Unit 9 Flashcards
1
Q
Prior to the advent of functional assessment, _____ was used.
A
Behavior Modifications
2
Q
Behavior Modification focused on ____ and overreliance on _____.
A
Focused on the topography of the response (Behavior so serious, why it occurs is secondary). Overreliance on punishment (get rid of behavior by any means necessary).
3
Q
Behavior Modification
A
Superimposing powerful Sr and punishment contingencies.
4
Q
Impact of Functional assessment: Changes in the ____
A
Treatment culture. Focus shifted away from chemical and physical restraint. Increase in reinforcement-based over punishment-based studies in research literatures.
5
Q
Impact of Functional Assessment: ____ of ____.
A
Efficacy of interventions. Treatment more effective following a functional assessment.
6
Q
Functional Analysis of Behavior Disorders: Assumptions
A
Behavior problems are LEARNED performances. Adaptive and maladaptive behaviors are learned in the same manner.
7
Q
Functional Analysis of Behavior Disorders” Purpose of a functional analysis
A
To identify the maintaining variable (source of reinforcement) for a behavior. Can also tell us the conditions under which the behavior is UNLIKELY to occur.
8
Q
The ____ of behavior is more important than the ___ of the behavior.
A
The function of the behavior is more important than the topography of the behavior.
9
Q
Lovaas et. al (1965)
A
Self-injurious behavior study, focusing on Sr+ (attention).
10
Q
Carr et al. (1986, 1980)
A
SIB/Aggression study, focusing on Sr- (task demand escape, social negative reinforcement)
11
Q
Berkson & Mason (1963, 1965)
A
Stereopy study, focusing on Auto Sr
12
Q
Establushed basic features of FA
A
1 - Direct observation
2 - Measurement of behavior under test and control conditions
13
Q
Describe three situations/conditions under which functional analysis may be indicated
A
1 - Descriptive analysis does not provide sufficient information for formulating reasonable hypotheses 2 - Intervention based on hypotheses generated from descriptive analysis are not producing the desired behavior change and no further adjustments are indicated by the data or other information. 3 - This approach should also be considered 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 requisites of the selected behavior change strategies.
14
Q
Two common forms of functional analysis
A
1 - Durand and Carr (1992)
2 - Iwata et al. (1982)
15
Q
Durand and Carr (1992) Functional
Analysis
A
• Emphasis on the antecedent, especially
establishing operation during each
condition.
• E.g., attention delivered at different rates
during the test and control conditions (FT30s versus Continuous Attention).
16
Q
Iwata et al. (1982) Functional Analysis
A
Emphasis of antecedents and
consequences for the behavior during each condition.
17
Q
Iwata, Dorsey, Slifer, Bauman, &
Richman (1982/1994) Created a….
A
General model for concurrently assessing the sensitivity of SIB to contingencies of
- Social positive reinforcement (Sr+)
- Social negative reinforcement (Sr-)
- Automatic reinforcement
18
Q
Iwata, Dorsey, Slifer, Bauman, &
Richman (1982/1994) Each test condition contains…
A
An EO, SD, & source of reinforcement (Sr).
These things are absent in the control
condition.
19
Q
Describe the purpose of the Iwata
model
A
Purpose: to test a specific hypothesis about
the controlling variables for problem behavior
- Must include a control condition, which doesn’t have the antecedents & consequences related to hypothesis
- The conditions are repeatedly administered & response rates are measured
20
Q
The Iwata model typically use a ____
A
Multielement design. Line graphs are used to detect differences between the test condition and the control condition.
21
Q
In the Iwata model, controlling variables revealed when…
A
The rate of behavior in the test condition is consistently higher than the control.
22
Q
“Standard” FAs will have…
A
Multiple test conditions to compare against the control condition ONLY.
23
Q
Explain how subjects were protected
from risk in the Iwata et al.
(1982/1994) study.
A
- Medical exam (exclusion if high risk)
- Criterion for risk established by a physician
- Session terminated if criterion met
- Post-session exams by a nurse
- Weekly case review
24
Q
Functional Analysis Protocol: Attention
Condition
Identify the relevant establishing
operation (EO)
A
No attention (ignore)
25
Functional Analysis Protocol: Attention
Condition
Identify the consequence for problem behavior
Attention
26
Functional Analysis Protocol: Attention
Condition
Identify the contingency being tested
Sr+
27
Functional Analysis Protocol: Attention
Condition
Describe
Therapist provides a magazine and informs that they are busy. They ignore the individual, unless the individual engages in problem behavior.
28
Functional Analysis Protocol: Demand
Condition
Identify the relevant establishing
operation (EO)
Demands
29
Functional Analysis Protocol: Demand
Condition
Identify the consequence for problem behavior
Escape
30
Functional Analysis Protocol: Demand
Condition
Identify the contingency being tested
Sr-
31
Functional Analysis Protocol: Alone
Condition
Identify the relevant establishing operation (EO)
No stimuli or activity
32
Functional Analysis Protocol: Alone
Condition
Identify the consequence for problem behavior
Not applicable. No one is in the room.
33
Functional Analysis Protocol: Alone
Condition
Identify the contingency being tested
Auto Sr
34
Explain why automatic reinforcement can not be tested for directly
It doesn't actually test for that by manipulating the contingency of behaviors because the behavior directly produces its own consequences. You can't deliver or not deliver the consequence.
35
Functional Analysis Protocol: Play
Condition
Identify the relevant establishing operation (EO)
N/A. It is designed NOT to present any establishing operations.
36
Functional Analysis Protocol: Play
Condition
Identify the consequence for problem behavior
Noncontigent reinforcement. It is designed NOT to deliver consequences for problem behaviors.
37
Functional Analysis Protocol: Play
Condition
Identify the contingency being tested
Control
38
Functional Analysis Protocol: Play
Condition
Describe
Therapist delivers attention on a time-based schedule to eliminate the EO for attention maintained behavior. No demands are given, so there is no EO for escape behavior. Toys are present to eliminate or reduce any behavior maintained by automatic reinforcement.
39
In the alone condition, we’re testing for:
Behaviors that persist in the absence
| of social consequences
40
Describe what is meant by multiple
| control
```
- One behavior is maintained by different
functions – the usual meaning
- Behaviors that are topographically
distinct may be maintained by the same
function.
```
41
Describe what is meant by
| undifferentiated patterns of responding
```
“Undifferentiated” patterns of
problem behavior during a functional
analysis.
There is not clear separation between
any condition and the control condition
```
42
List possible causes for undifferentiated
| patterns of responding
- Difficulties in discrimination
- Relevant variables not tested
- Multiple control
- May be more likely for low rate
behaviors - Simply do not occur during FA such that all conditions = zero rates
43
Functional Analysis Interpretation
Each test is individually compared to the
control condition (or to a uniquely arranged
control)
44
Multiple tests conditions can be elevated
relative to the control.
Multiple control?
One behavior maintained by different functions
45
Multiple tests conditions can be elevated
relative to the control.
Automatic Reinforcement?
- Highly preferred toys only available in control condition
- These toys compete with behaviors maintained by auto Sr
- Attn, demand, alone = no toys = high rate of behavior
46
_______ can help you figure out whether you have multiple control or automatic reinforcement.
Implementing and evaluating treatments
47
Describe when it is NOT appropriate to include a tangible condition
No items are identified in the descriptive assessment.
48
Describe when it IS appropriate to include a tangible condition
If you strongly suspect maintenance by
| access to tangibles
49
If a tangible condition is included, describe how stimuli should be selected
Via a descriptive assessment.
50
Explain the primary difference
| between Carr and Durand vs Iwata et al. models
Iwata et al. (1982/1994)
- A-B-C Functional Analysis Model
- Emphasis on antecedents and consequences
Carr and Durand (1985)
- A-B Functional Analysis Model
- Manipulate antecedents only
- No consequences for PB
51
Carr and Durand (1985)
| Easy 33 Type of Work Task
Easy
52
Carr and Durand (1985)
| Easy 33 Attention Delivery
1/3 of intervals
53
Carr and Durand (1985)
| Easy 33 Contingency for problem behavior
Ignore
54
Carr and Durand (1985)
| Easy 33 Testing for...
Behaviors evoked by low attention
55
Carr and Durand (1985)
| Easy 100 Type of work task
Easy
56
Carr and Durand (1985)
| Easy 100 Attention delivery
All intervals
57
Carr and Durand (1985)
| Easy 100 Contingency for problem behavior
Ignore
58
Carr and Durand (1985)
| Easy 100 Testing for
None (Control Condition)
59
Carr and Durand (1985)
| Difficult 100 Type of work task
Hard
60
Carr and Durand (1985)
| Difficult 100 Attention Delivery
All intervals
61
Carr and Durand (1985)
| Difficult 100 contingency for problem behaviors
Ignore
62
Carr and Durand (1985)
| Difficult 100 testing for...
Behaviors evoked by difficult tasks
63
Carr & Durand (1985)
| Easy 33 vs. Easy 100
Assessed different levels of attention while holding task difficulty constant
64
Carr & Durand (1985)
| Easy 100 vs. Difficult 100
Assessed the effects of task difficulty while holding attention constant
65
Carr & Durand (1985) Control
Easy 100
66
Carr & Durand (1985) Tests = Easy 33 (_____), Difficult 100 (_____)
Attention, escape(?)
67
Carr & Durand (1985): Results
```
- Disruptive behavior reduced in
relevant response condition only.
- Mands extinguish in the irrelevant
response phase but persist in the
relevant phase.
```
68
Carr & Durand (1985): Limitations
- Did not manipulate consequences so PB is actually on extinction!
- Relevant response in the Difficult 100 should probably be a mand for escape
69
Two models of FA methodology
Determine which model is most
likely to produce a differentiated
outcome
ABC (Iwata).
70
Two models of FA methodology
Identify the essential component in
a functional analysis test condition
The contingency for problem behavior
71
Two models of FA methodology
Identify the model that contains a
contingency for problem behavior
ABC (Iwata)
72
The most conservative time approach for FAs
10min - Sufficient
73
____ min FAs are mostly good enough
5 minute
74
5 minute FAs might be a problem if ....
- Your client doesn’t discriminate well
- EXT needs to occur in the play / alone
- EO needs awhile to come into effect
75
Clarifying functional analysis (FA)
outcomes
List strategies
- Enhance Discrimination
- Enhance MOs
- Alter response measurement
- Vary the control condition
76
Two additional experimental designs
that could be used to enhance
discrimination in functional analysis:
- Reversal
| - Pairwise
77
Designs Summary: Multielement
-Rapidly alternate between conditions
78
Design Summary: Multielement problem
Possible lack of discrimination between conditions
79
Designs Summary: Reveral
- One condition ran at a time
| - Less common because of the time required
80
Pairwise
- Fairly common
- More efficient than reversal
- One test condition alternated with control
- May assist in discriminability of conditions
81
Clarifying FA Outcomes: Enhance motivational operations
```
- Fixed sequence of conditions such that
each condition establishes the EO for
the reinforcer tested in the subsequent
condition.
• E.g., Alone --> attention
- Programmed pre-session deprivation
(Berg, 2000)
```
82
Clarifying FA Outcomes: Alter response measurement
```
- Evaluate and place consequences on
only 1 topography (rather than multiple)
at a time
- Minimizes chance of undifferentiated
results due to multiple control
```
83
Clarifying FA Outcomes: 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 (Kahng, 1998) because Sd
(i.e., person with history of delivering
demands) and EO (instructions) and
contingency are absent
```
84
Clarifying FA Outcomes: Enhancing Discrimination
```
- Use 10 min FAs to increase exposure
to the contingencies
- Use salient SDs
- Use a different experimental design if
needed
```
85
Potential constraints to conducting a
| functional analysis.
- Limited assessment time
- Potentially dangerous behavior
- Limited control over the environment
86
Potential constraints to conducting an FA: Solution(s) for limited assessment time
- Brief FA
| - Test a single function
87
Potential constraints to conducting an FA: Solution(s) for potentially dangerous behavior
- Precursor FA
| - Latency FA
88
Potential constraints to conducting an FA: Solution(s) for limited control over the environment
- Trial-based FA
89
Brief Functional Analysis (FA):
Identify the purpose of the contingency
reversal
To identify a potentially effective intervention
Condition w/ highest level of PB in FA
- A = Sr for PB; EXT for mands
- B = Sr for mands; EXT for PB
Conducted as a B-A-B
90
Brief Functional Analysis (BFA)
| Describe the purpose
To do FA in an outpatient clinic with less time.
91
Explain the differences between a
| “standard” and brief FA
BFA - Only run each condition for one session
| FA - At least three sessions per condition
92
Brief FA shows _____ correspondence with full FA
Reasonably good correspondence
93
Progressive Model of Functional Analysis
Model that progresses from brief FA to
more extended assessments
- Maximizes efficiency
- Increases probability of identifying a function
94
Identify the sequential steps in a progressive model of functional analysis.
PHASE 1
BRIEF.
If differentiated ---> treatment
If inconclusive ---> Phase 2
95
Identify the sequential steps in a progressive model of functional analysis.
PHASE 2
MULTI-ELEMENT
If differentiated --> Treatment
If inconclusive --> Phase 3
96
Identify the sequential steps in a progressive model of functional analysis.
PHASE 3
EXTENDED
NO INTERACTION/ALONE CONDITION
If persistence ---> Treatment
If extinction --> Phase 4
97
Identify the sequential steps in a progressive model of functional analysis.
PHASE 4
REVERSAL DESIGN
If differentiated --> Treatment
98
FA in Less Controlled Environments
-Some FAs have to be conducted in the
less controlled, natural environment
-Some settings allow for less control over
the environment
99
Functional analysis in a less
controlled environment
List potential advantages
- Less disruption to the client’s routine
| - Requires fewer resources
100
Functional analysis in a less
controlled environment
Identify the type of FA that may be
appropriate
A trial-based FA may be appropriate
101
Trial-based Functional Analysis
| Describe
+ Attention
--- Control: moderately preferred (MP) toy, free attention, PB ignored
--- Test: MP toy, ignore until PB, PB = attn & end of trial
+ Demand
--- Control: no toys, therapist close but ignores client
---Test: Demands presented, PB = escape & end of trial
+ Tangible
--- Control: highly preferred (HP toy), PB ignored
--- Test: HP toy removed, PB = HP toy & end of trial
+ Ignore: all client behaviors ignored
102
Trial-based Functional Analysis
Identify the segments and duration
of each trial
- Attn, demand, tangible (if reported), ignore (unless PB = AGG)
- Trial = control, test, control. Each segment was 2 min
- 20 trials of each condition
103
Trial-based Functional Analysis
Describe the correspondence
between trial-based FA and
standard FA results
- Correspondence between TBFA &
standard FA for 6/10
- Partial correspondence for 1 subject
- Lack of correspondence for 3/10 subjects
104
Trial-based Functional Analysis
| Determine when to use a trial-based approach
Good for when you don’t have resources
for a standard FA or when you are unable
to remove the client from ongoing
activities.
105
Idiosyncratic Variables
| Define
Variables not tested in the standard FA resulting in not getting differentiated results
from your standard FA
106
Idiosyncratic Variables
| Describe how to identify them
- Do a descriptive assessment (DA)
- Design test and control conditions for your hypothesis
- An FA is more than just attention, demand, alone, & play
107
Idiosyncratic Variables
| Identify two examples of idiosyncratic functions for problem behavior
- Mand Compliance
| - Repetitive behaviors - Inappropriate and excessive straightening behaviors
108
Progressive model of FA: What do you do if still undifferentiated at phase 4?
Use a DA to identify potential idiosyncratic variables that can be tested in an FA.
109
Describe how to select which
topographies of behavior to reinforce
in a functional analysis.
- Most efficient to focus on all topographies
- Always graph each topography separately
- If necessary, place topographies on extinction until all topographies emerge
110
Focusing 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
111
List the requirements that must be
met in order to conduct a functional
analysis
- Potential benefits outweigh potential risks
- Protective procedures in place
- Controlled setting available
- Sufficient trained staff
- B.A. has procedural expertise
- Informed consent obtained
- Procedures reviewed and approved
112
List advantages of experimental analysis
- Because it is experimental rather than correlational in nature, its the only assessment format that can let us validly talk about cause-and-effect relationships.
- Isolates relevant variables- certainty about
controlling variables is greatest when
systematic manipulations are employed.
- Potential treatment effects may be observed during assessment.
- Systematic manipulations increase the
likelihood that the use of ineffective or
unnecessary procedures will be avoided.
113
List limitations of experimental analysis
- Failure to identify the full range of the controlling variables.
- Failure to identify the specific features of a situation that occasion the problem behavior (e.g.,
- ---generic --> demands
- ---specifically --> escape from physical prompts
- Potential for iatrogenic effects (Iatros means physician in Greek, and -genic, meaning induced by)
- Time and labor intensive; specialized training?
- Contrived situations may not simulate what occurs in the natural environment (External validity)
114
If you do NOT conduct a FA
```
- 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.
```
