer
These tend to provide more in-depth info than the simpler rating scales or even independently completed forms

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92
Q

Reliability and Validity of Questionnaires

A

More recent research has demonstrated that this type of tool generally obtains low scores for both reliability & validity

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93
Q

What is the scope of structured forms?

A. Broad
B. Medium
C. Narrow

A

B. Medium

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94
Q

Structured forms are considered to have what level of fidelity?

A. High
B. Medium to Low
C. None

A

B. Medium to Low

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95
Q

What is the purpose of structured forms?

A. Identify the exact sequence of behavior-environmental relationships
b. Collect initial information regarding behavior-environment relationships

A

B. Collect initial information regarding behavior-environment relationships

96
Q

Behavioral Interview

A

A series of questions posed by a behavior analyst to someone familiar with the bx of the individual service recipient. Behavioral interview ques: Typically on preselected topics, Often in a structured sequence

97
Q

Published Behavioral Interviews

A
  • One can use one of several published standard interview tools (e.g. O’Neil et al. 1997)
  • Early recommendations for using a “Behavioral interview”are even found in psychiatric literature
    e. g. Kanfer and Saslow (1969), Kanfer and Grimm (1977)
98
Q

Interview Content and Focus

A

Designed to reveal info on bx & the env, including but not limited to:

  • Behavioral topographies & function(s)
  • Evocative & abative antecedents
  • Skills & skill deficits
  • Methods of communication
  • Most/least preferred activities, reinforcers etc
99
Q

Who is Interviewed

A
  • Parents, teachers, siblings, friends - anyone who has seen, experienced or otherwise obtained info on the bx
  • At min, those most familiar with the consumer
  • Interview may also be conducted with the service recipient about his/ her own bx
  • This is NOT direct measurement
100
Q

Prior to Interview

A
  • Select instrument
  • Decide who to interview
  • Decide where and when
  • Make an appointment
101
Q

Beginning the Interview

A
  • Build rapport
  • Informally observe (as the opportunities arises):
  • Behavior
  • Environment
  • Appearance of persons
  • Social interactions
102
Q

During an Interview

A

-Ask open-ended ques
-Ask follow-up ques
‘Often closed-ended ques
-Acknowledge responses
-Write notes or use recorder

103
Q

Functional Assessment Interview Goals

-Identify, define and describe:

A

-Clear description of bx
-Ecological factors
where does the bx occur?
-Environmental events that tend to predict occurrence of bxs
‘When is the bx most likely to occur?
“When is the bx least likely to occur?

104
Q

Functional Assessment Interview Goals

- Identify, define and describe:
contd. …

A

-Potential reinforcers
-Potential function of bxs
‘What happens immediately after the bx occurs?
-Functionally equivalent alternative bxs
-Efficiency of the target bx

105
Q

Functional Assessment Interview Goals

- Identify, define and describe:
contd. …

A
  • Potentially aversive conditions (least preferred activities/ settings/ foods)
  • History of bx & treatments
  • Communication methods
106
Q

After an Interview

A
  • Review notes/ recording(s)
  • Summarize the findings:
  • Describe bx
  • Identify environmental factors
  • Identify potential functions
  • Identify functionally equivalent bx
107
Q

After an Interview (contd..)

A
  • Decide whether to continue behavioral assessment
  • If yes choose methods & continue
  • If no, write report and discuss….
108
Q

What information are we looking to gather from an interview?

A

Descriptions of behavior; communication methods; environmental events that predict behavior; ecological factors; potential reinforcers; potential functions of behavior; potentially aversive conditions; history of behavior

109
Q

During the functional interview, the BCBA asked questions that would help determine if the behavior was generally followed by a withdrawn demand or by a scolding and long explanations of proper conduct. The BCBA was primarily trying to determine:

A

*The potential Function of the behavior

110
Q

At the beginning of the interview with the client’s parent, the BCBA informally observed the parent almost completely ignoring the child for long periods of time, despite the child’s efforts to gain his parent’s attention. During this informal observation, the BCBA was evaluating:

A

Events that may predict the occurrence of the target bx

111
Q

Clinical Skills Before Treatment

A

*Indirect assessment often requires the behavior analyst to exhibit clinical skills before developing and implementing a treatment plan

112
Q

Training Interview Skills

A
  • Supervision and feedback
  • Listening skills
  • Empathy
  • Redirecting
  • Use of language
  • Other general issues
113
Q

Supervision and Feedback

A

-Interviewing is a behavioral skill
-Behavioral skills training (BST):
Instruction, modeling, rehearsal (practice) and feedback
-Active supervision is necessary, especially at first
-Tag-team interviewing w/supervisor
Similar to driving school/ flying school

114
Q

Listening Skills

A
  • Active listening
  • Accurate summaries
  • Verify details
  • Take note
115
Q

Interviewing. Technique

A

*“Active listening” establishes rapport
-Make regular eye contact
-Ask ques easily understood by the informant
‘ See Foxx (1996): “Translating the Covenant”
“Summarize the informant’s ans
‘May need to clarify some terms but not others (e.g. “blow-up” Vs. “Trigger”)

116
Q

Which of the following are suggested while conducting an interview?
(check all that apply)

a. Avoid all topics that may cause an emotional response from the informant
b. Make regular eye contact
c. Summarize the informant’s responses
d. Strictly adhere to behavior-analytic terminology

A

b. Make regular eye contact

c. Summarize the informant’s responses

117
Q

If a behavior analyst in training has never conducted an interview, it would be best to:

a. Role-play & rehearse with a supervisor
b. Begin a live interview with a client, as it is best to learn from direct experience

A

a. Role-play & rehearse with a supervisor

118
Q

Effective Empathy - Keep Focused

A
  • Diplomatic redirection
  • Avoid going off on tangents
  • Redirect long “war stories” by strategically interrupting, clarifying ket details, taking notes & moving on
  • “Be focused & brief, without being abrupt”
119
Q

From the General to the Specific

A
  • Start with open-ended ques
    e. g. “wat is the biggest prob? Wat does she like to do?
  • Move towards closed-ended ques
  • Yes/ no ques e.g. Does this happen during…?
  • Short ans: e.g wha time does dhe typicslly get up?
120
Q

Promote Honesty

A
  • Frame ques in a way that produces honest ans
  • This takes finesse
  • Do you ever find it particularly difficult to handle when he _____?
  • Frame ques in non-threatening ways, & socially-reinforce honesty
  • Role-play this with ur supervisor
121
Q

When promoting honesty in an interview with caregivers, it is important to:

a. Vocally correct any situation that maybe causing problem behavior
b. Frame questions in a nonjudgmental format
c. Be consistent & use the same wording with each informant

A

b. Frame questions in a nonjudgmental format

122
Q

Which of the following is true when it comes to using published interview tools (such as O’Neill’s interview form)?

A

-Use a pre-written tool while learning how to interview, but be open to evolve & use self- discovered interview techniques as experience is gained

123
Q

Direct Assessment

A
  • Process of direct observation & measurement of bx, & the environment in which bx occurs
  • Show me methods
124
Q

Direct Assessment in ABA

A
  • Direct observation & measurement are key characteristics of behavioral assessment
  • An assessment is not considered “behavioral” without it
  • “Sine qua non” of bx analysis: “That without which there could not be”
125
Q

Direct Assessment’s Key Characteristic

A
  • Bx is recorded in real time
  • Multiple types of measurement (recording methods) are typically used
  • They are often done sequentially but maybe done concurrently
126
Q

Direct Assessment Methods

A
  • The “Show me” methods
  • Bx is measured & recorded directly, as it happens
  • Env events/ conditions are also typically recorded
  • 2 Types:
  • Descriptive Assessment
  • Functional Analysis
127
Q

Descriptive Assessment (DA)

A

*Direct assessment method in which bx is observed & measured in the real-life context without manipulation of env variables

128
Q

Describing Behavior in DA

A
  • Bx is directly observed & described
  • No experimental manipulation
  • Functional relations are not clearly identified
  • Functional hypothesis possible
  • Considered part of a Functional Behavioral Assessment
129
Q

Which method is the sine qua nonof behavioral assessment?

A

-Direct assessment

130
Q

Descriptive assessment involves which of the following?

A

-Observing behavior

Descriptive assessment is a type of direct assessment method in which behavior is observed and measured in the real-life context without manipulation or arrangement of environmental variables.

131
Q

Scope & Fidelity of Descriptive Assessment

*Scope

A

Medium Band, but narrowing
looks at a variety of possible target bx & possible replacement bx; observes various natural environmental contexts & events

132
Q

Scope & Fidelity of Descriptive Assessment

*Fidelity

A

Low-Medium, but rising

Can help with hypothesis of functional relations but does not experimentally demonstrate functional relations

133
Q

Descriptive Assessment Methods

A
  • Narrative recording
  • ABC data collection
  • Scatterplots
134
Q

Assessment Vs. Treatment Data

A

-Data measures used in pre-treatment assessment
-Target response definitions are not yet firm during pre-treatment assessment phase
“This is part of what assessment does!
*Validity & Reliability of the data set are still medium level

135
Q

Assessment Vs. Treatment Data

Contd….

A
  • Measurement during “treatment”
  • Measurement of dimensional or dimensionless quantities of bx
  • 1st used during functional analysis & baseline phase
  • Later used in tx
  • Unlike earlier assessment data these data should demonstrate high validity, high reliability (as measured via IOA)
136
Q

Response definitions may change during pre-treatment data collection.

a. True
b. False

A

a. True

The process of refining response definitions pre-treatment can help to ensure the data are more reliable during treatment.

137
Q

Narrative Recording

A
  • An observer produces a written description of the individual’s bxs & the environmental conditions under which those bxs occur over a period of time
  • AKA anecdotal observation
138
Q

Purpose of Narrative Recording

A

-Info about the setting, context & other events around the time bx occurs
No inferences
-Records other unreported prob bx
-The observation & recording of the referred bx, in context with possible maintaining variable

139
Q

Scope and Fidelity of Narrative Recording

A
  • Scope: Medium but can broaden out if observable warrant
  • Fidelity: Low-Medium: No systematic manipulations
  • Narrative recording observations are time-limited
140
Q

Narrative recording tends to have a _____ fidelity.

a. Low to medium
b. High

A

a. Low to medium

141
Q

Narrative recording tends to have a _____ scope.

a. Narrow
b. Medium
c. Broad

A

b. Medium

142
Q

Narrative recording makes which of the following possible?

a. Easy graphing of info
b. Recording info regarding context
c. Recording potential maintaining variables
d. Manipulating environmental variables

A

c. Recording potential maintaining variables

143
Q

ABC Data Collection

A
  • An observer records all occurrences of specific target bx(s) Antecedent & consequent events (typically on a standardized data form)
  • AKA ABC recording
144
Q

Purpose of ABC Data Collection

A
  • To gather data on the environmental events that precede & follow a target bx
  • Allows analysis of commonalities in the sequence of events
  • Facilitates identification of potential functional relations
145
Q

Scope and Fidelity of ABC Data Collection

A
  • Scope: Medium Band, narrower scope than narrative recording
  • Fidelity: Medium
  • ABA data may continue for days or weeks
146
Q

Variations of ABC Data Collection

A
  • Anecdotal ABC data collection/ recording

* Coded ABC data collection/ recording

147
Q

Anecdotal ABC Data Collection

A

*Observer records (writes/ types) specific target bx & immediate antecedents/ consequences over a specified period of time

148
Q

Coded ABC Data Collection

A
  • Preselected & defined target bxs, antecedents & consequences
  • Data collection form allows for coding/ checking antecedent(s), target bxs & consequences
  • Conditional probability & ABC continuous recording
149
Q

The scope of ABC data collection is considered to be ____ than narrative recording.

a. Broader
b. Narrower

A

b. Narrower

150
Q

ABC data collection has a ____ fidelity.

a. High
b. Medium
c. Low

A

b. Medium

151
Q

Which of the following are considered advantages of ABC data collection?

a. Helps identify information caregivers might not otherwise be able to provide
b. Helps experimentally validate a hypothesized function of bx
c. Can make conditional analysis easier

A

a. Helps identify information caregivers might not otherwise be able to provide
c. Can make conditional analysis easier

152
Q

ABC Data: When to Use

A
  • Predictable A-B-C sequences can emerge, revealing potential maintaining variables & functional relations
  • This info is used to design appropriate intervention strategies
  • ABC data of all types are labor-intensive, designed for Assessment
  • ABC data are NOT treatment data
153
Q

ABC data are collected:

a. During assessment
b. During treatment
c. Both in assessment & treatment
d. Not in either assessment or treatment

A

a. During assessment

154
Q

Sequence Analysis

A

*Examination of narrative or ABC recording data to identify the order if env events in relation to a target bx

155
Q

Goal of Sequence Analysis

A

-Used to identify the sequence of events surrounding bx & develop a hypothesis of functional relation(s)

156
Q

Which assessment methods can lead to a sequence analysis?

a. Indirect assessment
b. Narrative recording
c. ABC data collection
d. Functional analysis

A

b. Narrative recording

c. ABC data collection

157
Q

Scatterplot

A

*A data collection form for recording the times of day during which a target bx has occurred, typically involving dividing the days of the week into blocks of time
Direct staff, entire day

158
Q

Purpose of Scatterplot

A
  • To identify patterns of responding in natural settings
  • To plot the occurrence to target bx as a function of:
  • Time
  • Context
  • Activities
159
Q

Scope and Fidelity of Scatterplot

A
  • Scope: Medium-Narrow Band - It is narrowing in on particular bx topographies
  • Fidelity: Low-Medium
  • It does assess wen the bx is likely to happen but gives little info on function
  • It does promote more efficient observations to obtain sequence analysis data
160
Q

Using a Scatterplot

A
  1. Break vertical axis into time intervals corresponding with activity schedule
  2. Break horizontal axis into successive days
  3. Decide whether to use simple occurrence Vs. nonoccurrence per given interval or to use 3 discrete categories
  4. Recording is done at the end of each interval
161
Q

Scatterplot Display

A
  • Provides a graphic display of data in a grid format
  • May use different symbols to indicate broad differences in occurrence
  • e.g. none, once, 2-5 times, more than 5
162
Q

Scatterplots have a scope that is _________ and a fidelity that is ________

A
  • Medium-Narrow

- Low-Medium

163
Q

The vertical access of a scatterplot should reference:

a. Time only
b. Activities only
c. Both time & activities
d. Neither time nor activities

A

c. Both time & activities

When constructing a scatterplot, the vertical axis can be broken into time intervals corresponding with activity schedule, while the horizontal access is broken into successive days.

164
Q

The scatterplot is an important tool to utilize for determining:

a. Functional relations
b. Maintaining consequences of behavior
c. Whether bx is more or less likely to occur at certain times or certain situations

A

c. Whether bx is more or less likely to occur at certain times or certain situations

165
Q

Interpreting Scatterplot Data

A
  • Find out wat differs in times when bx occurs most vs. least
  • Find out similarities in times when bx occurs about the same
  • Typically summarized using a pattern analysis
166
Q

Pattern Analysis

A

-Examination of scatterplot data to identify specific time frames & potential environmental contexts under which bx does or does not occur

167
Q

Goal of Pattern Analysis

A

*To identify likely times of occurrence
-Looks at context: day, time, activity
Not specific antecedents/ consequences
*Contrast with sequence analysis: Sequence of events

168
Q

Multiple Targets on Scatterplots

A
  • Typically a scatterplot displays data on Only One target response
  • More than one can make a chart very difficult to interpret through visual analysis
  • Ever used for various topographies?
  • In practice, it May be used to reveal response clusters, with possible similar functions for different topographies
169
Q

Pattern analysis is used to interpret:

a. ABC data
b. Narrative recording data
c. Scatterplot data

A

c. Scatterplot data

170
Q

When Tammy’s dad arrives in the driveway, Tammy screams, “Daddy!” Tammy’s dad walks in the door, and she begins crying and falling to the ground in front of his path. As he steps over her, she grabs and bites his legs. He yells back, “Stop it.” This is an example of a:

a. Sequence analysis
b. Pattern analysis

A

A. Sequence analysis

171
Q

Tammy falls to the ground and cries more often between 6:30 a.m. and 7:30 a.m. than at any other times of the day. This is an example of a:

a. Sequence analysis
b. Pattern analysis

A

b. Pattern analysis

172
Q

Data Collection Across Conditions

A

*Data collection of target behaviors under different contexts & environmental conditions Without systematic manipulations

173
Q

Purpose of Data Collection Across Conditions

A
  • Ecological nature of bx
  • Setting-specific
  • Assess differential probability of the occurrence of the target bx under different contexts/ conditions
174
Q

What You Get

A
  • Even though this method is purely correlational, it allows one to try to identify or at-least hypothesize, the RX contingencies likely to control the occurrence of the target bx
  • Remember the complete 4-term contingency
175
Q

A. Available Sd, Valuable EO sR+

A

EOsR+ -> SDsR+ ->R1 ->SR+

176
Q

B. Not Available S(delta), Valuable EOsR+

A

EOsR+ -> S(Delta)SR+ -> R1 -> EXT

177
Q

C. Available Sd, Not Valuable AOsR+

A

AOsR+ –> SDsR+ –> R1 –> Sr+

178
Q

D. Not Available S(delta), Not Valuable AOsR+

A

AOsR+ __>S(delta)sR+ –> R1 –>Ext

179
Q

Predicting Behavior Maintained bu Negative Reinforcement

A

*The grid we have been using works exactly the same way for bx maintained by escape/ avoidance (neg reinforcement)
-A block = EO and Sd present
D block = AO and Sdelta present

180
Q

Data Collection Across Conditions Recap

A

-Collect data in variety of Naturally occurring contexts/ conditions
-No systematic manipulations
*Analyze under what conditions bx tends to occur
ID potential EOs, SdS & maintaining consequences
*Loot at similarities/ differences in contexts/ conditions dependent on differential rates of responding

181
Q

When collecting data across conditions, the condition with the highest rates of behavior likely indicates an:

a. EO and SD present
b. AO and SD present
c. EO and Sdelta present
d. AP and Sdelta present

A

a. EO and SD present

An EO present increases the effectiveness of a reinforcer and evokes behavior to access that reinforcer. An SD present signals the availability of a reinforcer for engaging in a specific behavior. Therefore, behavior is more likely to occur under these conditions since the reinforcer is not only available but also more effective under these conditions.

182
Q

When collecting data across conditions, the condition with the lowest rates of behavior likely indicates an:

a. EO and SD present
b. AO and SD present
c. EO and Sdelta present
d. AO and Sdelta present

A

d. AO and Sdelta present

An AO present decreases the effectiveness of a reinforcer and abates behavior to access that reinforcer. An S∆ present signals the unavailability of a reinforcer for engaging in a specific behavior. Therefore, behavior is less likely to occur under these conditions since the reinforcer is not only unavailable but also less effective under these conditions.

183
Q

After identifying the conditions with high and low rates of behavior, SDs and EOs can be identified by:

a. Finding similarities btw conditions
b. Conducting follow-up interviews
c. Looking at the topography of behaviors
d. Calculating the IRT

A

a. Finding similarities btw conditions

After analyzing under what conditions behavior tends to occur most often, potential EOs, SDs, and maintaining consequences can be identified by looking at similarities and differences in contexts/conditions dependent on differential rates of responding.

184
Q

Comparing and Contrasting

A
  • Each behavioral assessment methodology has strengths & limitations
  • It is imp to recognize the strengths & limitations of each
  • A combination of methodologies may provide the most valid assessment
185
Q

Internal Validity in Assessment revisited

A

The extent to which an assessment identifies a true functional relation btw bx & environmental events

186
Q

Extent Validity in Assessment

A

The extent to which an assessment’s findings hold true across variations in environmental conditions and/ or time

187
Q

Threats to External Validity in Assessment

A
  • Differences btw the conditions of assessment and the client’s natural env
  • Differences may alter the Functional properties of motivating & reinforcing events & thus compromise external validity
    e. g. Attention: BCBA Vs. MoM
  • Reliability is a major factor
188
Q

Which type of validity indicates the accuracy of the assessment results?

a. Internal validity
b. External validity

A

a. Internal validity

189
Q

Internal validity for indirect assessments tends to be ________

A

-Very low

190
Q

Internal validity for descriptive assessments tends to be ___________

A

-Low-Medium

191
Q

What is the best description of external validity?

a. The extent to which results are valid for other subjects
b. How well the results hold true across conditions of a person’s life
c. How well results could be verified by an outside observer

A

b. How well the results hold true across conditions of a person’s life

External validity in assessment refers to the extent to which an assessment’s findings hold true across variations in environmental conditions and/or time.

192
Q

An indirect assessment at home suggests behavior was not occurring at a disruptive rate. However, reports from school indicate different rates. This indicates low validity of which type?

a. Internal
b. External

A

b. External

193
Q

What helps descriptive assessments improve in external validity?

a. Having a second observer
b. Following up with interviews
c. Observing bx in multiple environments
d. Narrowing the observation locations

A

c. Observing bx in multiple environments

194
Q

What can strengthen internal validity?

a. Conducting multiple types of behavioral assessment
b. Limiting the information sources
c. Reducing the number of open-ended ques in questionnaires

A

a. Conducting multiple types of behavioral assessment

195
Q

Which assessment first helps a behavior analyst identify if they should take the case?

a. Preliminary assessment
b. Indirect assessment
c. Descriptive assessment

A

a. Preliminary assessment

196
Q

How does the internal validity of descriptive assessments compare to that of indirect assessments?

A

Descriptive assessments tend to have higher internal validity than indirect assessments.

197
Q

When are behavioral assessments typically conducted?

A

The assessment process is continually revisited throughout the relationship with the client

198
Q

Sasha is interviewing caregivers about the client’s rates of problem behavior. She finds the information does not match with her observations. The interviews were a part of the:

a. Indirect assessment
b. Descriptive assessment

A

a. Indirect assessment

199
Q

Sasha is interviewing caregivers about the client’s rates of problem behavior. She finds the information does not match with her observations. The internal validity of the indirect assessment appears to be:

a. High
b. Low

A

b. Low

200
Q

Outcomes Revisited

A

*The goal of service given in functional statements about what a person wants to accomplish and attain in their life

201
Q

Outcomes and Behavior Change

A
  • Outcome statements do NOT specify changes in bx

- Bx changes (often in several areas) lead to the individual obtaining the desired outcomes

202
Q

Types of Outcomes

A
  • Ultimate outcomes
  • Intermediate outcomes
  • Short-term objectives
203
Q

Ultimate Outcomes

A

The Final goal of service given in functional statements about what a person wants to accomplish & attain in their life e.g. I want to have children and raise a fam, play in basketball league, maintain my current lifestyle

204
Q

Outcome Characteristics

A
  • Outcomes should be:
  • Socially significant
  • Contextually appropriate
  • Reachable
  • Measurable
205
Q

Social Significance

A

The treatment goals & the achieved outcomes are acceptable, socially relevant & useful to the individual receiving services & to those who care about the individual

206
Q

Questions of Social Significance

A
  • Is this goal of social significance to the individual?
  • Is it functional for this person?
  • Does it contribute to a real improvement in this person’s dat-to-day experience of life?
207
Q

What is the purpose of an outcome statement?

a. To identify the likely immediate results of behavior
b. To specify the desired short-term changes in behavior
c. To outline the long-term goal of service

A

c. To outline the long-term goal of service

208
Q

Behavior change is related to outcomes in what way?

A

-Behavior change leads to the individual obtaining desired outcomes

209
Q

Social Validity of Outcomes

Wolf (1978) Evaluated Social Validity broadly across ABA in 3 ways

A
  • Social significance of the target bx: Does it matter?
  • The appropriateness of the procedures: Is the prog plan acceptable to the client, caregivers & society at large?
  • The social importance of the results: Does the individual’s quality of life improve?
210
Q

Social Validity

Cooper et al. (2020)

A
  • Social validity relates to the degree to which target bxs are appropriate, interventions are acceptable and significant changes in target & collateral bxs are produced
  • Again, we relate this to “outcomes” not in specifics, but in broad strokes
211
Q

Contextually Appropriate

A

What maybe fine in 1 setting may not be fine in another
-Cultural issues
US/ Japan; alcohol use; ethnic communities
-Social norms: Institutional Vs. community settings
-Contingencies of Rx are env-specific
Home Vs. School

212
Q

I want to “feel better about my work”

a. Measurable
b. Not measurable

A

b. Not measurable

213
Q

I want to “make the most of my free time”

a. Measurable
b. Not me

A

b. Not measurable

214
Q

Which of the following is an example of a measurable outcome?

a. Obtain a doctorate in ABA
b. Have a profound influence in the field
c. Acquire all the knowledge related to ABA
d. Become highly respected in my work

A

a. Obtain a doctorate in ABA

215
Q

Tammy lives in a group home with six other adults. She has in interest in working with children. Which of the following would be an example of a reachable goal?

a. Babysit children living in her current residence
b. Volunteer at the local school nearby at least 1 day a week

A

b. Volunteer at the local school nearby at least 1 day a week

216
Q

Sora wants to get a job but does not have a car nor does she know how to take public transportation. A BCBA writes the following outcome for Sora: Get a full-time job as a cashier clerk at the grocery store across town.
Appropriate outcome for Sora?

a. Yes
b. No

A

b. No

217
Q

Sora wants to get a job but does not have a car nor does she know how to take public transportation.

A

Get a full-time job working from home; Get a full-time job at a store near enough to walk to and from her home; Learn to use public transportation; Buy a car; Learn to drive, etc.

218
Q

Intermediate Outcomes

A
  • These are accomplishable goals that bring a person closer to achieving ultimate outcomes
  • AKA intermediate objectives or intermediate goals
219
Q

Types of Intermediate Outcomes

A
  • Depending on the outcomes, a person may work on achieving a set of intermediate outcomes in 2 ways:
  • Sequentially
  • Concurrently
220
Q

Sequence Intermediate Outcomes

A

Intermediate goals that are completed in an ordered sequence, one after another, in order to attain an ultimate outcome

221
Q

Concurrent Intermediate Outcomes

A

-Intermediate goals that are worked on together at the same time to attain an ultimate outcome

222
Q

Trevor wants to get a job working with the cleaning crew at the workshop. The intermediate goals identified are: Can fill and use the mop and bucket; can change the paper towel rolls; can spray and wipe mirrors. These goals are:

a. Sequential
b. Concurrent

A

b. Concurrent

223
Q

Criteria for Intermediate Goals

A

Will this goal contribute effectively in achieving the desired outcomes?

  • Socially valid
  • Socially significant
  • Contextually appropriate
  • Reachable
  • Measurable
224
Q

Intermediate Vs. Ultimate

A
  • Ultimate outcome: I want to be a partner in a law firm

- Immediate outcome: I want to graduate from law school

225
Q

What would be a potential intermediate outcome if the ultimate outcome is “live in an apartment myself”?

A

Create and balance a budget; prepare meals for self; shower independently; store food in appropriate locations, etc.

226
Q

Short-term Objective

A

A numerical objective that sets a criterion for change in some response measure of a target bx over a given time span

227
Q

Short-Term Objectives

A
  • Maybe specific to one env or cross several env

- May contribute to the individual obtaining an intermediate outcome &/ or an ultimate outcome

228
Q

An analogy for Outcomes, Goals and Objectives

A
  • Ultimate outcome: Mountain top
  • Intermediate outcomes (goals): Exercise targets (aerobic & strength), foothills and base camps
  • Short-term objective:
  • Specific step-by-step exercise regimen to prepare for climb
229
Q

Short-Term Objectives:

A Sequence of Goals

A

*Short-term objectives are typically a series of clearly defined numerical target statements that define a sequence of milestones, the obtaining if which leads to the intermediate outcome

230
Q

Objectives lead to Outcomes

A
  • Applies to all bx service plans including those designed to:
  • Increase or teach a new skill
  • Track work production/ attendance
  • Reduce prob bxs
  • Increase participation in activities
  • Increase independence
231
Q

Short-Term Objectives Components:

Part 2

A
  • How Long: Success criterion
  • Where/ When: Context
  • Given what: Conditions
  • By when: Target date
232
Q

Create and balance a budget; prepare meals for self; shower independently; store food in appropriate locations, etc.

A
  • Evan will increase his rate of reading
  • from 20 words per minute to 50 words per minute at school …
  • ver 3 consecutive sessions by (a date 6 weeks from current) …
233
Q

Note on Context

A

If an objective is being addressed Across all settings, you may either identify the context/ env as “in all settings” or simple leave it out

234
Q

E.g. Short-Term Objectives

A

*Joey will increase his rate of interacting with peers during meals from 0 out of 3 time-samples per day to at least 1 out of 3 time-samples per day over 4 consecutive days, by 12/01/19

235
Q

Behavior Objectives & Outcomes

A

*Bx change leads to outcomes
-Outcomes are usually obtained after changes in bx in several areas
‘Bx change meets objectives
“Meeting objectives leads to outcomes
‘Obtaining intermediate outcomes leads to ultimate outcomes
*Action, Achievement, Status

236
Q

What can be implied if the context is not listed in a short-term objective?

a. The bx change is specific to the setting where the behavior has the most opportunities to occur
b. The target applies across all settings
c. Context will be determined at a later date

A

b. The target applies across all settings

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