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BEHP 5012 Units 1-9 Mine > Unit 9- 2 > Flashcards

Unit 9- 2 Flashcards

1
Q

An experimental approach to assessment in which behavior is observed repeatedly underworld to find a test and control conditions, Which are characterized by the presence and absence of suspected maintaining variables.

Experimental manipulation

A

Functional analysis

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2
Q

Any formal method used to identify sources of reinforcement that maintain problem behaviors

A

Functional assessment

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3
Q

An experimental method that involves manipulating antecedents and consequences to determine their effect on behavior

Seeks to demonstrate a functional relationship between the problem behavior and environmental event

A

Functional analysis

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4
Q

When conducting a bit… You do not manipulate the environment in anyway. You simply observe events as they naturally occur

A

Descriptive assessment

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5
Q

Functional analysis is a type of

A

Functional assessment

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6
Q

Change in the independent variable produces orderly and predictable change in the dependent variable
IV-= environmental event
DV - behavior

Functional analysis is the process of identifying independent variables that are functionally related to behavior

A

Functional relation. And functional analysis are Term introduced by Skinner

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7
Q

Process of identifying independent variables that are functionally related to behavior. Can take many many forms

A

Functional analys I

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8
Q

Assumptions
Behavior problems are learned performance.
Adaptive and maladaptive behaviors are learned in the same manner

Purpose of a functional analysis
To identify the maintaining variable, source of reinforcement, for a behavior.
Remember: the function of the behavior is more important than the topography of the behavior

Can also tell us the conditions under which the behavior is unlikely to occur

A

Functional analysis of behavior disorders

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9
Q

The purpose of a functional analysis is to

A

Identify the maintaining variable for a behavior

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10
Q

Early functional analysis study: controlled by a single contingency, SR+

Self injury us behavior increased one followed by sympathetic statement

One child with SIB:
Noncontingent attention resulted in decreased in SIB
Contingent attention resulted in increase in SIB
Ignored resulted in illuminating SIB

A

Lovaas

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11
Q

Lovaas

Carr
Berkson

A

Early functional analysis studies; controlled by a single contingency,

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12
Q

Early functional analysis study controlled by a single contingency negative enforcement

Two conditions: demand versus no demand
No problem consequence for problem behavior

Results: SIB and aggression higher in the demand conditions

Social negative reinforcement?

A

Carr

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13
Q

Early functional analysis studies: controlled by a single contingency automatic reinforcement

Environment with activities versus environment with no activities

Sterotypy higher in impoverished environment Suggesting that stereo to pay was not maintained by Social reinforcement and thereby was likely maintained by automatically enforcement

A

Berkson has and Mason

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14
Q

Direct observation

Measurement of behavior under test controlled conditions

A

Basic features of functional analysis

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15
Q

Identification of functional relations through manipulation of suspected controlling variables

Example enforcement versus no reinforcement for target behavior
Condition A. Test- sneeze – bless you positive enforcement?
Condition B, control – sneeze – no response, extinction
Higher levels of behavior and Test condition as compared to control condition suggests We have the maintaining reinforcer

A

Measurement of behavior Under Test and control conditions

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16
Q

Positive reinforcement:
Social, (attention, access to materials/tangible)

Negative reinforcement:
Social, (escape from demands
Automatic, pain attenuation

Each of these was tested separately in the earlier single contingency studies

No one had yet put them all together in a single assessment

A

Learned functions of behavior

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17
Q

There are two essential features of functional analysis that were established in early studies. One is direct observation. What is the other

A

Measurement of behavior under test and control conditions

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18
Q

Indicated when:
Descriptive analysis does not provide sufficient information for formulating reasonable hypothesis

Although many believe a this should always be conducted

Intervention based on hypothesis generated from descriptive analysis are not producing the desired behavior change and no further adjustments are indicated by the data or other information

When there is a huge time and resource investment in training a large number of staff across a number of relevant environments to perform the requisite of the select a behavior change strategies.
A

Functional analysis methodology

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19
Q

Common forms:

Durand Carr functional analysis
Emphasis on the antecedent especially establishing operation during each condition: e.g. attention delivered at different rates during the test and control conditions ( FT- 30’s versus continuous attention

Iwata functional analysis
Emphasis on antecedents and consequences for the behavior during each condition

A

Functional analysis methodology

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20
Q

Created a general model for concurrently assessing the sensitivity of SIB to contingencies of

Social positive reinforcement
Social negative reinforcement
Automatic reinforcement

Each test condition contains in establishing operation, discriminative stimulus, and source of reinforcement

These things are absent in the control condition

A

Iwata et al

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21
Q

Purpose: to test a specific hypothesis about the controlling variables for problem behavior. Must include a control condition, which doesn’t have the antecedents and consequences related to hypothesis

The conditions are repeatedly administered in response rates are measured

Typically use a multi element design

Line graphs are used to detect differences between the test condition and the control condition

Controlling variables revealed when the rate of behavior in the test is consistently higher the control

Remember, standard functional analysis will have multiple test conditions to compare against the control condition only

A

Functional analysis methodology

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22
Q

Procedure

Dependent variables: SIB, define individually: partial interval recording

Protection from risk

Medical exam, exclusion of high-risk
Criterion for risk of stabbers by a physician
Session terminated if criterion met
Post session exams by a nurse
Weekly case review
A

Iwata procedures functional Analysis

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23
Q

Attention
Demand
Alone
Play

Sometimes tangibles

A

Functional analysis protocol/conditions

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24
Q

What is the relevant establishing operation in the demand condition

A

The presence of the demands

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25
Q

Functional assessment of behavior disorders

One behavior is maintained by different functions – the usual meaning

Behaviors that are typographically distinct may be maintained by the same function

A

Multiple control

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26
Q

Functional assessment interpretation: there is not clear separation between any condition and the control condition

A

Undifferentiated patterns of problem behavior during a functional analysis

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27
Q

Probable causes:

Difficulties in discrimination
Relevant variables not tested
Multiple control
Maybe more likely for a low rate behaviors
Simply do not occur during FA such that all conditions equals your rates

A

Undifferentiated Patterns

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28
Q

Each test individually compared to the control condition or to a uniquely arranged control

Multiple tasks can be elevated relative to the control

Multiple control?
One behavior maintained by different functions
Automatic reinforcement?
Highly preferred toys only available in control condition
These toys compete with behavior is maintained by automatic reinforcement
Attention, demand, lawn equals no toys equals high rate of behavior

A

Functional analysis interpretation

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29
Q

Implementing and evaluating treatments can help you figure out what do you have multiple control or automatically enforcement

A

Multiple control

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30
Q

Iwata conditions included attention, demand, alone and play but no tangibles

Should we include tangibles

A

Tangible conditions

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31
Q

Purpose: to determine if behavior was actually multiply controlled or represented iatrogenic effects

Subject: 26-year-old female with profound DD

Dependent variable: frequency of hand it to mouth contact

A

Shirley, Iwata

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32
Q

Procedure
Preference assessment

Functional analysis: attention, demand, alone, play, tangible
Changeable condition run with several different stimuli
Descriptive Assessment to identify what items delivered in home after problem behavior
Use the most commonly delivered item intangible condition

A

Shirley, procedures functional Analysis

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33
Q

Purpose: will A new response be acquired more readily and a tangible reinforcement relative to other conditions of functional analysis

Will problem behavior that does not have a social function emerge under a tangible condition?

Study 1: susceptibility to tangible reinforcement
Preference assessment
Functional analysis: target behavior: frequency of arbitrary response.
Conditions: alone attention tangible demand play

Study 2.  False positive functional assessment outcomes.
  Functional assessment stereotopy
    Descriptive assessment of
   Comparison of tangible conditions
     Alone. 
    Tangible PA. Stereotyp - HD Edible 
     Tangible DA:Stereo – DA item
A

False positive FA outcomes
Rooker
Purpose: well I knew response be acquired more readily and a tangible reinforcement relative to other conditions of a functional analysis
Will probably behavior that does not have a social function emerge under a tangible condition

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34
Q

What is the main limitation of the Carr and iwata A B functional analysis

A

Did not manipulate the consequences so problem behavior is actually on Extinction

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35
Q

Name another experimental design other than the multi element, that can be used in a functional analysis

A

Pairwise

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36
Q

Multi element, reversal, pairwise

A

Functional assessment designs

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37
Q

Enhance motivation operations
Fixed sequence of conditions such that each condition establishes the establishing operation for the reinforcer tested in a subsequent condition

Eg alone equals attention

Program to pre-session deprivation

Alter response measurement
Evaluate and place consequences on only one Topography rather than multiple, at a time
Minimizes chances of undifferentiated results due to multiple control

Vary the control condition
Manner in which attention is delivered, FT 30 – S versus continuous
Types of leisure items available
Highly preferred toys during attention condition may compete with attention reinforcer

Alone as control for negative reinforcement because SD, I E, person with history of delivering the man’s, and establishing operation, instructions, and contingency are absent

A

Clarifying functional assessment outcomes

Typical experimental design: Multi element

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38
Q

Two additional experimental designs that could be used to enhance discrimination in functional analysis

A

Reversal pairwise

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39
Q

Rapidly alternate between conditions. Problem: possible lack of discrimination between conditions

A

Multi element design

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40
Q

Rapidly alternate between conditions. Possible lack of discrimination between conditions

A

Multi element

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41
Q

Fairly common

More efficient than reversal

One test condition alternated with control

May assist in discriminability of conditions

A

Pairwise functional Analysis to sign

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42
Q

Written for clinicians in practice

Why. Yes with functional assessment as a practitioner? Indirect assessment is unreliable. Only good when you care about clients verbal report as the behavior of interest

Descriptive assessment also not your friend.
Even bijou Said so
Can’t tell positive me force meant from negative reinforcement
Often. Points to attention

A

Iwata and Dozier

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43
Q
  1. Limited Assessment time: solution: brief functional assessment. Test a single function.
  2. Potentially dangerous behavior
    Solution: precursor assessment and latency functional assessment
  3. Limited control over the environment
    Solution: trial based FA
A

Three potential constraints. Practitioner sometimes don’t think they can run functional assessments. These are the reasons they site.

Iwata n Dozier

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44
Q

To conduct a brief FA (BFA) Of aggression plus a contingency reversal, replacement R – DRA
Within 90 minute outpatient appointment

Subjects: first three referred for aggression

Dependent variables: aggression, I’ll probably behaviors, Mands (all 6 second partial interval)

Conditions:alone, attention, demand, tangible
Each condition typically only run for one session. Standard FHA involved at least three sessions per condition.
If time allows the condition with problem behavior is repeated

Contingency reversal: to identify potentially effective intervention
Condition with highest level of problem behavior in functional analysis
A equals reinforcement for PB; extinction for Mands
B equals reinforcement forMANDS, extinction for problem behavior

Concluded as BAB

A

Northrop brief FA

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45
Q

In summary, you can shorten the functional analysis for used in outpatient settings by conducting a BFA with only one session for condition

Contingency reversal: demonstrated that you could teach someone to ask for the reinforcer that maintains problem behavior and this would decrease problem behavior

Done with a 90 minute appointment

You can use functional analysis even if you are very limited with time

A

Northrop

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46
Q

Brief FA vs full FA

Brief FA – not much contact with contingencies
Discrimination may occur with an a session but overall session rates may obscure that change

A

Kahng Iwata

47
Q

Correspondence between data sets examined..

Correspondence:
Brief functional analysis versus full functional Alysis: 66%
Within session versus full FA: 60%
Brief AND Within versus full functional analysis: 54%

If full functional analysis clear, brief functional analysis was more likely to be right
BFA =s tendency towards false positive

If a full functional analysis unclear, with his session more likely to identify of their function
Within session equals tendency towards false negatives

A

Kahng and Iwata

Comparison of brief FA full FA,And within session analysis

48
Q

Results brief functional analysis shows reasonably good correspondence with full functional analysis

Functional analysis has a tendency to ID a function
True positives and false positives

Brief FA I good if you’re short on time. Can add in the within session pattern and see what that indicates

A

Brief functional analysis versus full functional analysis: the moral of the story

49
Q

Model that progresses from brief functional analysis to more extended assessments
Maximizes efficiency
Increases probability of identifying a function

Purpose: to illustrate a model where assessment progression from brief to extended analysis to ID functions for problem behavior

Subject: 20 school age kids with severe PB

In summary, function was quantified? a 17/20 using this model

A

Progressive model of functional analysis

Volumetric

50
Q

Provide step-by-step directions on how you might proceed when trying to determine a function for problem behavior

What’s missing? If still undifferentiated at phase 4, Use a PDA to identify potential idiosyncratic of variables that can be tested in an FA

A

Progressive model of functional analysis

51
Q

May be used in a less controlled, natural environment.

Advantage: less disruption to the clients routine. Requires fewer resources

Purpose: to replicate the Sigafoos and Saggers functional analysis and compare the results to a standard functional else’s

A

Trial based functional assessment

52
Q

If you are short on assessment time you might Use a

A

Brief FA

53
Q

If you want to conduct the assessment in the natural environment, you might use a

A

Trial based functional assessment

54
Q

Read functional assessment and full functional assessment show… correspondence with respect to results

A

Good

55
Q

If you don’t get differentiated results from your standard functional assessment:
-idiosyncratic variables i.e., does not tested in the standard functional analysis, maybe at work

Do your descriptive assessment then design a new functional analysis to test your hypothesis

Example , Kuhn

A

Do your descriptive assessment then design a new FA to test your hypothesis

56
Q

Shows what to do if you have an unclear functional analysis due to a potential idiosyncratic function
Do descriptive assessment
Design test and control conditions for your hypothesis
A functional analysis is more than just attention, demand, alone, and play

A

Kuhn modified functional analysis

57
Q

Provides another example of how to progress when your functional analysis is inconclusive

Sometimes reinforcers for problem behavior change over time – these can be specified via Mands

A modified functional analysis using a Mand analysis may be appropriate for a verbal children who make unreasonable demands and engage in problem behavior when those Mands aren’t meant

A

Bowman Mand compliance: moral of the story

58
Q

Alternatively,to reinforcing multiple topographies of problem behavior in a single functional analysis, you could focus on

A

The most disruptive topography only

59
Q

Most efficient to focus on all topographie

Can be problematic if different topographies are maintained by differently in for service. Example SIB is maintained by attention, but aggression is maintained by escape.

Always graph each topography separately

If necessary, please topographies on extinction until all topographies emerge

A

Which topography to reinforce

60
Q

Most efficient to focus on all topography is most efficient to focus on all topographies

Always graph each topography separately

If necessary, please topography is on extinction until all topography of a marriage

A

Which topographies to reinforce? Moral of the story

61
Q

A variable not tested in the standard functional analysis conditions is known as

A

Idiosyncratic Variable

62
Q

How many topography is a problem behavior can you include any single functional analysis?

A

All the topographies of aggression… As many as there are in one class

63
Q

If you include multiple topography is in one functional analysis what must you do?

A

Graph each topography separately

64
Q

Assessment time is limited, e.g. outpatient clinic
Brief functional analysis
Multi element consisting of two rapidly changing reversal designs conducted in two phases, (test and contingency reversal, where the reinforcement contingency arrange for alternative behavior)
Derby 1992
79 cases Brief functional analysis
Problem behavior occurred in only 63% of cases
Of these cases function identified for 77%

Behavior poses significant risk and cannot be allowed to occur often
Latency measures, Thompson
Functional analysis of precursor behaviors, Smith

A

Challenges to functional analysis methodology

65
Q

Assessment must be conducted a naturalist Setting
Train caregivers to implement

Behavior occurs at very low rates
Stimulus control manipulations. E.g.Ringdahi use caregivers as therapist

Extended session duration to increase establishing operations and exposure to reinforcers to increase likelihood that behavior emerges

Conduct extended descriptive assessment to identify/illuminate idiosyncratic reinforcers

A

Summary and review constraints to functional analysis methodology

66
Q

Potential benefits outweigh potential risks
Protective procedures in place

Controlled setting available

Sufficient train staff

B. A. Has procedural expertise

Informed consent obtained

Procedure is reviewed and approved

A

Conduct a functional analysis only if

67
Q

Develop a plan based on the results of your descriptive assessment; implement it, and systematically evaluate it

If the plan is not effective, consider doing a functional analysis before revising

A

If you do not conduct a functional analysis

68
Q

Because it is experimental rather than correlational in nature, it is the only assessment formal, that can let us validly talk about cause-and-effect relationships

Isolate relevant variables – certainly about controlling variables is greatest when systematic manipulations are employed

Potential treatment effects maybe observed during assessment

Systematic manipulations increase the likelihood that the use of ineffective or unnecessary procedures will be avoided

A

Advantages of experimental analysis

69
Q

Failure to identify the full range of the controlling variables

Failure to identify the specific feature of a situation that occasion the problem behavior
E.g., generic – demands
Specifically escape from physical prompts

Potential for iatrogenic effects ( patrons means physician in Greek and genic meaning Induced by

Time and labor intensive; specialized training?

Contrive situations may not Simulate what occurs in the natural environment

A

Limitations of experimental analysis

70
Q

Indirect assessment – verbal report

Descriptive assessment, naturalistic observation

Functional analysis – experimental manipulation

A

Functional assessment

71
Q

Any formal method used to identify sources of reinforcement to maintain problem behavior is

A

Functional assessment

72
Q

Prior to the advent of functional assessment
Behavior modification – superimposing powerful reinforcement and punishment contingencies
Focused on the topography of the response
The form of the behavior is so serious, the reasons why it occurred was secondary

Over reliance on punishment
Get rid of the behavior by any means necessary

A

Historical developments

73
Q

Participants, nine
Dependent variables:
SIB, partial interval recording

Protection from risk
   Medical exam, exclusion if High risk 
   Criterion for rest established by a physician
   Session terminated if criterion met
   Post session exams by a nurse
   Weekly case review
A

Iwata How subjects were protected from risk

74
Q

Implications:
Importance of function over topography
Evoking potentially dangerous behavior while protecting client and therapist

A

Iwata Resultsi

75
Q

Study 1: Susceptibility to tangible reinforcement Rooker

Preference assessment

Functional analysis
Target behavior: frequency of arbitrary response
Conditions: alone attention tangible demand play

Study 2: false positive functional assessment outcomes

Preference assessment identify high preference edibles
Descriptive assessment of consequences
Harrison of tangible conditions

A

False positive functional assessment outcomes

76
Q

Summary of susceptibility to tangible reinforcement, Rooker

Study one Five out of six subjects acquired a new response when exposed to tangible reinforcement. But not when exposed to attention or escape

Study 2: all three subjects: problem behavior was maintained by automatically enforcement
The problem behavior occurred more when I highly preferred tangible was delivered after problem behavior
Demonstrates a false positive tangible function

A

Moral of the story On tangibles

Limit the use of tangible conditions in functional assessments

If you include a tangible condition use items that are identified via a descriptive analysis

No items are identified in the descriptive analysis they don’t include a tangible condition

77
Q

Carr Durand Relevant response study.

Assessment tool To identify situations that occasion problem behavior

Seminal paper on functional communication training FCT to replace problem behavior

Limitations: did not manipulate consequences so problem behavior is actually on extinction

Relevant response in the difficult 100 should probably be a mand for escape

A

Moral of the story.

78
Q

Based on the recommendation of Connors at all, when should salient SD’s be Involved in an FA

A

If you have reason to suspect the client is not discriminating between conditions

79
Q

Experiment two

Functional analysis of relevant and in relevant responses

Results
Disruptive behavior reduced in relevant response condition only
Mands Increase in the Irrelevant response face but persist in the relevant face

A

Carr Durand 1985: Results

80
Q

Examine separate and combined effects of antecedent, establishing operation present versus absent and consequent events, contingent enforcement versus no reinforcement

ABC, FA Iwata versus AB FA Carr

Six individuals with developmental disabilities and SIB maintain attention is this

A

Worsdell, et al

81
Q

All six subjects needed the contingency to consistently engage in problem behavior
AB , FA does not include any contingencies for problem behavior

If you use that methodology you may not see enough problem behavior to determine an effective treatment.

Best to stick with the ABC Iwata FA

A

Worsdell Moral of the story

82
Q

10 and 15 minute FA’s had perfect correspondence

Five and 15 minute functional analysis Had three disagreements:
two data sets: 15 minutes clear. Five minutes unclear.
When does that: 15 minutes was unclear. Five minutes automatic reinforcement

A

Wallace Study of duration results

83
Q

10 minute functional analysis sufficient. Most conservative approach

Five minute functional analysis mostly good

Five minute functional analysis might be a problem if
Your client doesn’t discriminate well
Extinction needs to occur in the play/ alone
Establishing operation needs a wild to come into affect

A

Session durations: the moral of the story, Wallace

84
Q

Correspondence between trial based functional analysis and standard functional Analysis for 6/10
Partial correspondence for one subject

Lack of correspondence for 3/10 subjects

Good for when you don’t have resources for a stand and functional assessment or when you are unable to remove the client from ongoing activities

Not necessarily faster than a standard functional analysis. Nice disruptive to classroom routines. Requires fewer step and less resources

A

Trial based functional analysis

Summary, Bloom

85
Q

To identify a potentially Effective intervention

Demonstrated that you could teach someone to ask for the reinforcer that maintains problem behavior and this would decrease problem behavior

A

Notthup contingency reversal: brief functional analysis

86
Q

One condition rent at a time. Less, because of amount of time required

A

Reversal

87
Q

Fairly common, more efficient than reversal. One task condition alternated with control. May assist in discriminability of conditions

A

Pairwise

88
Q

Enhancing discrimination. Use 10 minute functional analysis to increase exposure to the contingencies. Use salient discriminative stimuli. Use a different experimental design if needed

Enhance motivating operations

Alter response measurement

Vary the control condition

A

Clarifying functional analysis outcomes

89
Q

May Facilitate differential responding reducing the Duration of standard functional analysis

May improve accuracy of brief functional analysis

Purpose: to determine if programmed of these, facilitated differential responding in a standard functional analysis

A

SDs Connors, programming discriminative stimuli, clarifying functional analysis outcomes

90
Q

Can’t predict in advance which subject will need as. Some subjects are more or less sensitive to functional analysis contingencies. Those who are less sensitive will need sd

Those who are less sensitive will need ST

Recommendation: include STD. May produce faster differentiation
Maybe necessary for differentiation in some cases
Easy to do

Using ST, different therapist, different rooms, different colored shirts

A

Honduras, programming SD

91
Q

Typical experiment of design: multi element.

Two additional experimental designs that could be used to enhance discrimination in functional analysis:

A

Reversal, pairwise
Clarifying functional analysis outcomes are you in now thanks Ry did you get her medicine now can you please buy dinner but I mean you know I don’t know what time they close on

92
Q

Enhance motivational operations

Example alone condition establishes the EO for attention

Programmed Pre-session deprivation

After response measurement, evaluate and place consequences on only one topography rather than multiple, at a time

Minimize his chances of undifferentiated results due to multiple control

Very the control condition. Manner in which attention is delivered, FT 30 versus continuous
Types of leisure items available. Highly preferred toys during attention condition may compete with attention reinforcer. Alone as control for negative reinforcement. KAHNG. Because SD, i.e. person with history of delivering demands, and EO, instructions, and a contingency or absent

A

Clarifying functional analysis outcomes

93
Q

You can shorten the functional analysis for use in outpatient settings by conducting a brief functional analysis with only one session per condition

Contingency reversal: demonstrated that you could teach someone to ask for the reinforcer that maintains problem behavior and this would decrease problem behavior

A

Northrop Brief functional analysis

94
Q

To identify a potentially effective intervention

Condition with highest level of problem behavior in functional analysis

A = reinforcement for problem behavior; extinction for Mands

B= reinforcement for MANDS, extinction for problem behavior

Conducted as a B A B

A

Contingency reversal

95
Q

Brief functional analysis shows reasonably good correspondence with all functional analysis

Brief F analysis has a tendency to identify a function. True positives and false positives

BFA tendency towards false positive

Use within session to clarify

A

Kahng Iwata Testing brief functional analysis against full functional

96
Q

Model that progresses from brief functional analysis to more extended assessments

Maximizes efficiency

Increases probability of identifying a function.

A

Progressive model of functional analysis

Volumetric

97
Q

Purpose: to illustrate a model or assessment progresses from free to extend an analysis to identify functions of problem behavior

A

VOLLMER, progressing from brief to extended functional analysis

98
Q

Provides step-by-step directions on how you might proceed when trying to determine a function for problem behavior

It’s still on differentiated at phase 4,, If Idiosyncratic variables At work,

Use a descriptive analysis to identify potential idiosyncratic variables that can be tested in a functional analysis

A

Progressive model of functional analysis

Vollmer

99
Q

The trials were control, test, control. Each segment was two minutes. 20 Trials of each condition

A

Trial based functional analysis

Bloom

100
Q

Variables not tested in the standard functional analysis

A

Idiosyncratic variables

101
Q

Do a descriptive assessment

Design test and control conditions for your hypothesis-A modified functional analysis

A functional analysis is more than just attention, demand, alone come and play

A

What to do if you have an unclear functional analysis due to a potential idiosyncratic function. Functional analysis differentiated.

Kuhn

102
Q

KUHN, treatment evaluation straightening, modified functional analysis is an example of

A

Testing for idiosyncratic variables

103
Q

Descriptive assessment suggest problem behavior likely when straightening was interrupted

Taught the phrase, is this trash? Problem behavior was put on extinction

A functional analysis is more than just attention, demand come along and play

A

Kuhn

Treatment of valuation. Idiosyncratic variables

104
Q

Descriptive assessments Indicated districtive behavior occurred when mands were not honored

Modified functional analysis completed

Multi element design.

Provides another example of how to progress when your functional analysis is inconclusive.

Sometimes reinforcers for problem behavior change over time – These can be specified via Mands

A modified functional analysis using a man and analysis may be most appropriate for a verbal children who make unreasonable demands and engage in problem behavior when those Mands aren’t met

A

Bowman Mand Compliance

And example of idiosyncratic function for a problem behavior

105
Q

You could focus on the most disruptive topography only as a post to multiple topographies of problem behavior in a single functional analysis

Most efficient to focus on all topographies. Can be problematic if different topographies are maintained by different reinforcers. Example SIB is maintained by attention but aggression is maintained by escape.

Always graph each topography separately

If necessary, place topography is on extension until all topographies emerge

A

Which topography to reinforce

106
Q

Multielement consisting of two rapidly changing reversal design conducted in two phases (test and contingency reversal we are reinforcement contingency arranged for alternative behavior)

A

Brief functional analysis

107
Q

Implement latency measures and functional analysis of precursor behaviors when

A

Behavior poses significant risk and cannot be allowed to occur often. Challenges to functional assessment me

108
Q

Use stimulus control manipulation’s such as using caregivers as therapist, extended session duration to increase establishing operations and exposure to reinforcers to increase likelihood that behavior emerges. Conduct extended descriptive assessment to identify/illuminate idiosyncratically reinforcers when….

A

Behavior occurs at very low rates… Constraints to functional assessment methodology

109
Q

Failure to identify the full range of the controlling variables

Failure to identify the specific features of a situation that occasion the problem behavior EG., Generic – demands. Specifically escape from physical prompts

Potential for your iatrogenic affects

Time and labor intensive: specialized training?

Contrived situations may not simulate what occurs in the natural environment

A

Limitations of experimental analysis

110
Q

Purpose, to conduct a brief functional analysis of aggression plus a contingency reversal, replacement or/DR a. Within a 90 minute outpatient appointment

Dependent variables: aggression, appropriate behaviors, MANDS, all six second partial interval

A

Northrup Brief functional analysis

111
Q

Requires fewer staff and less resources to implement

A

Trial based functional analysis

112
Q

Correspondence between this and standard functional analysis for a six out of 10 – Partial correspondence for one subject

Lack of correspondence for three out of 10 subjects

Good for when you don’t have resources for a standard functional analysis or when you were unable to remove the client from ongoing activities

Not necessarily faster than a standard functional analysis

Less disruptive to classroom routines

Requires fewer staff and less resources

A

Trial based functional analysis, bloom

113
Q

Purpose: to conduct a brief FA of aggression plus a continreversal, replacement R /DRA

. Within 90 minute outpatien appointment

Use contingency reversal:
Conducted as a BAB

A

Brief functional analysis Northrop

BEHP 5012 Units 1-9 Mine (23 decks)

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