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BEHP 5012 > Unit 9 > Flashcards

Unit 9 Flashcards

1
Q

Prior to the advent of functional assessment, _____ was used.

A

Behavior Modifications

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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).

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3
Q

Behavior Modification

A

Superimposing powerful Sr and punishment contingencies.

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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.

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5
Q

Impact of Functional Assessment: ____ of ____.

A

Efficacy of interventions. Treatment more effective following a functional assessment.

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6
Q

Functional Analysis of Behavior Disorders: Assumptions

A

Behavior problems are LEARNED performances. Adaptive and maladaptive behaviors are learned in the same manner.

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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.

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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.

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9
Q

Lovaas et. al (1965)

A

Self-injurious behavior study, focusing on Sr+ (attention).

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10
Q

Carr et al. (1986, 1980)

A

SIB/Aggression study, focusing on Sr- (task demand escape, social negative reinforcement)

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11
Q

Berkson & Mason (1963, 1965)

A

Stereopy study, focusing on Auto Sr

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12
Q

Establushed basic features of FA

A

1 - Direct observation

2 - Measurement of behavior under test and control conditions

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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.
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14
Q

Two common forms of functional analysis

A

1 - Durand and Carr (1992)

2 - Iwata et al. (1982)

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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).

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16
Q

Iwata et al. (1982) Functional Analysis

A

Emphasis of antecedents and

consequences for the behavior during each condition.

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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
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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.

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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

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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.

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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.

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22
Q

“Standard” FAs will have…

A

Multiple test conditions to compare against the control condition ONLY.

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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
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24
Q

Functional Analysis Protocol: Attention
Condition
Identify the relevant establishing
operation (EO)

A

No attention (ignore)

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25
Q

Functional Analysis Protocol: Attention
Condition
Identify the consequence for problem behavior

A

Attention

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26
Q

Functional Analysis Protocol: Attention
Condition
Identify the contingency being tested

A

Sr+

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27
Q

Functional Analysis Protocol: Attention
Condition
Describe

A

Therapist provides a magazine and informs that they are busy. They ignore the individual, unless the individual engages in problem behavior.

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28
Q

Functional Analysis Protocol: Demand
Condition
Identify the relevant establishing
operation (EO)

A

Demands

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29
Q

Functional Analysis Protocol: Demand
Condition
Identify the consequence for problem behavior

A

Escape

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30
Q

Functional Analysis Protocol: Demand
Condition
Identify the contingency being tested

A

Sr-

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31
Q

Functional Analysis Protocol: Alone
Condition
Identify the relevant establishing operation (EO)

A

No stimuli or activity

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32
Q

Functional Analysis Protocol: Alone
Condition
Identify the consequence for problem behavior

A

Not applicable. No one is in the room.

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33
Q

Functional Analysis Protocol: Alone
Condition
Identify the contingency being tested

A

Auto Sr

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34
Q

Explain why automatic reinforcement can not be tested for directly

A

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.

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35
Q

Functional Analysis Protocol: Play
Condition
Identify the relevant establishing operation (EO)

A

N/A. It is designed NOT to present any establishing operations.

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36
Q

Functional Analysis Protocol: Play
Condition
Identify the consequence for problem behavior

A

Noncontigent reinforcement. It is designed NOT to deliver consequences for problem behaviors.

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37
Q

Functional Analysis Protocol: Play
Condition
Identify the contingency being tested

A

Control

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38
Q

Functional Analysis Protocol: Play
Condition
Describe

A

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.

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39
Q

In the alone condition, we’re testing for:

A

Behaviors that persist in the absence

of social consequences

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40
Q

Describe what is meant by multiple

control

A 
- One behavior is maintained by different
functions – the usual meaning
- Behaviors that are topographically
distinct may be maintained by the same
function.
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41
Q

Describe what is meant by

undifferentiated patterns of responding

A 
“Undifferentiated” patterns of
problem behavior during a functional
analysis.
There is not clear separation between
any condition and the control condition
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42
Q

List possible causes for undifferentiated

patterns of responding

A
  • 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
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43
Q

Functional Analysis Interpretation

A

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

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44
Q

Multiple tests conditions can be elevated
relative to the control.
Multiple control?

A

One behavior maintained by different functions

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45
Q

Multiple tests conditions can be elevated
relative to the control.
Automatic Reinforcement?

A
  • 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
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46
Q

_______ can help you figure out whether you have multiple control or automatic reinforcement.

A

Implementing and evaluating treatments

47
Q

Describe when it is NOT appropriate to include a tangible condition

A

No items are identified in the descriptive assessment.

48
Q

Describe when it IS appropriate to include a tangible condition

A

If you strongly suspect maintenance by

access to tangibles

49
Q

If a tangible condition is included, describe how stimuli should be selected

A

Via a descriptive assessment.

50
Q

Explain the primary difference

between Carr and Durand vs Iwata et al. models

A

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
Q

Carr and Durand (1985)

Easy 33 Type of Work Task

A

Easy

52
Q

Carr and Durand (1985)

Easy 33 Attention Delivery

A

1/3 of intervals

53
Q

Carr and Durand (1985)

Easy 33 Contingency for problem behavior

A

Ignore

54
Q

Carr and Durand (1985)

Easy 33 Testing for…

A

Behaviors evoked by low attention

55
Q

Carr and Durand (1985)

Easy 100 Type of work task

A

Easy

56
Q

Carr and Durand (1985)

Easy 100 Attention delivery

A

All intervals

57
Q

Carr and Durand (1985)

Easy 100 Contingency for problem behavior

A

Ignore

58
Q

Carr and Durand (1985)

Easy 100 Testing for

A

None (Control Condition)

59
Q

Carr and Durand (1985)

Difficult 100 Type of work task

A

Hard

60
Q

Carr and Durand (1985)

Difficult 100 Attention Delivery

A

All intervals

61
Q

Carr and Durand (1985)

Difficult 100 contingency for problem behaviors

A

Ignore

62
Q

Carr and Durand (1985)

Difficult 100 testing for…

A

Behaviors evoked by difficult tasks

63
Q

Carr & Durand (1985)

Easy 33 vs. Easy 100

A

Assessed different levels of attention while holding task difficulty constant

64
Q

Carr & Durand (1985)

Easy 100 vs. Difficult 100

A

Assessed the effects of task difficulty while holding attention constant

65
Q

Carr & Durand (1985) Control

A

Easy 100

66
Q

Carr & Durand (1985) Tests = Easy 33 (_____), Difficult 100 (_____)

A

Attention, escape(?)

67
Q

Carr & Durand (1985): Results

A 
- Disruptive behavior reduced in
relevant response condition only.
- Mands extinguish in the irrelevant
response phase but persist in the
relevant phase.
68
Q

Carr & Durand (1985): Limitations

A
  • Did not manipulate consequences so PB is actually on extinction!
  • Relevant response in the Difficult 100 should probably be a mand for escape
69
Q

Two models of FA methodology
Determine which model is most
likely to produce a differentiated
outcome

A

ABC (Iwata).

70
Q

Two models of FA methodology
Identify the essential component in
a functional analysis test condition

A

The contingency for problem behavior

71
Q

Two models of FA methodology
Identify the model that contains a
contingency for problem behavior

A

ABC (Iwata)

72
Q

The most conservative time approach for FAs

A

10min - Sufficient

73
Q

____ min FAs are mostly good enough

A

5 minute

74
Q

5 minute FAs might be a problem if ….

A
  • Your client doesn’t discriminate well
  • EXT needs to occur in the play / alone
  • EO needs awhile to come into effect
75
Q

Clarifying functional analysis (FA)
outcomes
List strategies

A
  • Enhance Discrimination
  • Enhance MOs
  • Alter response measurement
  • Vary the control condition
76
Q

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

A
  • Reversal

- Pairwise

77
Q

Designs Summary: Multielement

A

-Rapidly alternate between conditions

78
Q

Design Summary: Multielement problem

A

Possible lack of discrimination between conditions

79
Q

Designs Summary: Reveral

A
  • One condition ran at a time

- Less common because of the time required

80
Q

Pairwise

A
  • Fairly common
  • More efficient than reversal
  • One test condition alternated with control
  • May assist in discriminability of conditions
81
Q

Clarifying FA Outcomes: Enhance motivational operations

A 
- 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
Q

Clarifying FA Outcomes: Alter response measurement

A 
- Evaluate and place consequences on
only 1 topography (rather than multiple)
at a time
- Minimizes chance of undifferentiated
results due to multiple control
83
Q

Clarifying FA Outcomes: Vary the control condition

A 
- 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
Q

Clarifying FA Outcomes: Enhancing Discrimination

A 
- Use 10 min FAs to increase exposure
to the contingencies
- Use salient SDs
- Use a different experimental design if
needed
85
Q

Potential constraints to conducting a

functional analysis.

A
  • Limited assessment time
  • Potentially dangerous behavior
  • Limited control over the environment
86
Q

Potential constraints to conducting an FA: Solution(s) for limited assessment time

A
  • Brief FA

- Test a single function

87
Q

Potential constraints to conducting an FA: Solution(s) for potentially dangerous behavior

A
  • Precursor FA

- Latency FA

88
Q

Potential constraints to conducting an FA: Solution(s) for limited control over the environment

A
  • Trial-based FA
89
Q

Brief Functional Analysis (FA):
Identify the purpose of the contingency
reversal

A

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
Q

Brief Functional Analysis (BFA)

Describe the purpose

A

To do FA in an outpatient clinic with less time.

91
Q

Explain the differences between a

“standard” and brief FA

A

BFA - Only run each condition for one session

FA - At least three sessions per condition

92
Q

Brief FA shows _____ correspondence with full FA

A

Reasonably good correspondence

93
Q

Progressive Model of Functional Analysis

A

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

94
Q

Identify the sequential steps in a progressive model of functional analysis.
PHASE 1

A

BRIEF.
If differentiated —> treatment
If inconclusive —> Phase 2

95
Q

Identify the sequential steps in a progressive model of functional analysis.
PHASE 2

A

MULTI-ELEMENT
If differentiated –> Treatment
If inconclusive –> Phase 3

96
Q

Identify the sequential steps in a progressive model of functional analysis.
PHASE 3

A

EXTENDED
NO INTERACTION/ALONE CONDITION

If persistence —> Treatment
If extinction –> Phase 4

97
Q

Identify the sequential steps in a progressive model of functional analysis.
PHASE 4

A

REVERSAL DESIGN

If differentiated –> Treatment

98
Q

FA in Less Controlled Environments

A

-Some FAs have to be conducted in the
less controlled, natural environment
-Some settings allow for less control over
the environment

99
Q

Functional analysis in a less
controlled environment
List potential advantages

A
  • Less disruption to the client’s routine

- Requires fewer resources

100
Q

Functional analysis in a less
controlled environment
Identify the type of FA that may be
appropriate

A

A trial-based FA may be appropriate

101
Q

Trial-based Functional Analysis

Describe

A

+ 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
Q

Trial-based Functional Analysis
Identify the segments and duration
of each trial

A
  • Attn, demand, tangible (if reported), ignore (unless PB = AGG)
  • Trial = control, test, control. Each segment was 2 min
  • 20 trials of each condition
103
Q

Trial-based Functional Analysis
Describe the correspondence
between trial-based FA and
standard FA results

A
  • Correspondence between TBFA &
    standard FA for 6/10
  • Partial correspondence for 1 subject
  • Lack of correspondence for 3/10 subjects
104
Q

Trial-based Functional Analysis

Determine when to use a trial-based approach

A

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
Q

Idiosyncratic Variables

Define

A

Variables not tested in the standard FA resulting in not getting differentiated results
from your standard FA

106
Q

Idiosyncratic Variables

Describe how to identify them

A
  • Do a descriptive assessment (DA)
  • Design test and control conditions for your hypothesis
  • An FA is more than just attention, demand, alone, & play
107
Q

Idiosyncratic Variables

Identify two examples of idiosyncratic functions for problem behavior

A
  • Mand Compliance

- Repetitive behaviors - Inappropriate and excessive straightening behaviors

108
Q

Progressive model of FA: What do you do if still undifferentiated at phase 4?

A

Use a DA to identify potential idiosyncratic variables that can be tested in an FA.

109
Q

Describe how to select which
topographies of behavior to reinforce
in a functional analysis.

A
  • Most efficient to focus on all topographies
  • Always graph each topography separately
  • If necessary, place topographies on extinction until all topographies emerge
110
Q

Focusing on all topographies can be problematic if…

A

Different topographies are maintained by different reinforcers
- Example: SIB is maintained by attention, but aggression is maintained by escape

111
Q

List the requirements that must be
met in order to conduct a functional
analysis

A
  • 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
Q

List advantages of experimental analysis

A
  • 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
Q

List limitations of experimental analysis

A
  • 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
Q

If you do NOT conduct a FA

A 
- 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.

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