Unit 4 Flashcards

1
Q

Identify functional relations & guide tx

development

A

purpose of Functional Assessment

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2
Q

4 types of Functional Assessments

A

Indirect assessment
Descriptive assessment
Structured descriptive assessment
Functional analysis

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3
Q

Assessment of bx that is removed from time

& place from actual occurrence of bx

A

Indirect

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4
Q
Method of obtaining hypothesis not clear
Limited on idiosyncratic variables
Reliance on recollection
Poor inter-rater agreement
Poor convergent validity
A

Limitation of Indirect

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5
Q

Use as part of direct observation
Include open-ended questions
Use multiple informants

A

Recommendations for Indirect

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6
Q

Observing individuals in natural environment

by noting events before & after bx

A

Descriptive Assessment

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7
Q
Narrative recording
Open-ended ABC
Coded ABC
Scatterplot
Structured descriptive assessment
A

Types of DA

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8
Q

Correlational nature of data
Reactivity
Sample of bx may be inadequate
Poor convergent validity

A

Limitations of DA

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9
Q

Methodology for arranging environmental
variables to compare levels of bx in test &
control conditions

A

Functional Analysis

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10
Q

Determines true functional relations

May reveal tx effects

A

Benefits of FA

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11
Q
May not include relevant test conditions
May not identify situational features
occasioning problem bx
Potential for iatrogenic effects
Complex, time and labor intensive
A

4 limitation of FA

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12
Q

No clear difference between test & control

conditions

A

Undifferentiated FA

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13
Q

Multiple control
Automatic SR+
Discrimination issues
Relevant variables not tested

A

Causes of Undifferentiated FA

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14
Q

Rule out biological/medical events

Limit pre-session access to reinforcers

A

FA Best Practices BEFORE analysis

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15
Q
Used fixed sequences
Use different SDs for each condition
Wait for problem bx to end before next
session
No or low-preference toys in attn & alone
conditions
Use intrinsic items
A

FA Best Practices DURING analysis

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16
Q

Graph topographies separately
Graph responding during relevant MO only
Structured criteria

A

FA Best Practices for interpretation of data

17
Q

Location
Divided attention
Difficulty of demands
Conditioned correlated stimuli

A

Antecedent modifications to clarify FA results

18
Q

Type of attn delivered

Which bx’s receive consequences

A

Consequence modifications to clarify FA results

19
Q

Pairwise
Session duration
Extended alone

A

Design modifications to clarify FA

20
Q

Antecedents
Consequences
MO effects
Person variables

A

Categories of idiosyncratic FA

21
Q

Diverted attention

Attention, but only from certain individuals

A

2 antecedent idiosyncratic variables

22
Q

Unrelated to typically tested behavioral

functions

A

consequence idiosyncratic variables

23
Q

Problem bx high in a condition when certain

MOs are in effect

A

MO effects

24
Q

Person-specific relations between

environment and bx

A

Person variable

25
2 questions to ask about high-risk bx
Do benefits outweigh risks? Are there protective measures to manage risk?
26
Protective procedures (blocking, equipment) Precursor FA Latency FA
3 FA variations for high-risk behavior
27
Bx that reliably precedes another
Precursor
28
FA contingencies placed on precursor bx | instead of high-risk bx
Precursor FA
29
FA only allows bx to occur once in a given | session
Latency FA
30
Limited time Limited control over environment Staff with inadequate training
3 barriers to FA methodology
31
FA solution for limited time to conduct
Single function or brief FA
32
FA solution for limited control over | environment
Trial based FA
33
FA solution for staff with inadequate training
Train others to conduct FA
34
Use caregivers as therapists Conditions based on those observed in home
general modicfications for an FA of young children
35
FA conditions set up for: social escape, sensory escape, access to rituals/repetitive bx, stereotypy
FA modifications for an FA of children with ASD symptoms