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BEHP 5012 Units 1-9 Mine > Unit 8 > Flashcards

Unit 8 Flashcards

1
Q

A type of behavioral assessment used to determine functional relations between challenging behavior and environmental events.

Purpose – a well-planned and comprehensive _______ _______, should lead directly to an individual behavior intervention plan that is highly likely to be effective

A

Functional assessment

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2
Q

3 General methodologies:

  1. Preliminary indirect assessment
  2. Descriptive assessment. – Direct naturalistic observation
  3. Functional analysis – systematic manipulations
A

Functional Assessment Methods

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3
Q

Some abbreviations and terms

  1. FBA
  2. A.k.a. direct descriptive functional
  3. A.k.a. experimental analysis, abbreviated FA
A
  1. Functional assessment
  2. Descriptive assessment
  3. Functional analysis
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4
Q

Consist of interviews and rating scales

Broad band focus but low fidelity

Helps with decision of whether or not to continue with case

Helps in planning further assessment

A

Preliminary indirect assessment review

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5
Q

Consist of direct observation of behavior and environmental events in real life context

Medium band focus and medium fidelity

Leads to hypothesis regarding functional relations and how, where, and with whom to intervene

A

Descriptive assessment

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6
Q

Also called an A – B functional analysis

Consist of manipulation of antecedent events in natural settings.

Mid to narrow band focus and medium Fidelity

May identify antecedents that evoke the challenging target behavior

Mid to narrowband focus, medium fidelity

A

Structured assessment

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7
Q

Consist of systematic manipulations of environmental events and observation of target in a controlled setting.

NARROW band focus and HIGH fidelity

May determine actual functional relations and lead to effective treatment

A

Functional analysis

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8
Q

To generate hypothesis about functional relations

Identify idiosyncratic forms of motivating and reinforcing events

Design experimental FA conditions that more closely re presents natural conditions

Estimate natural schedules of reinforcement maintaining problem behavior

Interpret the results of experimental FA methods

A

Descriptive Assessment- purpose

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9
Q
  1. Scatterplot analysis.
  2. Narrative recording
  3. ABC data collection.
  4. Data collection of target behavior under different contexts/conditions
A

Descriptive assessment procedures

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10
Q

Touchette, MacDonald, Langer 1985

Developed this as a practical means for direct care staff to collect data across an entire day or shift

A

Scatterplot

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11
Q

A data collection form for problem behavior and the intervals of time behavior occurred

It provides a graphic display of data in a grid format

Used to identify patterns of responding in natural settings

A

Scatterplot

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12
Q

Plots occurrence of target behavior as a function of:

Time, context, activities

A

Scatterplot

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13
Q
  1. Break vertical axis Into time intervals corresponding with activity schedule.
  2. Break horizontal axis into successive days
  3. Decide whether to use occurrence versus nonoccurrence per given interval or to use three discrete categories, e.g., 0, low, and high
  4. Recording is done at the end of each interva
A

Using a scatterplot

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14
Q

Find out what differs in times when behavior occur most versus least. E.g., setting, activity, staff, EO‘s

Find out similarities in times when behavior occur about the same.

A

Interpreting scatterplot data

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15
Q

A.k.a. anecdotal observation

Observer produces a written narrative of an individual’s responses throughout a specific period of time and a description of the environmental conditions under which the responses were emitted

A

Narrative recording

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16
Q

A variation on narrative recording

Both are ways to identify topographies of target behavior

Allows one to start to identify idiosyncratic antecedents and consequences

A

ABC charting

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17
Q

A narrative recording allows the recorder to observe and record the referral behavior in context with potential maintaining variables

True or false

A

True

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18
Q

Pre-selected and defined target behaviors, antecedents and consequences

Data collection form allows for coding or checking antecedents, target behavior, and consequences.

A

ABC data collection

19
Q

O’Neill, functional observation form

Lillian, Browder, Mace, Brown (JABA, 1993)

Behavior incident report. A.k.a. maladaptive behavior card

A

Examples of ABC data collection

20
Q

Data collection of target behavior under different contexts and environmental conditions without systematic manipulation.

Provides data on differential probability of the occurrence of target behavior under different contexts/conditions.

A

Data collection across conditions

21
Q

Even though the method is purely correlational, it allows one to try to identify, or at least hypothesize, the reinforcement contingency is likely to control the occurrence of the target behavior.

Remember the four term contingency.

(positive reinforcement contingency)
EO for SR plus – RSD for SR plus – R1 – SR+.etc

(See handout For a diagram of contingencies)

A

Data collection across conditions

22
Q

The story of Danica:

High : Bathroom/self-care demands
Low: dining room/eating demands

The story of Bobby:

High: fluorescent lights
Low: natural light and dark room

A

Examples of data collection across conditions

23
Q

Collect data in a variety of naturally occurring contexts/conditions

No systematic manipulations

Analyze under what conditions behavior tends to occur
-ID potential EO‘s, S D’s
-ID potential maintaining consequences
Look at similarities/differences in contexts/conditions dependent on differential rates are responding

A

Data collection across conditions recap

24
Q

A systematic presentation and or examination of information or data regarding the target behavior and it’s conditions

Facilitates the identification of specific types of variations in the occurrence of the target behavior within relevant time frames and potential stimulus conditions.

Scatterplot dad at may be summarized by way of this

A

Pattern Analysis

25
Q

After looking at the scatterplot data you describe… Face slapping is most likely to occur early in the morning at home, right before lunch at school, right before school is out, and right before bedtime

A

Example of pattern analysis

26
Q

A systematic presentation and examination of information or data regarding target behavior and it’s stimulus conditions in in ABC format

Done after doing narrative recording and/or ABC data collection

A

Sequence analysis

27
Q

After collecting and analyzing narrative dad are you describe… When Aaron is asked to do nonpreferred tasks at work, she will begin dropping and breaking objects. She typically escapes task demands when she engages in these behaviors.

A

Example of sequence analysis

28
Q

After collecting and analyzing ABC data you describe… When Peter is not receiving attention or interaction, he will bite his wrist and hit his face. He typically obtains attention from staff or social interaction

A

Example of a sequence analysis

29
Q

Each functional assessment methodology has strengths and limitations.

It is important to recognize the strengths and limitations of each

A combination of methodologies may provide the most valid assessment

A

Comparing and contrasting

30
Q

Establish that problem behavior is a function of specific motivating and maintaining events.

A

Internal validity and FBA

31
Q

Events that can cooccur with the independent variable that could account for the findings

A

Threats to internal validity

32
Q

Do the findings whole true across variations in motivating and reinforcement conditions? Do the findings whole true across time?

A

External validity and FBA

33
Q

Differences between the conditions of assessment and the clients natural environment. These differences may alter the functional properties of motivating and reinforcing events compromise external validity of

A

Threats to external validity

34
Q

Methodology. Likely degree of IV

Preliminary indirect assessment – very low

Descriptive assessment- LOW

Structured descriptive assessment, antecedent manipulation only - low to medium, depending on possible alternative accounts

Functional analysis, antecedent and consequent manipulation – medium to high, if differential responding obtained

A

Internal validity comparisons

35
Q

Internal Validity is LOW

External validity is MEDIUM to HIGH.

If done correctly, takes into account actual motivating operations and the context under which behavior occurs.

Validity may be strengthened by doing an A-B analysis

A

Descriptive assessment validity

36
Q

INTERNAL VALIDITY for direct, experimental methods is GOOD (MED TO HIGH If differential responding obtained.

EXTERNAL VALIDITY: MEDIUM TO HIGH
is dependent on differences between the assessment and natural conditions

A

Functional analysis

37
Q

Even though functional analysis has greater internal Validity then descriptive assessment, and research evidence demonstrating it’s effectiveness in assessment, it may lack______. ________. End it may fail to take into account the contacts under which behavior occurs

A

External Validity

38
Q

Do both descriptive assessment and functional analysis is at all feasible.

Do not rely on one method.

Look For convergence

Note the types of problems and populations for which there is strong we switch evidence about the effectiveness of FA

A

What to do about internal validity and external validity with descriptive assessment and functional analysis

39
Q

To Design experimental FA conditions that more closely represents natural conditions

A

Descriptive Assessment - Purpose

40
Q

To Identify idiosyncratic forms of motivating and reinforcing events

A

Descriptive Assessment - Purpose

41
Q

Even though it Has greater internal validity and research evidence demonstrating it’s effectiveness in assessment, it may lack external validity and may fail to take into account the context under which behavior occurs

A

Functional analysis. (FA)

42
Q

Allows one to start to identify idiosyncratic antecedents and consequences

A

ABC charting

43
Q

Medium band focus and medium Fidelity

A

Descriptive assessments

44
Q

Purpose: should leave directly to an individual behavior intervention plan that is highly likely to be effective

A

Functional assessment

BEHP 5012 Units 1-9 Mine (23 decks)

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