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Behp 5049 > Unit 7 > Flashcards

Unit 7 Flashcards

1
Q

Functional Behavior Assessment Revisited

A
  • Assessment of functional relations btw bx & the Env

- AKA functional behavioral assessment or functional assessment

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2
Q

Functional Behavior Assessment (Con…t)

A
  • Any pretreatment evaluation of prob bx intended to improve a clinician’s understanding of env contributors to prob bx
  • Goal is to identify contingencies supporting problem bx that will inform treatment decisions
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3
Q

Indirect Assessment

A

*A process in which information is gathered on Bx through descriptions & recollections rather than through direct observation

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4
Q

Indirect Assessment Revisited

A
  • Any pretreatment evaluation of problem bx intended to improve a clinician’s understanding of environmental contributors to problem bx using questionnaires & surveys
  • No direct observation, no manipulation
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5
Q

Indirect Assessment Methods

A
  • Specific to questionnaires & surveys
  • No direct observation of problem bx
  • No systematic manipulation of environmental events
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6
Q

Strengths & Limitations of Indirect Assessments

A
  • Strengths: Quick, easy & requires minimal training

* Limitation: Unreliable; weak correspondence with other assessment methods

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7
Q

Descriptive Assessment

A

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

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8
Q

Descriptive Assessment

A
  • Any pretreatment evaluation of problem bx intended to improve a clinician’s understanding of environmental contributors problem bx using direct observation
  • Direct observation, no manipulation
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9
Q

Descriptive Assessment Methods

A
  • Direct observation of problem bx
  • Can lead to correlations btw prob bx & antecedents and/ or consequences
  • Still missing systematic manipulation of environmental events
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10
Q

Strengths & Limitations of Descriptive Assessments

A
  • Strengths:
  • Can be quick & can illuminate imp correlations
  • Limitations:
  • Unreliable; Weak correspondence with other assessment methods
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11
Q

Descriptive assessments can only result in information about _____ between environment and behavior.

A

-Correlations

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12
Q

Functional Analysis

A
  • Process of identifying environmental events that are functionally related to behavior by systematically manipulating environmental variables
  • AKA experimental assessment
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13
Q

Functional Analysis (Con…t)

A
  • Any pretreatment evaluation of problem bx intended to improve a clinician’s understanding of environmental contributors to prob bx using direct observation & systematic manipulation of env events
  • Direct observation, manipulation
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14
Q

Functional Analysis Methods

A

*Direct observation of problem bx with systematic manipulation of environmental events

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15
Q

Strength and Limitations of Functional Analysis

A
  • Strength
  • Empirical demonstration of control
  • Limitations
  • Often impractical
  • Reinforcement of problem behavior
  • Observation of problem behavior
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16
Q

Functional Assessment Methods

A
  • Umbrella term that encompasses:
  • Indirect assessments
  • Descriptive assessments
  • Functional analysis
  • Methods to help inform function-based treatment
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17
Q

Functional Assessment:

Advantages

A
  • Improves treatment outcomes
  • Reduces necessity of punishment
  • Results in more humane form of treatment
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18
Q

Hierarchical Process for Functional Assessment

A

*Progressively introducing more conservative functional assessment methods

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19
Q

Hierarchical Process E.g.

A
  • Clinician conducts the FAST to inform the treatment of aggression for Jimmy; the treatment based on the results fails to reduce aggression
  • Clinician then conducts observations using ABC narratives; the treatment again fails to reduce aggression
  • Clinician then decides to conduct FA
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20
Q

Strengths and Limitations of the Hierarchical Process

A
  • Strengths
  • Intuitive appeal
  • Similar to least-to-most intrusive model
  • Limitations
  • Inefficient
  • Unrealistic assessments should not be used to inform treatment
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21
Q

Provide the steps in the process of using a hierarchical approach to functional assessment:

A

*“Try the easiest assessment method first, and base treatment on those results. If the treatment is ineffective, try the more effortful assessment method, then base treatment on those results. If that treatment is ineffective, try the more effortful assessment method”

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22
Q

The primary limitation with a hierarchical approach to functional assessment is:

A

-It is inefficient as we may spend time implementing treatments that are not effective

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23
Q

Collective Process for Functional Assessment

A
  • Using each step in the functional assessment to individualize the functional analysis
  • Conduct indirect assessment to collect qualitative information
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24
Q

Collective Process for Functional Assessment (Con…t)

A
  • Use info from indirect assessment to design brief observation
  • Use all info collected to design unique contingency
  • Functional analysis validates hunches about function from other assessments
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25
Q

Collective Process E.g.

A
  • Clinician uses an open-ended interview to help understand the specific experiences of Jimmy
  • Before implementing txt, clinician:
  • Informally arranges observation based on hunches about Jimmy’s experiences, then
  • Conducts functional analysis of the contingency, informed by the understanding of Jimmy’s situation
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26
Q

Strength Limitation of the Collective Process

A
  • Strength
  • Allows the clinician to create a unique functional analysis for each participant
  • Limitation
  • Requires the clinician to conduct a functional analysis
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27
Q

The term “collective process” in relation to functional assessments is best defined as:

A

Using each step of the functional assessment process as a component within the overall process

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28
Q

After conducting the indirect assessment, what step should be next in the collective process for functional assessment?

A

-Use the results of the indirect assessment to guide next steps of the descriptive assessment

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29
Q

Which of the following is a limitation of the collective process?

A

*A functional analysis must be conducted as a part of the process

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30
Q

Characteristics of an Ideal Functional Assessment

A
  • Efficient
  • Safe
  • Acceptable
  • Effective and accurate
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31
Q

Practical Utility

A
  • Refers to the efficiency, safety and acceptability of an assessment or treatment
  • An assessment or treatment that has greater practical utility is easier for a clinician to implement
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32
Q

Practical Utility E.g.

A
  • A functional analysis that requires 15 min to conduct has more practical utility than a functional analysis that requires 2 hrs
  • A functional analysis that evokes less prob bx has more practical utility than one that evokes a lot of prob bx
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33
Q

The practical utility of an assessment is determined based on:
(check all that apply)

A
  1. How safe the assessment is
  2. How efficient the assessment is
    3.
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34
Q

Treatment Utility

A
  • Refers to efficacy of assessment at informing subsequent txt.
  • An assessment that has greater txt utility informs a txt that procedures larger reduction in problem bx
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35
Q

Treatment Utility E.g.

A

*A Functional analysis that informs txt that produces a 90% reduction in prob bx has more txt utility in comparison to a function analysis that produces a 50% reduction

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36
Q

The treatment utility of a functional assessment indicates the likelihood of whether a specific treatment will be

A

-Effective

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37
Q

Which assessment method has a treatment utility level that falls somewhere in the middle?

A

-Descriptive Assessments

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38
Q

Mac decided to run a latency-based FA, which was safer given the frequency of problem behavior. However, it informed a treatment that only reduced problem behavior by 25%. The latency-based FA would be considered to have:

A

-High Practical utility but low treatment utility

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39
Q

Brief History of Behavioral Technology

A
  • From lab to bedside:
  • Research began in a highly controlled env
  • Moved to applied setting to measure socially meaningful outcomes
  • Modified to improve feasibility & dissemination
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40
Q

Rationale for Improving Practical Utility of Functional Assessment

A
  • Standard (analog) functional analysis was developed in an in-patient unit
  • Barriers to practical utility with standard functional analysis:
  • Time-consuming
  • Dangerous
  • Resource intensive
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41
Q

Rationale for Improving Treatment Utility of Functional Assessment

A
  • Certain functional assessments can improve outcomes
  • A more efficient functional assessment is not necessarily a better assessment
  • Consider results of an indirect functional assessment Vs. experimental functional analysis
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42
Q

The original Iwata et al. article, where the standard functional analysis procedures were described, was published in what year?

A

-1982

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43
Q

Practical Functional Assessment (PFA)

A

*Specific functional assessment process directly influenced by elements of clinical significance

44
Q

Development of the Practical Functional Assessment

A
  • Hanley (2012)
  • General structure introduced
  • Hanley et al. (2014)
  • First systematic application & evaluation
  • Jessel et al. (2016)
  • Operationalized procedures
45
Q

Purpose of the Practical Functional Assessment

A
  • Designed to balance elements of practical & txt utility
  • Doesn’t require observation of severe prob bx
  • Can be completed within a single clinical visit
46
Q

Practical Functional Assessment: Inductive & Personalized

A
  • Inductive: The functional analysis is built on knowledge from multiple layers of assessments (collective process)
  • Personalized: The problem addressed in the functional analysis is specifies by the caregivers
47
Q

Practical Functional Assessment:

Not Deductive or Standardized

A
  • Deductive: The functional analysis does not start without qualitative info
  • Standardized: Generic classes of RX tested in a ready-made functional analysis is not a part of the process
48
Q

Steps of the Practical Functional Assessment

A
  1. An open-ended interview
  2. Brief contingency probe
  3. Interview-informed synthesized contingency analysis (IISCA)
49
Q

The PFA can be conducted in as few as ___ session(s).

A

-1

50
Q

The PFA uses a _______ process in assessment.

A

-Collective

51
Q

The PFA is both _____ and _____ in its approach to understanding behavior.

A

-Inductive, Personalized

52
Q

Open-Ended Interview

A

*Semi-structured interview that asks questions regarding the context on which prob bx is likely to occur

53
Q

Context of the Practical Functional Assessment Open-Ended Interview

A

*Include ques on Topography of problem bx, antecedents that evoke prob bx & consequences that maintain prob bx

54
Q

Purpose of the Practical Functional Assessment Open-Ended Interview

A
  • Develop rapport with caregivers
  • Identify ecologically relevant contingencies
  • Develop informed hunches regarding the context in which bx occurs
  • Setup a safe & quick interview-informed synthesized contingency analysis (IISCA)
55
Q

Categories of Info Gathered in the Open-Ended Interview

A
  • Ques on back ground info
  • Ques on prob bx
  • Ques on antecedents
  • Ques on consequences
56
Q

Objectives for the Ques on Background Info

A
  • Create an understanding of the client’s language abilities to determine difficulties with social interactions & targets for future communication training
  • Identify highly motivating context and establish rich Rx
57
Q

Which of the following are goals of the interview component of the PFA?

A

-To gather clues about relevant contingencies

58
Q

Objectives for the Questions on Problem Behavior

A
  • Operationally define all functionally related topographies to be targeted in further assessment
  • Establish hierarchy of non-dangerous & dangerous problem bx
59
Q

E.g. of Questions on Problem Bx

A

*What are the prob bx?
what do they look like?
*Do the different types of prob bx tend to occur in bursts or clusters &/ or does any type of prob bx typically precede another type of prob bx?

60
Q

Application of the Ques on Prob bx

A
  • Target topographies of prob bx should include caregiver-reported precursors to the more severe prob bx
  • The inclusion of multiple targeted topographies (precursors & severe) creates an open-contingency class
61
Q

Open-Contingency Class

A

*Instances in which all co-occurring topographies are available for reinforcement

62
Q

E.g. of Open-Contingency Class

A
  • Caregiver reports that Jimmy will first scream and yell b4 he begins to hit you
  • IISCA will include screaming, yelling, & hitting in the contingency class to be reinforced
63
Q

Closed-Contingency Class

A

*Instances in which only the most concerning topography(ies) are available for reinforcement

64
Q

E.g. of Closed-Contingency Class

A
  • Caregiver reports that Jimmy will first scream & yell b4 he begins to hit you
  • IISCA will include only hitting in the contingency class to be reinforced
65
Q

Strengths & Limitations of Using an Open-Contingency Class

A
  • Strengths
  • Improves safety
  • Is more efficient
  • Limitations
  • Requires inference to be made regarding functional properties
66
Q

Identifying potential precursors to problem behavior is an important component of the PFA interview because:

A

-FA contingencies can then be placed on precursor bxs, which avoids evoking dangerous bxs

67
Q 
Within a functional analysis, a(n) \_\_\_\_\_\_\_ contingency class includes multiple topographies of behavior that are available for reinforcement, while a(n) 
\_\_\_\_\_\_\_\_\_ -contingency class includes only the most concerning topographies.
A
  • Open

- Closed

68
Q

When conducting a functional analysis, Dr. Jessel recommends using a closed-contingency class.

a. True
b. False

A

b. False

69
Q

Precursor

A

*Bx that reliably precedes another in time

70
Q

Properties of Precursors

A
  • Precursors can vary across 3 properties:
  • Outside the Topographical class
  • Within the topographical class
  • Varying the level of intensity
71
Q

Precursors Outside of the Topographical Class

A

-No formal similarities btw precursors and dangerous prob bx

72
Q

E.gs of Precursors Outside of the Topographical Class

A
  • Yelling b4 biting
  • Screaming b4 kicking
  • Crying b4 self-injurious bx
73
Q

Precursors within the Topographical Class

A

*Precursors share formal similarities with dangerous prob bx

74
Q

E.gs of Precursors Within the Topographical Class

A
  • Pinching b4 punching
  • Pushing object b4 throwing object
  • Head down on table b4 head banging
75
Q

precursors that Vary the Level of Intensity

A

*Precursors are identical to the dangerous prob bx, but at a reduced intensity

76
Q

E.g. of Precursors that Vary the Level of Intensity

A
  • Light tap of the 1st before full punch
  • Hitting head on object without making audible noise & within 6 inches b4 hitting head on object with audible noise & from a distance gr8er than 6 inches
77
Q

Cursing b4 yelling racially charged inappropriate comments is an e.g. of:

A

*Precursor within the topographical class

78
Q

“Mumbling under one’s breath” followed by running out of the building is an example of:

A

-Precursor outside the topographical class

79
Q

“Mumbling under one’s breath” followed by loud cursing is an example of:

A

-Precursor that varies in intensity level

80
Q

Objectives for the Ques on Antecedents

A

*Develop function hunches regarding antecedent events that have & will evoke prob bx

81
Q

E.g. of Questions on Antecedents

A
  • Under what conditions or situations are the prob bx most likely to occur?
  • What seems to trigger the prob bx?
82
Q

Application of the Questions on Antecedents

A
  • Events the individual experiences that evoke prob bx

- Can include discriminative stimuli & motivating operations

83
Q

E,g’s of Antecedents to problem Bx

A
  • Initiation of a transition
  • “Play time is done. It is time to go to the workable”
  • Initiation of adult-directed tasks
  • “Ur turn is done. It is my turn & I want to play this way”
84
Q

Objectives for the Ques on Consequences

A

*Develop function hunches regarding consequent events that have & will reinforce prob bx

85
Q

E.g.s of Questions on Consequences

A
  • How do you & others react or respond to prob bx?
  • What do you & others do to calm him/ her down once he/she engages in the prob bx?
  • What do you & others do to distract him/ her from engaging in the prob bx?
86
Q

Application of the Ques on Consequences

A

*Events the individual experiences that follow & initially eliminate prob bx

87
Q

E.g. of Consequences to Problem Bx

A
  • Return to preferred context
  • “We can go back to the play station”
  • Return to child-directed activity
  • “Ok, it is ur turn. What do you want to do?”
88
Q

Which question would be appropriate to ask in the interview of the PFA?

A

-When is prob bx least likely to occur?
rapport is a focus of the interview, questions should not be accusatory or otherwise lead to negative emotional responses from caregivers.

89
Q

The interview question, “How do you get (your child) to calm down?” can be effective because:

A

-The answer may suggest the reinforcer for problem behavior

90
Q

Tips for Conducting the Open-Ended Interview

A
  • Let the interviewee determine the pace, but keep control of the conversation
  • You don’t need to ask every ques or go in order
  • Be as detailed as possible with relevant info
  • Always keep the IISCA structure in mind
  • Ask for descriptions and not explanations
91
Q

Procedures for Conducting the Open-Ended Interview

A
  • Collection of unique & qualitatively rich info
  • Usually takes about 15-30 min
  • You are finished when you know the prob bx & can arrange the context to be tested
92
Q

Which of the following are interview techniques to use during the open-ended interview?

(check all that apply)

A
  • Keep control of the conversation
  • Allow the par4ent to control the pace
  • Gather relevant details around behavior
93
Q

The PFA interview should last at least 60 minutes to be considered valid.

a. True
b. False

A

b. False

he open-ended interview does not have a set amount of time in which to be completed, but typically takes 15-30 minutes.

94
Q

Brief Contingency Probe

A

*Semi-structured period where the clinical unsystematically tests the hunches and modifies the contingency when necessary

95
Q

Purpose of the Brief Contingency Probe

A
  • Test some of the hunches obtained from the interview
  • Calibrate the contingency
  • Formalize the interview-informed synthesized contingency analysis (IISCA) conditions
96
Q

Calibrating he Contingency

A

-The contingency can be calibrated to improve ecological validity or expand the open-contingency class

97
Q

Ecological Validity

A
  • Extend to which a study relates to typical implementers, settings and activities
  • How representative the contingencies from an assessment are of the env it is intending to evaluate
98
Q

Improving Ecological Validity

A

-Remove or include caregiver-informed variables within the contingency based on the occurrence/ nonoccurrence of problem bx

99
Q

E.g. of Improving Ecological Validity

A
  • The clinical may start the observation removing a tablet & instructing the client to complete math HW
  • If prob bx is not observed the caregiver may report that it only occurs with the client’s specific IPad & English home work
100
Q

E.g. of Improving Ecological Validity

A

*The contingency is then calibrated to include that info by using an Ipad instead of a tablet & english Homework instead of math

101
Q

Which of the following are goals of the brief contingency probe?

(check all that apply)

A
  • Test hunches gained from the interview
  • Observe the contingency described in the interview
  • Calibrate the hypothesized contingencies
102
Q

During the brief contingency probe, we can improve ecological validity by:

A

-Involving caregivers and materials from the natural environment

103
Q

Expanding the Open-Contingency Class

A

*Include more topographies of prob bx if observed & reported to be functionally related

104
Q

E.g. of Expanding the Open-Contingency

A
  • The clinician may start the observation removing a tablet & instructing the client to complete math HW
  • The client begins to emit a high-pitched noise not previously reported
105
Q

E.g. of Expanding the Open-Contingency (Con..t)

A

*The contingency is then calibrated to include that response after confirmation from caregivers that this indicates the client is “getting mad”

106
Q

Tips for Conducting the Brief Contingency Probe

A
  • Keep the caregiver in the room for con..t feedback & input
  • Keep an eye out for precursors missed during the interview
  • When in doubt, include parents
  • Never forget you are trying to understand a problem not cause 1 (7: 30 slide 7.5)

Behp 5049 (8 decks)

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