Lecture 6 - Functional assessments + self management Flashcards
How can positive reinforcement be broken down? Types?
- Social Positive Reinforcement - Attention
- Social Positive Reinforcement - Access
- Automatic Positive Reinforcement – reinforcement being mediated by oneself e.g. Brushing your hair because you want it to be neat
How can negative reinforcement be broken down? Types?
- Social Negative Reinforcement (Escape) – e.g., throw a tantrum to avoid being an this aversive social situation
- Automatic Negative Reinforcement – reinforcement being mediated by oneself - aversive stimulus is removed
Definition of WHEN should behaviour reduction take place?
Problem behaviours that are socially significant (identify child to be different from neurotypical behaviour/child)
Conditions WHEN behaviour reduction should take place? x4
- Affect others and the surrounding environment (aggression)
- Safety of the person engaging in the behaviour or others around is threatened
- Hinder the ability of the person or others to acquire new skills: ETHICALLY GREY AREA – does a behaviour hinder an individual to learn or is it a behaviour that we think neurotypical children should be able to learn?
- Lead to restrictive living arrangements
What is the basis of behaviour?
- Most behaviours are learned - controlled by principles of operant conditioning
- Behaviours can be adaptive/maladaptive - depends on context
- Behaviours can be seen as forms of communication with function that gives us a favourable consequence: AVOID/GET stimulus
What does ABC stand for?
Antecedent, Behaviour + Consequences
= Immediate context when maladaptive behaviour is occurring – look at before, after
- 1 way to identify functions of behaviour
What is a functional behaviour assessment (FBA)?
Fahmie & Luczynski (2019)
- 1st step to addressing maladaptive behaviour
- addresses environmental factors, individual differences & ABC
Steps of FBA (x4)
- Interview - to try and identify external factors which affect individuals’ behaviour
- Direct observation - look at ABCs (relevant to function (step 3))
- Observations must be repeated multiple times to get sense of variables that maintain behaviour - Identifying function of behaviour (from step 1 + 2)
- Development of intervention plan - Behaviour management strategies
What are the 2 types of behaviour management strategies (step 4 of FBA)
- Proactive strategies
- implement BEFORE behaviour occurs
- social negative reinforcement: provide choices (maintain beh.) - Teaching alternative behaviour
- implement just as BEHAVIOUR STARTS TO OCCUR
- social positive reinforcement: teach to request for social attention (functionally equal beh.)
- Usually, series of different things to get successful reduction in problem behaviour – not tend to be just 1 thing
What is self-management?
= the use of behaviour modification strategies to change ones own behaviour
- Engage in a controlling behaviour to influence a future behaviour that is positive
- Establish a behaviour that does not have immediate positive consequences, but has a future desirable outcome
- applied for behavioural deficits/excesses
What are the steps to self-management?
- Define target behaviour (operationalise - clear, concise, measurable)
- Goal setting (Smart goals)
- Self-monitoring
- Functional assessment
- Behavioural deficit: Think about how to modify: Immediate contingency + delayed negative outcome (immediate contingencies contrast with future outcomes) - Self management strategies
- Antecedent control, consequence control
- Evaluate, re-evaluate
Categories of step 2 of self-management (goal setting)
*Being more effective and efficient in daily life,
*Breaking undesirable habits,
*Developing desired lifestyle behaviors,
*Mastering difficult skills.
Categories of step 6 of self-management (evaluate, re-evaluate)
- Conduct visual analysis of graphed data
- Evaluate changed in levels + trend of data
- Assess if goals are being met
- Assess variability in data
What is a trauma-informed application of functional assessment + self-management?
- Offering enhanced choices: A simple method towards individuals having their say
- Choices need not be limited to tangibles – choices can be made about contexts: harder to give choices about context (harder to explain to child with limited vocab for example)
-Immediate need to minimise restraint use for individuals with dangerous behaviour – particularly in in-patient settings
What is the Enhanced choice model: Rajaraman et al. (2021) - trauma-informed approach?
Offering enhanced choices: A simple method towards individuals having their say - MODERN Behaviour Analysis
AIM - address dangerous problem behaviour exhibited by children while avoiding physical management procedures
Communication responses - training: training child to instead of engaging in problem behaviour, use communication response to ask for something
- gave patents choice:
(a) participate in treatment involving differential reinforcement (learn how to say more complex ways of asking for their way) OR
(b) “hang out” context: with non-contingent access to putative reinforcers - treatment conditions never presented: could bring toys + interact with adults OR
(c) leave the therapeutic space
