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5012 > Unit 7 > Flashcards

Unit 7 Flashcards

1
Q

Behavioral Assessment

A

Behavioral Assessment

A systematic gathering of information in order to make data-based decisions regarding behavior and the environment.

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2
Q

Characteristics of Behavioral Assessment

A

Focus on observable and measurable behavior; Behavior is in itself important; Ecological perspective; Behavior is situation-specific and extrinsically variable; Assessment is ongoing

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3
Q

Behavioral Assessment Quasi-funnel

A

Hawkins’ model that shows how different methods are needed at different stages of the assessment process (Ranging in broad to narrow scope and high to low fidelity

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4
Q

3 Components of a Functional Assessment

A 
Preliminary indirect assessment Direct descriptive assessment
Functional analysis (systematic manipulations)
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5
Q

Indirect Assessments

A

The “tell me” methods mostly used during the preliminary stages of assessment

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6
Q

Types of Indirect Assessment Methods

A

Records Review Interview Paper-and-Pencil Questionnaires

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7
Q

Direct Assessments

A

The “show me” methods which include directly observing and measuring behavior

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8
Q

Types of Direct Assessments

A 
Narrative Recording
 ABC Data Collection
Measuring Dimensional and Dimensionless Quantities of Behavior
Scatterplots
 Observation of Permanent Products
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9
Q

Records Review

A

Reviewing information regarding: Current and past behavioral repertoire Environmental factors Medical history

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10
Q

Documents to review during a Records Review

A

Evaluations/Assessments; Support plans (IEP. IHP, IPP), Activity/Class schedule; Treatment Plans; Progress Notes; Incident/”Disciplinary” Reports; Correspondence/emails

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11
Q

Behavioral Interviews

A

Consist of questions to ask within pre- selected topics

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12
Q

Prior to an Interview

A

Select instrument Decide who to interview Decide where and when Make an appointment

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13
Q

Beginning of an Interview

A

Build rapport Informally observe:
Behavior Environment
Appearance of persons

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14
Q

During an Interview

A

Ask open-ended questions
Ask follow-up questions
Acknowledge responses
Write notes or use recorder

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15
Q

Functional Assessment Interview Goals

A

Identify, define, and describe:
The behaviors
Potential ecological events
Events that predict occurrence of behaviors Potential function of behaviors Efficiency of behaviors Functionally equivalent alternative behaviors Communication methods
Potential reinforcers
History of target behaviors and treatments

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16
Q

After an Interview

A

Review notes/recording(s) Summarize the findings: Describe behavior
Identify environmental factors Identify potential functions Identify functionally equivalent behavior Decide whether to continue behavioral assessment

17
Q

Types of Paper-and-Pencil Questionnaires

A

Motivational Assessment Scale (MAS) Functional Assessment Screening Tool (FAST)
Self-injury Trauma (SIT) Scale
*The reliability and validity of these tools is typically low

18
Q

Reinforcer Identification

A

Essential for acquisition
Includes a 2-step process:
1. Preference assessment and 2. Reinforcer assessment

19
Q

Preference Assessments (PA)

A

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

20
Q

Three general ways to conduct preference assessments

A
  1. Indirect (informant-based)
  2. Naturalistic, direct observation
  3. Reinforcer sampling (empirical)
21
Q

Indirect (informant-based) Assessment

A

Interview or Questionnaire

22
Q

Advantages and Disadvantages of Indirect Assessment

A

Advantage: simplicity, efficiency

Disadvantage: subjective and unreliable

23
Q

Naturalistic direct observation

A

Observation of daily activities and preferences

24
Q

Advantages and Disadvantages of Naturalistic Direct Observations

A

Advantage: Objective (based on direct observation)
Disadvantage: Time consuming, limited access to stimuli

25
Q

Reinforcer Sampling

A

A systematic preference assessment that includes a number of procedural variations

26
Q

Advantages and Disadvantages of Reinforcer Sampling

A

Advantage: Objective, Accommodates a wide range of stimuli and brand-new stimuli
Disadvantage: Time consuming

27
Q

Reinforcer Assessments

A

Conducted following a preference assessment to determine if the stimulus is a reinforcer

28
Q

Single Operant Assessment

A 
One task is available during all phases.
During baseline (A), no programmed consequences for task completion.
During reinforcement phase (B), stimulus is delivered contingent on task completion ((typically FR1)
29
Q

Concurrent Operant Assessment

A

Two identical tasks are available
No programmed consequences for completing either task
Increase in task completion from BL to Sr phase, stimulus = reinforcer

30
Q

Multiple Stimulus with Replacement (MSW)

A

All stimuli are presented on every trial (if an item is selected, it’s put back into the array and available again on the next trial)

31
Q

Multiple Stimulus without Replacement (MSWO)

A

The chosen item is removed from the array, the placement of remaining items is rearranged, and the next trial begins with a reduced number of items in the array

32
Q

Paired Stimulus Assessment

A

Consists of simultaneously presenting two stimuli and the observer recording which choice is made

33
Q

Free-operant assessment procedure

A

All stimuli available for entire session
Free to interact with as many or as few stimuli as they want
No stimuli are removed during the assessment

34
Q

Competing Stimulus Assessment

A

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

35
Q

Progressive Ratio (PR) Schedules

A

Assess reinforcer effectiveness as the response requirement increases systematically over time

36
Q

Pictorial Preference Assessment

A

Presenting pictures rather than using actual items or activities

5012 (9 decks)

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