Unit 7 Flashcards
Individualized on needs of learner
task analysis
life style change; quality of life improvement
ultimate outcomes
not behavior change
ultimate outcomes
functional statements; wants to accomplish and attain
outcome statements
home, work/school, social and leisure
life areas related to outcomes
bring person closer to ultimate outcomes; can be worked on sequentially or concurrently
intermediate outcomes
defined and observable and measurable behavior; focus of intervention and analysis
target behavior
harmful, dangerous, illegal, medications, restraint, excludes from society, independent functioning
reasons for selecting target behavior
about lifestyle changes
outcome statements
categories of bx change targets which lead to outcomes
intermediate outcomes
measurable target behaviors leading to meeting of intermediate objectives; require numerical statement to clarify goal
short term objectives (STO)
who, direction, what, from, to, how long, where, given… by when…
STO
task analysis
“Breaking down a chain into its component responses; that is, into small teachable units.”
ultimate outcomes
“Statements about how a person’s life style will change for the better in terms of: choice, access to reinforcers, avoidance of aversive stimuli, health and safety, interpersonal relationships, variety and diversity of things, activities, people, and events in the person’s life.”
outcome statements
functional statements about what a person wants to accomplish and attain in their life
general life areas that are related to outcomes
home, work or school, social and leisure
intermediate outcomes
those things that bring a person closer to achieving ultimate outcomes
short term objectives
measurable behavioral targets leading to the meeting of intermediate objectives
general problems with behavior
- Skill deficit
- Problem with generalization
- Problem with stimulus control
- Performance problem
- Behavior excess
target behavior
“Any defined, observable, and measurable behavior which is the focus of analysis and intervention.”
reasons for selecting target behaviors
• Behavior is potentially harmful • Behavior is illegal • Behavior is controlled by psychotropic medications, or by mechanical or manual restraints. • Behavior excludes from groups and communities. • Behavior interferes with independent functioning. • Behavior deficit makes the person too depedent on others.
social validity assessment
“Examination of the acceptability or viability of a programmed intervention.”
Factors to take into account during social validity assessment
- Social significance of goals or target behavior
- Appropriateness of the procedures
- Social importance of the results
Social validity assessment methods
- Subjective evaluation
* Social comparison
Subjective evaluations of social validity
“The client, those important in their life, or sometimes experts in a given area, evaluate whether distinct improvement have been achieved and whether the cost is worth the change.”
Social comparison of social validity
Compare the effects of the intervention on behavior to the behavior of peers.
Cannot do, does not do at all
Skill deficit
Does, but not independently.
Only with assistance
Does, but does not initiate
Only does when told
Does, but not well enough.
Lacks mastery
Does well enough but may lack fluency.
Lack fluency
Does, but only under limited circumstances.
Problem with generality
Does, but at the wrong time or in the wrong place
Problem with stimulus control
Will not do
Performance problem
Does too much
Behavior excess
a task analysis is…
breaking down a complex bx into its component responses
