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BEHP 5012 > Unit 8 > Flashcards

Unit 8 Flashcards

1
Q

A well planned and comprehensive functional assessment should lead directly to….

A

An individual behavior intervention plan that is highly likely to be effective.

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2
Q

Functional assessment

A

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

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3
Q

Functional Assessment Methods

3 General Methodologies

A
  1. Preliminary Indirect Assessment
  2. Descriptive Assessment
    - –Direct Naturalistic Observation
  3. Functional Analysis
    - –Systematic Manipulations
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4
Q

Functional assessment is also known as

A

Functional behavioral assessment

- Abbreviated: FBA

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5
Q

Descriptive assessment is also known

as

A

Direct descriptive functional

assessment and as descriptive analysis

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6
Q

Functional analysis is also known as

A

Experimental analysis

Abbreviated: FA

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7
Q

Preliminary Indirect Assessment

Review Consists of

A

Interviews and rating scales

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8
Q

Preliminary Indirect Assessment

Review: ___ band focus and ___ fidelity.

A

Broad band focus, but low fidelity

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9
Q

Preliminary Indirect Assessment

Review helps with the decision of…

A

Whether or not to continue with case and helps in planning further assessment.

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10
Q

Descriptive Assessment Consists of…

A

Direct observation of
behavior and environmental events
in real-life contexts

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11
Q

Descriptive Assessment: ___ band focus and ___ fidelity.

A

Medium band focus and medium fidelity.

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12
Q

Descriptive Assessment leads to…

A

Hypotheses regarding
functional relations and how, where,
and with whom to intervene.

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13
Q

Structured Assessment: Also called….

A

An A-B functional analysis

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14
Q

Structured Assessment consists of

A

Manipulation of antecedent events in natural settings.

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15
Q

Structured Assessment: ___ band focus and ___ fidelity.

A

Mid-Narrow band focus and medium fidelity.

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16
Q

Structured Assessments may identify

A

Antecedent that evoke the challenging target behavior.

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17
Q

Functional Analysis consists of…

A

Systematic manipulations
of environmental events and
observation of target behavior in a
controlled setting.

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18
Q

Functional Analysis: ___ band focus and ___ fidelity.

A

Narrow band focus and high fidelity.

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19
Q

Functional Analysis may determine

A

Actual functional relations and lead to effective treatment.

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20
Q

Reasons for Descriptive Assessment: Generate….

A

Hypothesis about functional relations.

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21
Q

Reasons for Descriptive Assessment: Identify…

A

Idiosyncratic forms of motivating and reinforcing events.

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22
Q

Reasons for Descriptive Assessment: Design…

A

Experimental FA conditions that more closely represent natural conditions.

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23
Q

Reasons for Descriptive Assessment: Estimate…

A

Natural schedules of reinforcement maintaining problem behavior.

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24
Q

Reasons for Descriptive Assessment: Interpret…

A

The results of experimental FA methods.

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25
Q

Descriptive Assessment Procedures

A
  • Scatterplot analysis
  • Narrative recording
  • ABC data collection
  • Data collection of target behavior under different contexts/conditions.
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26
Q

Identify the reason for the development of Scatterplot

A

Touchette, MacDonald, & Langer
(1985) developed scatterplot as a practical
means for direct-care staff to collect
data across an entire day or shift

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27
Q

A scatterplot provides…

A

A graphic display of data in a grid format.

28
Q

A scatterplot is used to…

A

Identify patterns of responding in natural settings.

29
Q

A Scatterplot plots ____ as a ____ of:

A

Plots occurrence of a target behavior as a function of time, context, and activities.

30
Q

4 Steps of Using a Scatterplot

A
  1. Break vertical axis into time intervals
    corresponding with activity schedule
  2. Break horizontal axis into successive days
  3. Decide whether to use occurrence vs.
    nonoccurrence per given interval or to use
    3 discrete categories (e.g. 0, low, and high)
  4. Recording is done at the end of each
    interval
31
Q

Interpreting Scatterplot Data

A 
Find out what differs in times when
behavior occur most versus least
(e.g. setting, activity, staff, EOs)
Find out similarities in times when
behavior occur about the same
32
Q

Narrative Recording is also known as…

A

Anecdotal Observation

33
Q

Narrative Recording: Observer produces….

A

A written narrative of an individual’s responses throughout a specific period of time and a description of the environmental condition under which the responses were emitted.

34
Q

Narrative Recording and ABC Charting

A 
Narrative ABC Charting is a variation
on narrative recording
Both are ways to identify
topographies of target behavior
Allows one to start to identify
idiosyncratic antecedents and
consequences
35
Q

ABC Data Collection

A

Pre-selected and defined target
behaviors, antecedents and
consequences.

36
Q

ABC Data Collection: Data collection form allows for…

A

Coding or checking antecedent(s), target

behavior(s), and consequences.

37
Q

Data Collection Across Conditions

A

Data collection of target behavior(s)
under different contexts and
environmental conditions without
systematic manipulation

38
Q

Data Collection Across Conditions: Provides data on…

A

Differential probability of the occurrence of the target behavior under different contexts/conditions

39
Q

Data Collection Across Conditions: What you get

A 
Even though the method is purely
correlational, it allows one to try to
identify, or at least hypothesize, the
reinforcement contingencies likely to
control the occurrence of the target
behavior.
40
Q

Data Collection Across Conditions: Remember to complete….

A

Four-term contingency

41
Q

Pattern Analysis

A

A systematic presentation and/or
examination of information or data
regarding the target behavior and its
conditions.

42
Q

Pattern Analysis: Facilitates…

A 
Facilitates the identification of specific
types of variations in the occurrence of
the target behavior within relevant time
frames and potential stimulus
conditions.
43
Q

Scatterplot data may be summarized by way of…

A

A pattern analysis

44
Q

Sequence Analysis

A 
A systematic presentation and
examination of information or data
regarding target behavior and its
stimulus conditions in an A-B-C
format
45
Q

A Sequence Analysis is done after…

A

Doing narrative recording and/or ABC data collection.

46
Q

____ may provide the most valid assessment.

A

A combination of methodologies

47
Q

Threats to External Validity in FBA:

A 
 Differences between the conditions of
assessment and the client’s natural
environment.
 These differences may alter the functional
properties of motivating and reinforcing
events compromise external validity.
48
Q

Threats to Internal Validity in FBA:

A

Events that can co-occur with the
independent variable that could
account for the findings

49
Q

External Validity in FBA:

A

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

50
Q

Internal Validity in FBA:

A 
 Establish that problem behavior is a
function of specific motivating and
maintaining events
51
Q

Validity and Descriptive Assessment

A

Internal validity is low.
External validity - If done correctly, descriptive assessment takes into account actual motivating operations and the context under which behavior occurs

52
Q

Validity may be strengthened in Descriptive assessment by…

A

Doing an A-B Analysis

53
Q

Preliminary Indirect Assessment - Likely Degree of External Validity

A

Low to medium

54
Q

Descriptive Assessment - Likely Degree of External Validity

A

Medium to high

55
Q

Structured Descriptive Assessment (antecedent manipulation only) - Likely Degree of External Validity

A

Medium to high

56
Q

Functional Analysis (antecedent and consequence manipulation) - Likely Degree of External Validity

A

Low to medium

57
Q

Preliminary Indirect Assessment - Likely Degree of Internal Validity

A

Very low

58
Q

Descriptive Assessment - Likely Degree of Internal Validity

A

Low

59
Q

Structured Descriptive Assessment (antecedent manipulation only) - Likely Degree of Internal Validity

A

Low to medium, depending on plausible alternative accounts

60
Q

Likely Degree of Internal Validity

A

Medium to high, if differential responding obtained

61
Q

Validity and Functional Analysis

A
  • Internal validity for direct, experimental
    methods is good
  • External validity is dependent on differences between the assessment and natural conditions
62
Q

Descriptive Assessment or Functional Analysis (FA)?

A 
Even though FA has greater internal
validity and research evidence
demonstrating its effectiveness in
assessment, it may lack external
validity and may fail to take into
account the context under which
behavior occurs.
63
Q

Do ____, if at all feasible.

A

Both descriptive assessment and functional analysis. Do not rely on one method and look for convergence.

64
Q

Note the ___ and ___ for which there is strong research evidence about the effectiveness of ____.

A

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

65
Q

A scatterplot has ____ on rows and ___ on columns.

A

Times on rows and days on columns.

66
Q

It would be best practice to conduct a scatterplot analysis before/after….

A

Before conducting an experimental FBA.

BEHP 5012 (7 decks)

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