Unit 7 Flashcards
Behavioral Assessment
Behavioral Assessment
A systematic gathering of information in order to make data-based decisions regarding behavior and the environment.
Characteristics of Behavioral Assessment
Focus on observable and measurable behavior; Behavior is in itself important; Ecological perspective; Behavior is situation-specific and extrinsically variable; Assessment is ongoing
Behavioral Assessment Quasi-funnel
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
3 Components of a Functional Assessment
Preliminary indirect assessment Direct descriptive assessment Functional analysis (systematic manipulations)
Indirect Assessments
The “tell me” methods mostly used during the preliminary stages of assessment
Types of Indirect Assessment Methods
Records Review Interview Paper-and-Pencil Questionnaires
Direct Assessments
The “show me” methods which include directly observing and measuring behavior
Types of Direct Assessments
Narrative Recording ABC Data Collection Measuring Dimensional and Dimensionless Quantities of Behavior Scatterplots Observation of Permanent Products
Records Review
Reviewing information regarding: Current and past behavioral repertoire Environmental factors Medical history
Documents to review during a Records Review
Evaluations/Assessments; Support plans (IEP. IHP, IPP), Activity/Class schedule; Treatment Plans; Progress Notes; Incident/”Disciplinary” Reports; Correspondence/emails
Behavioral Interviews
Consist of questions to ask within pre- selected topics
Prior to an Interview
Select instrument Decide who to interview Decide where and when Make an appointment
Beginning of an Interview
Build rapport Informally observe:
Behavior Environment
Appearance of persons
During an Interview
Ask open-ended questions
Ask follow-up questions
Acknowledge responses
Write notes or use recorder
Functional Assessment Interview Goals
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
After an Interview
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
Types of Paper-and-Pencil Questionnaires
Motivational Assessment Scale (MAS) Functional Assessment Screening Tool (FAST)
Self-injury Trauma (SIT) Scale
*The reliability and validity of these tools is typically low
Reinforcer Identification
Essential for acquisition
Includes a 2-step process:
1. Preference assessment and 2. Reinforcer assessment
Preference Assessments (PA)
Methods for identifying an individual’s preferences for tangible items or activities
Three general ways to conduct preference assessments
- Indirect (informant-based)
- Naturalistic, direct observation
- Reinforcer sampling (empirical)
Indirect (informant-based) Assessment
Interview or Questionnaire
Advantages and Disadvantages of Indirect Assessment
Advantage: simplicity, efficiency
Disadvantage: subjective and unreliable
Naturalistic direct observation
Observation of daily activities and preferences
Advantages and Disadvantages of Naturalistic Direct Observations
Advantage: Objective (based on direct observation)
Disadvantage: Time consuming, limited access to stimuli
Reinforcer Sampling
A systematic preference assessment that includes a number of procedural variations
Advantages and Disadvantages of Reinforcer Sampling
Advantage: Objective, Accommodates a wide range of stimuli and brand-new stimuli
Disadvantage: Time consuming
Reinforcer Assessments
Conducted following a preference assessment to determine if the stimulus is a reinforcer
Single Operant Assessment
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)
Concurrent Operant Assessment
Two identical tasks are available
No programmed consequences for completing either task
Increase in task completion from BL to Sr phase, stimulus = reinforcer
Multiple Stimulus with Replacement (MSW)
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)
Multiple Stimulus without Replacement (MSWO)
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
Paired Stimulus Assessment
Consists of simultaneously presenting two stimuli and the observer recording which choice is made
Free-operant assessment procedure
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
Competing Stimulus Assessment
Duration-based assessment designed to determine the extent to which stimuli displace problem behavior
Progressive Ratio (PR) Schedules
Assess reinforcer effectiveness as the response requirement increases systematically over time
Pictorial Preference Assessment
Presenting pictures rather than using actual items or activities
