Unit 7 Flashcards
1
Q
Behavioral Assessment: A ____ gathering of ____ in order to make _____, regarding ____ and _____.
A
A systematic gathering of information in order to make data-based decisions, regarding behavior and the environment.
2
Q
Behavioral assessment includes a range of methods, including ____.
A
Interviews, checklists, observations, and systematic manipulations.
SmOIC.
3
Q
Characteristics of B.A.: Focus on ____ and ____ behavior.
A
Focus on observable and measurable behavior.
4
Q
Behavior is in ______ - Not just _____.
A
Behavior is itself important - NOT just a symptom of an underlying disorder.
5
Q
Characteristics of B.A.: ____ perspective.
A
Ecological perspective.
6
Q
Characteristics of B.A.: Behavior is ____-____ and _____ _____.
A
Situation specific. Extrinsically variable.
7
Q
Characteristics of B.A.: Assessment is ____ - not just ___ and/or _____.
A
Assessment is ongoing, not just pre- and/or post-treatment.
8
Q
The ecological perspective of behavior assessment leads us to conduct assessments in….
A
Wherever the problem may occur.
9
Q
Broad band - Low Fi
A
Screening and Preliminary Indirect Assessment
10
Q
In-between - Mid Fi
A
Direct descriptive assessment, Progress monitoring
11
Q
Narrow band - High Fi
A
Functional Analysis, Baseline Assessment.
12
Q
In-between - Low Fi
A
Follow up assessment
13
Q
The point of Hawkins’ model is that ____ methods are needed at _____.
A
Different methods are needed at different stages of the assessment process.
14
Q
Broad vs. Narrow band refers to:
A
Scope of what is assessed.
15
Q
Lo, mid, versus high fidelity refers to:
A
Reliability and validity of information.
16
Q
We have ____ assessment for ______ with behavior.
A
We have specialized assessments for different problems with behavior.
17
Q
Skill deficits: Skill assessments, e.g., …..
A
Assessments based task analyses, assessments of elementary verbal operants, social skills assessments, vocational skills assessments.
18
Q
For behavior ____, one common type of behavioral assessment is called _____.
A
Excesses, functional assessment.
19
Q
We also have assessments for problems with ___, for problems with ___, etc.
A
Performance, generality.
20
Q
Behavioral Assessment Purposes : Determine _____ and ______.
A
Determine if a problem with behavior exists.
Determine functional relations between behavior and the environment.
21
Q
Behavioral Assessment Purposes: Describe ____.
A
Behavior and the environment.
22
Q
Behavioral Assessment Purposes: Provide the _____
A
Information needed to develop behavior plans (where, how, and with whom to intervene.
23
Q
Behavioral Assessment Purposes: Monitor ____.
A
Program implementation.
24
Q
Behavioral Assessment Purposes: Evaluate _____
A
Treatment effectiveness, maintenance, and generalization.
25
A functional assessment, if indicated, should lead directly to ____.
An individual behavior plan.
26
Behavioral assessment first informs our decision:
Whether or not to intervene.
27
Three different components of a functional assessment.
- Preliminary indirect assessment.
- Direct descriptive assessment.
- Functional analysis (systematic manipulation)
28
Indirect Assessment Methods
The "Tell Me" methods.
29
Indirect assessment methods are used mostly...
During the preliminary stages of assessment
30
Direct Assessment Methods
The "Show Me" methods
31
If direct methods are ________ then one is ________.
If direct methods are not being utilized, then one is not doing a behavioral assessment.
32
Sine qua non
Latin for "Without which it could not be."
33
An assessment is NOT a behavioral assessment unless the behavior is ______
Directly observed and measured.
34
Types of Indirect Assessment Methods
- Record Review
- Interviews
- Paper and pencil questionnaires
These can be done in an office.
35
Types of Direct Assessment Methods
NAMSO
- Narrative Recording
- ABC Data Collection
- Measuring Dimensional and Dimensionless Quantities of Behavior
- Scatterplots
- Observation of Permanent Products
36
Records Review
- Evaluations/Assessments
- Support Plans, IHP, IPP, IEP
- Activity/Class Schedule
- Treatment Plans
- Progress Notes
- Incident/"Disciplinary" Reports
- Correspondence/e-mails
37
Records Review: Information regarding...
- Current and past behavioral repertoire
- Environmental Factors
- Medical history
38
Behavioral Interviews consist of...
Questions to ask within pre-selected topics
39
Several standardized interviews:
Kanfer and Sanslow, O'Neill, et al.
40
Prior to Interview
1 - Select Instrument
2 - Decide who to interview
3 - Decide where and when
4 - Make an appointment
41
Beginning of Interview
- Build rapport
| - Informally observe: behavior, environment, appearance of persons
42
During an interview
- Ask open-ended questions
- Ask follow-up questions
- Acknowledge responses
- White notes or use recorder
43
Efficiency of behavior refers to:
How much effort is needed for reinforcement to be earned (compared to other behavior which might earn the same thing)
44
Functional Assessment interview Goals: Identify, define, and describe: (9)
- The behaviors
- Potential ecological events
- Events that predict occurrences of behaviors.
- Potential functions
- Efficiency of behaviors
- Functionally equivalent alternative behaviors
- Communication Methods
- Potential Reinforcers
- History of target behaviors and treatment(s)
CHRAP BEEF
45
After an interview
- Review notes/recording(s)
- Summarize the findings
- Decide whether to continue the behavioral assessment
46
After an interview: Summarize the findings
- Describe behavior
- Identify environmental factors
- Identify potential functions
- Identify functionally equivalent behavior
BEEF
47
After an interview: Decide whether to continue behavioral assessment. If yes, ____. If no, ____.
If yes, choose methods and continue.
| If no, write report and discuss.
48
Types of paper-and-pencil assessment forms
- Durand's Motivational Assessment Scale (MAS)
- Iwata's Functional Assessment Screening Tool (FAST)
- Self-Injury Trauma (SIT) Scale
49
The reliability/validity of paper-and-pencil assessment forms is typically ____.
Low.
50
Two-step process for reinforcer identification:
1 - Preference Assessment
| 2 - Reinforcer assessment
51
Individuals with DD may not respond to ____
Conditioned Sr (e.g., praise)
52
Reinforcers are ____
Idiosyncratic
53
Reinforcement (Sr) is essential for
Acquisition
54
Preference Assessments are ____
Methods for identifying an individual's preferences for tangible items and activities
55
Three general ways to conduct preference assessments:
1 - Indirect (informant-based)
2 - Naturalistic, direct observation
3 - Reinforcer sampling (empirical)
56
Indirect (informant-based) preference assessment
Interview or questionnaire. Ask the client or a caregiver what the client prefers
57
Advantages of indirect preference assessment
Simplicity, efficiency
58
Disadvantages of indirect preference assessment
Subjective (not based on direct observation), unreliable
59
RAISD stands for
Reinforcer Assessment for Individuals with Severe Disabilities
60
RAISD is
An interview tool to help caregivers generate a list of potential preferred stimuli to be tested via preference assessment.
Survey has categories of stimuli (e.g., visual, auditory)
Caregiver indicates if liked/disliked
Rank stimuli at end.
61
Preference assessment: Naturalistic direct observation
Observation of daily activities (preferences).
Allow individual to have "free time" in their natural environment.
Determine high probability responses.
62
Naturalistic direct observation PA relies on...
Premack principle: Access to high-probability behaviors can be used to reinforce low probability behaviors
63
Advantage of Naturalistic Direct Observation PA
Objective (based on direct observation)
64
Disadvantages of Naturalistic Direct Observation PA
Time consuming, limited access to stimuli
65
PA: Reinforcer Sampling (empirical)
Systematic preference assessment. Includes a number of procedural variations.
66
Advantages of Reinforcer sampling PA
Objective, accommodates a wide range of stimuli (including brand new stimuli)
67
Disadvantage of Reinforcer Sampling PA
Time consuming
68
Preference assessment =
Information about preferred stimuli. Predictions about reinforcers.
69
Reinforcer assessment purpose
To determine if the stimulus is a reinforcer. Does behavior increase when the stimulus is delivered contingent on that behavior?
70
Reinforcer assessments are typically conducted...
Following a preference assessment.
71
Two types of reinforcer assessments
1 - Single operant assessments
| 2 - Concurrent operant assessments
72
Sr Assessments: Single Operant. During baseline (A)...
One task is available during all phases. No programmed consequences for task completion.
73
Sr Assessments: Single Operant: During reinforcement phase (B),
Contingent on task completion (typically on an FR1), the stimulus is delivered
74
Sr Assessments: Single Operant are typically conducted using...
A reversal design (ABAB)
75
Sr Assessment: Single Operant. ____ in responding from BL to Sr phase....
Increase in responding from BL to Sr phase, stimulus = reinforcer
76
During Sr Assessment: Concurrent Operant ____ task(s) are available.
Two identical tasks.
77
BL in Sr Assessment: Concurrent Operant
No programmed consequences for completing either task
78
Reinforcement phase in Sr Assessment: Concurrent Operant
Completion of Task 1: Stimulus A
| Completion of Task 2: Stimulus B
79
Sr Assessment: Concurrent Operant allows examination of.....
Relative Sr effects
80
Why is it important to do a reinforcer assessment?
Highly preferred stimuli identified via preference assessment are only predicted to function as a reinforcer
81
An advantage of _____ is that it can incorporate a wide variety of stimuli, including novel ones?
Reinforcer sampling.
82
Sr Sampling: Preference Assessment Variations
- Stimulus class (food vs. leisure vs. mixed)
- Session format (discrete trial vs. free operant)
- Stimulus presentation (Single vs. paired vs. multiple)
- Index of preference (Approach [selection] vs. engagement)
83
Pace et al. (1985) stimulus presentation and measurement
Single, trials. % approach.
84
Fisher et al. (1992) Stimulus presentation and measurement
Paired, trials. % selection.
85
DeLeon & Iowata (1996) Stimulus presentation and measurement
Grouped, trials. % selection.
86
Roane et al. (1998) Stimulus presentation and measurement
Grouped, free operant. Duration.
87
DeLeon et al. (1999) Stimulus presentation and measurement
Single, trials. Duration.
88
Prior to Pace et al.'s 1985 study, reinforcers were selected..
Based on preference assessment alone (at best) or totally arbitrarily (at worst).
89
Pace et al. (1985) PA participants and stimuli
N=6, all with profound DD
| Stimuli: 16 total, from 8 stimulus classes
90
Pace et al. (1985) PA presentation
Trial. Place one stimulus in front of subject.
Approach within 5s: Give for 5s, give +
No approach within 5s: Remove, prompt sampling, repeat trial
91
Pace et al. (1985) PA results
Idiosyncratic preferences. The procedure identified at least one stimulus that was preferred (>80% approach) and one that was not preferred (<20% approach) for all subjects.
92
Pace (1985) SrA response measurement
Each subject taught to do a different simple response (i.e., reach, look, raise hand, touch hand, say "eat")
93
Pace (1985_ SrA: __ trials/session, ____
10. Verbal prompt on each trial to do the simple response.
94
Pace (1985) SrA experimental design
Reversal
95
Pace (1985) SrA BL
Prompt only, no consequences
96
Pace (1985) SrA Preferred condition
Compliance --> 5s access to high-preference (HP) stimulus (>80% from PA)
97
Pace (1985) SrA Nonpreferred condition
Compliance ---> 5s access to low-preference (LP) stimulus (< 50% approach from PA)
98
Single operant reinforcer assessment use either a ____ or a ____ design.
Reversal (most common) or multielement.
99
Single operant reinforcer assessment measurement
Response rate in baseline and response rate with stimulus delivery (typically FR1)
100
Pace (1985) SrA advantages
- Empirical assessment of preference and reinforcement effects.
- Simplicity.
- Can accommodate a wide range of stimuli
101
Pace (1985) SrA possible limitation
Undifferentiated approach. Would be better to get a hierarchy of preferences.
102
Single-stimulus (SS) method may be prone to....
"False positives"
103
Paired-stimulus (PS) method may....
Yield more differentiated outcomes (i.e., may produce a hierarchy instead of uniform approach).
104
Fisher et al. (1992) PA: PS procedure:
-Each stimulus is paired with every other stimulus.
-Select 1 --> 5s access, remove unselected
-Grab at both ---> Block and represent
No response --> Sample both and represent
105
What is the limitation of Fisher et al. (1992)?
We don't know if the High SS item is a reinforcer.
106
Fisher (1992) "High-high" item
Item ranked high in both assessments. >80% of trials in both the SS and the PS
107
Fisher (1992) "High SS" item
Approached >80% during SS trials but <60% in PS trials.
108
Purpose of SrA: Current Operant
Evaluate the relative strength of 2 or more reinforcers. How much work will they do for either item compared to what they did in baseline? Which one will they choose more?
109
Windsor et al. (1994): Multiple Stimulus With Replacement (MSW) found that MSW method.....
More efficient than PS method. PS method resulted in more distinct rankings.
110
Purpose of MSW
Compare multiple stimulus assessment, with and without replacement of selected items.
111
DeLeon procedures designed to....
Combine the best features of PS & MSW to create a new assessment, MSWO.
112
MSW - Multiple Stimulus with Replacement
All stimuli presented in every trial (i.e., if an item is selected, it is put back into the array and available again in the next trial.
113
Multiple Stimulus Without Replacement (MSWO)
All stimulus presented on 1st trial, selected stimuli removed on subsequent trials.
114
DeLeon (1996) MSW method produced more...
Unselected stimuli than MSWO or PS methods
115
DeLeon (1996) MSW and MWO = _____
More efficient than PS
116
MSW produces more ____ outcomes.
False negative. Fails to identify stimuli that could function as reinforcers.
117
MSWO identifies _____ than MSW.
More reinforcers.
118
Purpose of Roane et al.'s (1998) free operant assessment
To evaluate preferences in a brief, free-operant format.
119
Brief format (5 min) allows for _____.
Frequent assessment.
120
Free-operant assessments allow you to ___
Assess preferences without having to remove the stimuli.
121
Roane (1998) PA free-operant procedure
- All stimuli are available for the entire session.
- Free to interact with as many or as few stimuli as they want
- No stimuli are removed.
122
DV in Roane 1998 PA
Interaction (using partial interval recording).
123
Roane et al. (1998) Study 1:
Preference Assessment
Reinforcer Assessment A
Two squares in room
- Sit in Square 1 = access to preferred item
- Sit in Square 2 = no item
- DV: In-square behavior (partial-interval)
- 10 min session
124
Roane et al. (1998) Study 1:
Preference Assessment
Reinforcer Assessment 2
Concurrent Operant
- Task 1 = Get preferred item
- Task 2 = Get nonpreferred item
- DVs: Time at table (PI); Rate of task completion
- 10 min session
125
Roane et al. (1998) Study 1:
Preference Assessment
Results
```
- Free operant: Preferred stimulus identified
for all subjects
-Reinforcer Assessment A: 5 of 6 spent
more time in preferred item square
1 never entered either square
-Reinforcer Assessment B: 3 of 4 spent
more time working for preferred item
1 switched back and forth
```
126
Roane et al. (1998) Study 2:
| Paired Stimulus vs. Free Operant
```
10 stimuli (same for both assessments)
-Paired stimulus
-Free operant
-DVs:
Preference assessment results
Duration of assessment Problem behavior
Attempts at leaving assessment
```
127
Roane et al. (1998) Study 2:
Paired Stimulus vs. Free Operant
Results
```
8 of 17 subjects’ highest item was the
same in both the PS & free operant
- 13 subjects engaged in some amount
of problem behavior
- 11 of 13 engaged in more PB in the PS
assessment
-Average length of PS = 22 min (vs. 5
min for free operant)
```
128
Roscoe, Iwata, & Kahng (1999) Purpose:
To compare SS and PS
preference procedures under single and
concurrent schedules
129
Concurrent procedure may mask....
reinforcing effects of “less preferred” (LP)
stimulus
The LP stimulus might be a reinforcer if it’s the only stimulus you can earn.
But, if you can get a higher preferred (HP)
stimulus, you will work for that than the LP
130
Roscoe et al. (1999) Study 1:
| Preference Assessment
```
Participants: N=8, moderate to
profound DD
Stimuli: 10 food items
SS procedure
Same as Pace et al.
PS procedure
Same as Fisher et al.
```
131
Roscoe et al. (1999) Study 1:
Preference Assessment Results
SS:
All subjects showed uniformly high
| approach (Jim exception)
132
Roscoe et al. (1999) Study 1:
Preference Assessment Results
PS:
Greater differentiation in approach
133
Roscoe et al. (1999) Study 1:
| Preference Assessment Results For each subject, they....
identified two
stimuli:
High-preference (HP): approached most
frequently in both SS & PS
Low-preference (LP): most discrepancy in
rankings across SS & PS (i.e., ranked high in
SS, low in PS)
134
Roscoe et al. (1999) Study 2:
Reinforcer Assessment
DV:
Switch pressing (Responses per min)
135
Roscoe et al. (1999) Study 2:
| Reinforcer Assessment Conditions
```
Concurrent BL: Two switches side-by-side on table
Switch A = No consequences
Switch B = No consequences
Concurrent Reinforcement
Switch A -->HP
Switch B --> LP
Single Baseline: only one switch on table
Only switch B available
Switch B = No consequences
Single Reinforcement
Switch B -->LP item
```
136
Roscoe et al. (1999) Study 2:
Reinforcer Assessment
Results
Concurrent Reinforcement
For 7 of 8 Ss, responding for HP > responding for LP
137
Roscoe et al. (1999) Study 2:
Reinforcer Assessment
Results
Single Reinforcement
For 6 of 7 Ss, responding for LP >
| responding in BL
138
```
Roscoe et al. (1999) Study 2:
Reinforcer Assessment
Conclusions
: ____better suited for identifying most
potent reinforcers
```
PS method
139
Roscoe et al. (1999) Study 2:
Reinforcer Assessment
Conclusions
: ____better suited for identifying many reinforcers
SS method
140
SS Advantages
Efficiency
| • IDs a large # of Srs
141
SS Disadvantages
* Prone to false positives
| * Removal of stimuli
142
PS Disadvantages
* Prone to false negatives
* Potential for side bias
* Time consuming
* Removal of stimuli
143
PS advantages
• More distinct
rankings than SS
• IDs most potent
Srs
144
MSW/
MSWO
advantages
• Brief (good for
| frequent use)
145
MSW/
MSWO
disadvantages
MSW – no hierarchy
• Array size limited by abilities
• Removal of stimuli
146
FO advantages
Brief
• Good if
relinquishing issues
147
FO disadvantages
False negatives
• Relatedly, sometimes no
hierarchy
148
DeLeon et al. (1999) Duration-based
| Assessments Purpose:
To create a duration-based
| assessment used to clarify unclear selection based preference assessment results
149
Duration-based assessment can result in
differentiated outcomes
150
DeLeon et al. (1999)
| Duration-Based Assessment Stimuli
7 leisure items
151
DeLeon et al. (1999)
| Duration-Based Assessment procedures
MSWO procedure (same as DeLeon et al.)
Duration-based procedure
Single item placed on table
2 min access and duration of interaction recorded
152
DeLeon et al. (1999)
Duration-Based Assessment
Single operant reinforcer assessment
Nonpreferred from MSWO, but identified as
preferred from duration-based (2/4 Ss)
Item ranked low in both assessments (1/4 Ss)
153
DeLeon et al. (1999)
Duration-Based Assessment
results: reinforcer assessment
Nonpreferred from MSWO but preferred from duration:
Increased responding (Sr effect) for both subjects
Nonpreferred in both assessments (1 subject only): No
reinforcement effect
154
DeLeon et al. (1999)
Duration-Based Assessment
Conclusions
```
Many of the items in the “middle of the
pack” in the MSWO produced high
levels of engagement in the duration
procedure.
Based on reinforcer assessment
results, this pattern was likely because
the items were all highly preferred.
```
155
Competing Stimulus Assessment ____ assessment designed to determine___
Duration-based assessment designed to
determine the extent to which stimuli
displace problem behavio
156
One of the most common reasons for
| conducting a competing stimulus assessment.
Sometimes problematic behaviors occur
because they produce automatic reinforcers
(i.e., “sensory stimulation”).
We can’t control those sensory reinforcers, so
we try to find things that compete with them.
157
Competing Stimulus Assessment DVs
Engagement (Duration or % of intervals)
Problem behavior (rate, duration, or % of
intervals)
158
Reinforcer assessments usually have
```
low response requirements (FR1)
Not necessarily predictive of behavior
under higher response requirements (e.g.,
FR10)
Actual work schedules are rarely FR1
```
159
Progressive Ratio (PR) Schedules assess
Reinforcer
effectiveness as the response
requirement increases.
160
Progressive Ratio (PR) Schedules
Keep increasing response requirement until the break
| point is reached (i.e., responding stops)
161
In Progressive Ratio (PR) Schedules you can increase...
You can increase within a session
e.g., Trial 1 = FR1; Trial 2 = FR1; Trial 3 = FR2; Trial 4 =
FR2…
Or across sessions
e.g., Session 1 = FR1; Session 2 = FR1; Session 3 = FR2…
162
Progressive Ratio (PR) Schedules Provides information about ...
the potency of a reinforcer
163
Progressive Ratio (PR) Schedules tells you ...
The maximum amount of work you can
require for a given reinforcer (maybe – data are still
out on this one)
164
Verbal Self-Report
Surveys have been used with
elementary school students and
children and adults with DD.
165
Verbal Self-Report: Thus far, the data are..
```
Not promising.
Survey results don’t map on to actual
choices.
Clients need to have prerequisite vocal
verbal skills…
```
166
Caregiver nomination: Across populations, caregivers are
NOT great at identifying what will (or
| will not) be a reinforcer.
167
Pictorial Assessments
Rather than using actual items/activities,
present pictures
Data are good…as long as the client has the
necessary prerequisite skills
168
Pictorial Assessments Advantages
Can include activities that would be
difficult to present in the standard preference
assessment (e.g., going to the zoo)
169
Mixed classes of stimuli in a
| preference assessment
```
3 MSWOs: 1 edible only, 1 leisure only,
1 mixed (included top items from edible
& leisure)
In the mixed, all but 2 Ss showed a
preference for edibles
```
170
Mixed classes of stimuli in a
| preference assessment: If working with clients with DD...
Conduct
| food and leisure items separately.
171
Stability of Preferences
Most studies have shown that preferences
shift over time.
So assess often!
172
_______ assess reinforcer
effectiveness as the response
requirement increases?
Progressive ratio schedules
173
“Stimulus engagement” and “problem
behavior” are SIMULTANEOUSLY
recorded during which type of
assessment?
Competing stimulus preference
| assessment
174
Which preference assessment should you
use if you are concerned that your client
will engage in significant problem
behavior due to relinquishing items?
Free Operant preference assessment
175
This type of preference assessment is
generally considered the most time
consuming due to a high number of
required trials.
Paired Stimulus
176
Which PA is prone to
| false positives?
Single stimulus PA
