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BEHP 5012 > Unit 7 > Flashcards

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.

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2
Q

Behavioral assessment includes a range of methods, including ____.

A

Interviews, checklists, observations, and systematic manipulations.

SmOIC.

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3
Q

Characteristics of B.A.: Focus on ____ and ____ behavior.

A

Focus on observable and measurable behavior.

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4
Q

Behavior is in ______ - Not just _____.

A

Behavior is itself important - NOT just a symptom of an underlying disorder.

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5
Q

Characteristics of B.A.: ____ perspective.

A

Ecological perspective.

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6
Q

Characteristics of B.A.: Behavior is ____-____ and _____ _____.

A

Situation specific. Extrinsically variable.

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7
Q

Characteristics of B.A.: Assessment is ____ - not just ___ and/or _____.

A

Assessment is ongoing, not just pre- and/or post-treatment.

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8
Q

The ecological perspective of behavior assessment leads us to conduct assessments in….

A

Wherever the problem may occur.

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9
Q

Broad band - Low Fi

A

Screening and Preliminary Indirect Assessment

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10
Q

In-between - Mid Fi

A

Direct descriptive assessment, Progress monitoring

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11
Q

Narrow band - High Fi

A

Functional Analysis, Baseline Assessment.

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12
Q

In-between - Low Fi

A

Follow up assessment

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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.

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14
Q

Broad vs. Narrow band refers to:

A

Scope of what is assessed.

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15
Q

Lo, mid, versus high fidelity refers to:

A

Reliability and validity of information.

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16
Q

We have ____ assessment for ______ with behavior.

A

We have specialized assessments for different problems with behavior.

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17
Q

Skill deficits: Skill assessments, e.g., …..

A

Assessments based task analyses, assessments of elementary verbal operants, social skills assessments, vocational skills assessments.

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18
Q

For behavior ____, one common type of behavioral assessment is called _____.

A

Excesses, functional assessment.

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19
Q

We also have assessments for problems with ___, for problems with ___, etc.

A

Performance, generality.

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20
Q

Behavioral Assessment Purposes : Determine _____ and ______.

A

Determine if a problem with behavior exists.

Determine functional relations between behavior and the environment.

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21
Q

Behavioral Assessment Purposes: Describe ____.

A

Behavior and the environment.

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22
Q

Behavioral Assessment Purposes: Provide the _____

A

Information needed to develop behavior plans (where, how, and with whom to intervene.

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23
Q

Behavioral Assessment Purposes: Monitor ____.

A

Program implementation.

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24
Q

Behavioral Assessment Purposes: Evaluate _____

A

Treatment effectiveness, maintenance, and generalization.

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25
Q

A functional assessment, if indicated, should lead directly to ____.

A

An individual behavior plan.

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26
Q

Behavioral assessment first informs our decision:

A

Whether or not to intervene.

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27
Q

Three different components of a functional assessment.

A
  • Preliminary indirect assessment.
  • Direct descriptive assessment.
  • Functional analysis (systematic manipulation)
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28
Q

Indirect Assessment Methods

A

The “Tell Me” methods.

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29
Q

Indirect assessment methods are used mostly…

A

During the preliminary stages of assessment

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30
Q

Direct Assessment Methods

A

The “Show Me” methods

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31
Q

If direct methods are ________ then one is ________.

A

If direct methods are not being utilized, then one is not doing a behavioral assessment.

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32
Q

Sine qua non

A

Latin for “Without which it could not be.”

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33
Q

An assessment is NOT a behavioral assessment unless the behavior is ______

A

Directly observed and measured.

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34
Q

Types of Indirect Assessment Methods

A
  • Record Review
  • Interviews
  • Paper and pencil questionnaires

These can be done in an office.

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35
Q

Types of Direct Assessment Methods

A

NAMSO

  • Narrative Recording
  • ABC Data Collection
  • Measuring Dimensional and Dimensionless Quantities of Behavior
  • Scatterplots
  • Observation of Permanent Products
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36
Q

Records Review

A
  • Evaluations/Assessments
  • Support Plans, IHP, IPP, IEP
  • Activity/Class Schedule
  • Treatment Plans
  • Progress Notes
  • Incident/”Disciplinary” Reports
  • Correspondence/e-mails
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37
Q

Records Review: Information regarding…

A
  • Current and past behavioral repertoire
  • Environmental Factors
  • Medical history
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38
Q

Behavioral Interviews consist of…

A

Questions to ask within pre-selected topics

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39
Q

Several standardized interviews:

A

Kanfer and Sanslow, O’Neill, et al.

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40
Q

Prior to Interview

A

1 - Select Instrument
2 - Decide who to interview
3 - Decide where and when
4 - Make an appointment

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41
Q

Beginning of Interview

A
  • Build rapport

- Informally observe: behavior, environment, appearance of persons

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42
Q

During an interview

A
  • Ask open-ended questions
  • Ask follow-up questions
  • Acknowledge responses
  • White notes or use recorder
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43
Q

Efficiency of behavior refers to:

A

How much effort is needed for reinforcement to be earned (compared to other behavior which might earn the same thing)

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44
Q

Functional Assessment interview Goals: Identify, define, and describe: (9)

A
  • 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

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45
Q

After an interview

A
  • Review notes/recording(s)
  • Summarize the findings
  • Decide whether to continue the behavioral assessment
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46
Q

After an interview: Summarize the findings

A
  • Describe behavior
  • Identify environmental factors
  • Identify potential functions
  • Identify functionally equivalent behavior

BEEF

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47
Q

After an interview: Decide whether to continue behavioral assessment. If yes, ____. If no, ____.

A

If yes, choose methods and continue.

If no, write report and discuss.

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48
Q

Types of paper-and-pencil assessment forms

A
  • Durand’s Motivational Assessment Scale (MAS)
  • Iwata’s Functional Assessment Screening Tool (FAST)
  • Self-Injury Trauma (SIT) Scale
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49
Q

The reliability/validity of paper-and-pencil assessment forms is typically ____.

A

Low.

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50
Q

Two-step process for reinforcer identification:

A

1 - Preference Assessment

2 - Reinforcer assessment

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51
Q

Individuals with DD may not respond to ____

A

Conditioned Sr (e.g., praise)

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52
Q

Reinforcers are ____

A

Idiosyncratic

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53
Q

Reinforcement (Sr) is essential for

A

Acquisition

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54
Q

Preference Assessments are ____

A

Methods for identifying an individual’s preferences for tangible items and activities

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55
Q

Three general ways to conduct preference assessments:

A

1 - Indirect (informant-based)
2 - Naturalistic, direct observation
3 - Reinforcer sampling (empirical)

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56
Q

Indirect (informant-based) preference assessment

A

Interview or questionnaire. Ask the client or a caregiver what the client prefers

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57
Q

Advantages of indirect preference assessment

A

Simplicity, efficiency

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58
Q

Disadvantages of indirect preference assessment

A

Subjective (not based on direct observation), unreliable

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59
Q

RAISD stands for

A

Reinforcer Assessment for Individuals with Severe Disabilities

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60
Q

RAISD is

A

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.

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61
Q

Preference assessment: Naturalistic direct observation

A

Observation of daily activities (preferences).
Allow individual to have “free time” in their natural environment.
Determine high probability responses.

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62
Q

Naturalistic direct observation PA relies on…

A

Premack principle: Access to high-probability behaviors can be used to reinforce low probability behaviors

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63
Q

Advantage of Naturalistic Direct Observation PA

A

Objective (based on direct observation)

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64
Q

Disadvantages of Naturalistic Direct Observation PA

A

Time consuming, limited access to stimuli

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65
Q

PA: Reinforcer Sampling (empirical)

A

Systematic preference assessment. Includes a number of procedural variations.

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66
Q

Advantages of Reinforcer sampling PA

A

Objective, accommodates a wide range of stimuli (including brand new stimuli)

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67
Q

Disadvantage of Reinforcer Sampling PA

A

Time consuming

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68
Q

Preference assessment =

A

Information about preferred stimuli. Predictions about reinforcers.

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69
Q

Reinforcer assessment purpose

A

To determine if the stimulus is a reinforcer. Does behavior increase when the stimulus is delivered contingent on that behavior?

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70
Q

Reinforcer assessments are typically conducted…

A

Following a preference assessment.

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71
Q

Two types of reinforcer assessments

A

1 - Single operant assessments

2 - Concurrent operant assessments

72
Q

Sr Assessments: Single Operant. During baseline (A)…

A

One task is available during all phases. No programmed consequences for task completion.

73
Q

Sr Assessments: Single Operant: During reinforcement phase (B),

A

Contingent on task completion (typically on an FR1), the stimulus is delivered

74
Q

Sr Assessments: Single Operant are typically conducted using…

A

A reversal design (ABAB)

75
Q

Sr Assessment: Single Operant. ____ in responding from BL to Sr phase….

A

Increase in responding from BL to Sr phase, stimulus = reinforcer

76
Q

During Sr Assessment: Concurrent Operant ____ task(s) are available.

A

Two identical tasks.

77
Q

BL in Sr Assessment: Concurrent Operant

A

No programmed consequences for completing either task

78
Q

Reinforcement phase in Sr Assessment: Concurrent Operant

A

Completion of Task 1: Stimulus A

Completion of Task 2: Stimulus B

79
Q

Sr Assessment: Concurrent Operant allows examination of…..

A

Relative Sr effects

80
Q

Why is it important to do a reinforcer assessment?

A

Highly preferred stimuli identified via preference assessment are only predicted to function as a reinforcer

81
Q

An advantage of _____ is that it can incorporate a wide variety of stimuli, including novel ones?

A

Reinforcer sampling.

82
Q

Sr Sampling: Preference Assessment Variations

A
  • 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
Q

Pace et al. (1985) stimulus presentation and measurement

A

Single, trials. % approach.

84
Q

Fisher et al. (1992) Stimulus presentation and measurement

A

Paired, trials. % selection.

85
Q

DeLeon & Iowata (1996) Stimulus presentation and measurement

A

Grouped, trials. % selection.

86
Q

Roane et al. (1998) Stimulus presentation and measurement

A

Grouped, free operant. Duration.

87
Q

DeLeon et al. (1999) Stimulus presentation and measurement

A

Single, trials. Duration.

88
Q

Prior to Pace et al.’s 1985 study, reinforcers were selected..

A

Based on preference assessment alone (at best) or totally arbitrarily (at worst).

89
Q

Pace et al. (1985) PA participants and stimuli

A

N=6, all with profound DD

Stimuli: 16 total, from 8 stimulus classes

90
Q

Pace et al. (1985) PA presentation

A

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
Q

Pace et al. (1985) PA results

A

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
Q

Pace (1985) SrA response measurement

A

Each subject taught to do a different simple response (i.e., reach, look, raise hand, touch hand, say “eat”)

93
Q

Pace (1985_ SrA: __ trials/session, ____

A
  1. Verbal prompt on each trial to do the simple response.
94
Q

Pace (1985) SrA experimental design

A

Reversal

95
Q

Pace (1985) SrA BL

A

Prompt only, no consequences

96
Q

Pace (1985) SrA Preferred condition

A

Compliance –> 5s access to high-preference (HP) stimulus (>80% from PA)

97
Q

Pace (1985) SrA Nonpreferred condition

A

Compliance —> 5s access to low-preference (LP) stimulus (< 50% approach from PA)

98
Q

Single operant reinforcer assessment use either a ____ or a ____ design.

A

Reversal (most common) or multielement.

99
Q

Single operant reinforcer assessment measurement

A

Response rate in baseline and response rate with stimulus delivery (typically FR1)

100
Q

Pace (1985) SrA advantages

A
  • Empirical assessment of preference and reinforcement effects.
  • Simplicity.
  • Can accommodate a wide range of stimuli
101
Q

Pace (1985) SrA possible limitation

A

Undifferentiated approach. Would be better to get a hierarchy of preferences.

102
Q

Single-stimulus (SS) method may be prone to….

A

“False positives”

103
Q

Paired-stimulus (PS) method may….

A

Yield more differentiated outcomes (i.e., may produce a hierarchy instead of uniform approach).

104
Q

Fisher et al. (1992) PA: PS procedure:

A

-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
Q

What is the limitation of Fisher et al. (1992)?

A

We don’t know if the High SS item is a reinforcer.

106
Q

Fisher (1992) “High-high” item

A

Item ranked high in both assessments. >80% of trials in both the SS and the PS

107
Q

Fisher (1992) “High SS” item

A

Approached >80% during SS trials but <60% in PS trials.

108
Q

Purpose of SrA: Current Operant

A

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
Q

Windsor et al. (1994): Multiple Stimulus With Replacement (MSW) found that MSW method…..

A

More efficient than PS method. PS method resulted in more distinct rankings.

110
Q

Purpose of MSW

A

Compare multiple stimulus assessment, with and without replacement of selected items.

111
Q

DeLeon procedures designed to….

A

Combine the best features of PS & MSW to create a new assessment, MSWO.

112
Q

MSW - Multiple Stimulus with Replacement

A

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
Q

Multiple Stimulus Without Replacement (MSWO)

A

All stimulus presented on 1st trial, selected stimuli removed on subsequent trials.

114
Q

DeLeon (1996) MSW method produced more…

A

Unselected stimuli than MSWO or PS methods

115
Q

DeLeon (1996) MSW and MWO = _____

A

More efficient than PS

116
Q

MSW produces more ____ outcomes.

A

False negative. Fails to identify stimuli that could function as reinforcers.

117
Q

MSWO identifies _____ than MSW.

A

More reinforcers.

118
Q

Purpose of Roane et al.’s (1998) free operant assessment

A

To evaluate preferences in a brief, free-operant format.

119
Q

Brief format (5 min) allows for _____.

A

Frequent assessment.

120
Q

Free-operant assessments allow you to ___

A

Assess preferences without having to remove the stimuli.

121
Q

Roane (1998) PA free-operant procedure

A
  • 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
Q

DV in Roane 1998 PA

A

Interaction (using partial interval recording).

123
Q

Roane et al. (1998) Study 1:
Preference Assessment
Reinforcer Assessment A

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
Q

Roane et al. (1998) Study 1:
Preference Assessment
Reinforcer Assessment 2

A

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
Q

Roane et al. (1998) Study 1:
Preference Assessment
Results

A 
- 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
Q

Roane et al. (1998) Study 2:

Paired Stimulus vs. Free Operant

A 
10 stimuli (same for both assessments)
-Paired stimulus
-Free operant
-DVs:
   Preference assessment results
  Duration of assessment   Problem behavior
  Attempts at leaving assessment
127
Q

Roane et al. (1998) Study 2:
Paired Stimulus vs. Free Operant
Results

A 
8 of 17 subjects’ highest item was the
same in both the PS &amp; 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
Q

Roscoe, Iwata, & Kahng (1999) Purpose:

A

To compare SS and PS
preference procedures under single and
concurrent schedules

129
Q

Concurrent procedure may mask….

A

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
Q

Roscoe et al. (1999) Study 1:

Preference Assessment

A 
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
Q

Roscoe et al. (1999) Study 1:
Preference Assessment Results
SS:

A

All subjects showed uniformly high

approach (Jim exception)

132
Q

Roscoe et al. (1999) Study 1:
Preference Assessment Results
PS:

A

Greater differentiation in approach

133
Q

Roscoe et al. (1999) Study 1:

Preference Assessment Results For each subject, they….

A

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
Q

Roscoe et al. (1999) Study 2:
Reinforcer Assessment
DV:

A

Switch pressing (Responses per min)

135
Q

Roscoe et al. (1999) Study 2:

Reinforcer Assessment Conditions

A 
 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
Q

Roscoe et al. (1999) Study 2:
Reinforcer Assessment
Results
Concurrent Reinforcement

A

For 7 of 8 Ss, responding for HP > responding for LP

137
Q

Roscoe et al. (1999) Study 2:
Reinforcer Assessment
Results
Single Reinforcement

A

For 6 of 7 Ss, responding for LP >

responding in BL

138
Q 
Roscoe et al. (1999) Study 2:
Reinforcer Assessment
 Conclusions
\: \_\_\_\_better suited for identifying most
potent reinforcers
A

PS method

139
Q

Roscoe et al. (1999) Study 2:
Reinforcer Assessment
Conclusions
: ____better suited for identifying many reinforcers

A

SS method

140
Q

SS Advantages

A

Efficiency

• IDs a large # of Srs

141
Q

SS Disadvantages

A
  • Prone to false positives

* Removal of stimuli

142
Q

PS Disadvantages

A
  • Prone to false negatives
  • Potential for side bias
  • Time consuming
  • Removal of stimuli
143
Q

PS advantages

A

• More distinct
rankings than SS
• IDs most potent
Srs

144
Q

MSW/
MSWO
advantages

A

• Brief (good for

frequent use)

145
Q

MSW/
MSWO
disadvantages

A

MSW – no hierarchy
• Array size limited by abilities
• Removal of stimuli

146
Q

FO advantages

A

Brief
• Good if
relinquishing issues

147
Q

FO disadvantages

A

False negatives
• Relatedly, sometimes no
hierarchy

148
Q

DeLeon et al. (1999) Duration-based

Assessments Purpose:

A

To create a duration-based

assessment used to clarify unclear selection based preference assessment results

149
Q

Duration-based assessment can result in

A

differentiated outcomes

150
Q

DeLeon et al. (1999)

Duration-Based Assessment Stimuli

A

7 leisure items

151
Q

DeLeon et al. (1999)

Duration-Based Assessment procedures

A

MSWO procedure (same as DeLeon et al.)
 Duration-based procedure
 Single item placed on table
 2 min access and duration of interaction recorded

152
Q

DeLeon et al. (1999)
Duration-Based Assessment
Single operant reinforcer assessment

A

Nonpreferred from MSWO, but identified as
preferred from duration-based (2/4 Ss)
 Item ranked low in both assessments (1/4 Ss)

153
Q

DeLeon et al. (1999)
Duration-Based Assessment
results: reinforcer assessment

A

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
Q

DeLeon et al. (1999)
Duration-Based Assessment
Conclusions

A 
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
Q

Competing Stimulus Assessment ____ assessment designed to determine___

A

Duration-based assessment designed to
determine the extent to which stimuli
displace problem behavio

156
Q

One of the most common reasons for

conducting a competing stimulus assessment.

A

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
Q

Competing Stimulus Assessment DVs

A

Engagement (Duration or % of intervals)
 Problem behavior (rate, duration, or % of
intervals)

158
Q

Reinforcer assessments usually have

A 
low response requirements (FR1)
 Not necessarily predictive of behavior
under higher response requirements (e.g.,
FR10)
 Actual work schedules are rarely FR1
159
Q

Progressive Ratio (PR) Schedules assess

A

Reinforcer
effectiveness as the response
requirement increases.

160
Q

Progressive Ratio (PR) Schedules

A

Keep increasing response requirement until the break

point is reached (i.e., responding stops)

161
Q

In Progressive Ratio (PR) Schedules you can increase…

A

 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
Q

Progressive Ratio (PR) Schedules Provides information about …

A

the potency of a reinforcer

163
Q

Progressive Ratio (PR) Schedules tells you …

A

The maximum amount of work you can
require for a given reinforcer (maybe – data are still
out on this one)

164
Q

Verbal Self-Report

A

Surveys have been used with
elementary school students and
children and adults with DD.

165
Q

Verbal Self-Report: Thus far, the data are..

A 
Not promising.
 Survey results don’t map on to actual
choices.
 Clients need to have prerequisite vocal
verbal skills…
166
Q

Caregiver nomination: Across populations, caregivers are

A

NOT great at identifying what will (or

will not) be a reinforcer.

167
Q

Pictorial Assessments

A

Rather than using actual items/activities,
present pictures
Data are good…as long as the client has the
necessary prerequisite skills

168
Q

Pictorial Assessments Advantages

A

Can include activities that would be
difficult to present in the standard preference
assessment (e.g., going to the zoo)

169
Q

Mixed classes of stimuli in a

preference assessment

A 
3 MSWOs: 1 edible only, 1 leisure only,
1 mixed (included top items from edible
&amp; leisure)
 In the mixed, all but 2 Ss showed a
preference for edibles
170
Q

Mixed classes of stimuli in a

preference assessment: If working with clients with DD…

A

Conduct

food and leisure items separately.

171
Q

Stability of Preferences

A

Most studies have shown that preferences
shift over time.
 So assess often!

172
Q

_______ assess reinforcer
effectiveness as the response
requirement increases?

A

Progressive ratio schedules

173
Q

“Stimulus engagement” and “problem
behavior” are SIMULTANEOUSLY
recorded during which type of
assessment?

A

Competing stimulus preference

assessment

174
Q

Which preference assessment should you
use if you are concerned that your client
will engage in significant problem
behavior due to relinquishing items?

A

Free Operant preference assessment

175
Q

This type of preference assessment is
generally considered the most time
consuming due to a high number of
required trials.

A

Paired Stimulus

176
Q

Which PA is prone to

false positives?

A

Single stimulus PA

BEHP 5012 (7 decks)

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