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BEHP 5001 (FIT BCBA) > unit 4 > Flashcards

unit 4 Flashcards

1
Q

Systematic gathering of info, is there problem, describe bx and environment, determine functional relations

A

behavioral assessment

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2
Q

Use to develop bx plan, monitor and evaluate treatment, evaluate maintenance and generalization

A

behavioral assessment

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3
Q

Observe and measure Bx, ecological perspective, situation specific, ongoing

A

focus of assessment

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4
Q

Decide where, how and if intervene, functional relations

A

reasons to assess

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5
Q

Tell me, record reviews, interview, questionnaires

A

indirect method

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6
Q

Show me, narrative recording, ABC data, measurement of Bx, scatterplot, observation

A

direct method

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7
Q

Divides assessment methods into client vs others; assess motoric, physiological and private events; observe in-situ or analogue

A

Cone’s method

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8
Q

Different methods at different points of assessment; Breadth vs Depth, reliability and validity depending on place in the funnel,

A

Quasi-funnel

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9
Q

Get hypothesis, locus of intervention, fx relations, not internally valid, needed to determine an intervention

A

descriptive assessment

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10
Q

Systematic manipulations of environmental factors, time and resource intensive, most reliable regarding hypothesis, measure bx dimensions

A

functional analysis

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11
Q

discriminative stimulus

A

SD

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12
Q

discriminative stimulus for extinction

A

S delta

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13
Q

discriminative stimulus for punishment

A

SDP

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14
Q

Behavioral Assessment

A

a systematic gathering of information in order to make data-based decisions

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15
Q

functions of behavioral assessment

A
  • determine if a problem with bx exists
  • describe behavior and environment
  • determine functional relations between bx and environment
  • provide the info needed to develop bx plans
  • monitor program implementation
  • evaluate treatment effectiveness
  • evaluate maintenance and generalization
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16
Q

characteristics of bx assessment

A
  • focus on observable and measurable bx
  • bx is in itself important
  • ecological perspective
  • bx is situation-specific and extrinsically variable
  • assessment is ongoing
17
Q

reasons for performing a behavioral assessment

A
  • decide whether to intervene
  • identify functional relations
  • decide where to intervene
  • decide how to intervene
  • monitor and evaluate intervention
18
Q

indirect assessment

A

“Structured interviews, checklists, ratings scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behavior; used to identify conditions or events in the natural environment that correlate with the problem behavior.”

19
Q

direct assessment

A

“Provides an organized, conceptually sound and efficacious method for obtaining data essential to the decision to intervene or not, where to intervene, how to intervene, and identification of functional relations.”

20
Q

rational for conducting a direct assessment

A
  • obtain and organize relevant information about bx ad its circumstances
  • develop hypotheses regarding the need for alternatives to bc analysis services
  • define the locus of intervention
  • develop hypotheses regarding functional relations
  • provide information for evaluating interventions on an ongoing basis
21
Q

indirect assessment methods

A
  • record review
  • interview
  • paper-and-pencil questionnaires
22
Q

direct assessment methods

A
  • narrative recording
  • ABC data collection
  • direct and indirect measures of bx
  • scatter plots
  • permanent products
23
Q

stages of behavioral assessment

A
  • screening
  • indirect assessment
  • direct descriptive assessment
  • functional analysis
  • baseline
  • monitoring
  • follow up (maintenance and generalization)
24
Q

characteristics of functional analysis

A

identify controlling variables through systematic manipulations

25
Q

rational for conducting a functional analysis

A
  • identify need of intervention
  • identify functional relations
  • identify effective bx change procedures
  • avoid the use of ineffective procedures
  • reduce time and costs involved in assessment and training
26
Q

functions of bx

A
  • automatic negative reinforcement
  • automatic positive reinforcement
  • socially-mediated negative reinforcement
  • socially-mediated positive reinforcement
27
Q

types of discriminative

A
  • SD
  • S delta
  • SDP
28
Q

types of motivating operations

A

• Unconditioned motivating operations (UMO)
• Conditioned motivating operations (CMO)
-Surrogate conditioned motivating operations (CMO-S)
-Reflexive conditioned motivating operations (CMO-R)
-Transitive conditioned motivating operations (CMO- T)

29
Q

initial stages of pre-treatment behavioral assessment

A
  • the referral
  • the intake, screening, and disposition
  • preliminary statement of problem
30
Q

components of an initial intake

A
  • intake form
  • statement of authority of consent
  • participation consent/record release
  • parent/caretaker contract
  • cancellation/no show policy
  • confidentiality act/abuse reporting
  • grievance procedure
31
Q

preliminary statement of bx

A

“A preliminary statement of the essential question or questions around which hypotheses are to be formulated that enables more specific data to be obtained in an organized and conceptually systematic manner.”

32
Q

records review

A 
• Evaluations/ Assessments
• Support Plans, Individual Habilitation Plans
(IHP), Individual Program Plans (IPP),
Individual Educational Plans (IEP)
• Activity/Class Schedule
• Treatment Plans
• Progress Notes
• Incident/”Disciplinary” Reports
• Correspondence/e-mails
33
Q

functions of a behavioral (functional) interview

A

• Identify target behavior
• Identify potential ecological events
• Identify events that predict the occurrence of
behavior (antecedents)
• Identify potential functions of behavior
• Identify efficacy of behavior
• Identify potential replacement behavior
• Identify potential reinforcers
• History of behavior and treatment history

34
Q

example of target behaviors that would most likely be the focus of a behavioral assessment

A

verbal threats about suicide

35
Q

Cone subdivides assessment into

A
  • client vs. others

- direct vs. indirect

36
Q

cone defines “free behavior” as observation of behavior

A

as it occurs without any instructions or manipulations

37
Q

an assumption of behavioral assessment

A

behavior is situation-specific and extrinsically-variable.

38
Q

what type of behavioral assessment may be broad in focus but is low fidelity?

A

indirect assessment

39
Q

example of ecological events to be investigated during a functional assessment interview, as distinguished from “antecedent predictors”?

A

the student-to-teacher ratio in a classroom

BEHP 5001 (FIT BCBA) (10 decks)

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