Les 25/26, 27, 28

Question 1

Functional Behavior Assessment? What are the types?

Answer 1

A process for determining the environmental events that elicit problem behavior. There are 2 different types of it: the descriptive functional behavior assessment and the experimental functional behavior assessment (also called functional analysis).

Question 2

Functional Behavior Assessment types? Describe each

Answer 2

Question 3

Four-Term Contingency

Answer 3

motivating operations are those antecedent conditions that determine the effectiveness of a particular reinforcer at a given moment in time, which also means how likely the person is to respond to the other types of antecedents.
e.g. if I just ate lunch in the reinforcer for completing my afternoon work is grapes, but I’m not hungry and I don’t want grapes that I am less motivated to respond to whatever stimuli they are to do work.

Question 4

Antecedent Types

Answer 4

Question 5

Functional Analysis

Answer 5

Direct form of functional behavior assessment in which antecedents and consequences are systematically tested to determine the controlling variables of a specific target behavior.

Question 6

Descriptive Functional Assessment

Answer 6

Method of identifying the antecedents and consequences of a target behavior by observing and recording events as they occur in the natural environment.

Question 7

Analog Functional Analysis Conditions (Iwata model)

Answer 7

• Attention
  TESTS FOR: SOCIAL POSITIVE REINFORCEMENT
  Assessor sits in room with subject and engages in some activity such as reading a magazine. Assessor ignores subject until subject engages in the target behavior. Brief attention is given immediately following the target behavior, then assessor resumes ignoring the subject.
  This process is repeated until the session time ends.
  Data collector records the frequency of the target behavior.
  NOTE: The same process is followed if access to tangibles is being tested, except access to a preferred item is given instead of attention.
• Escape
  TESTS FOR: SOCIAL NEGATIVE REINFORCEMENT
  Assessor presents a task and prompts the subject to engage in the task until the subject displays the target behavior. At that point, the assessor states “you don’t have to,” and removes the task briefly.
  This process is continued until session time ends.
  The data collector records the frequency of the target behavior.
• Alone
  TESTS FOR: AUTOMATIC REINFORCEMENT
  The subject is placed in a barren room alone for the entire duration of the session.
  The data collector records the frequency with which the target behavior is displayed.
• Control
  SERVES AS THE CONDITION OF COMPARISON
  The assessor provides free access to preferred tangibles and continuous positive attention to the subject for the entire duration of the session. No directives are given. There is no change in response from the assessor when the target behavior is displayed.
  The data collector records the frequency of the target behavior.
  Note: This condition is sometimes referred to as the play condition.

Question 8

Hanley Model IISCA (interview, informed synthesized contingency analysis)

Answer 8

Question 9

IISCA Process

Answer 9

We’re looking to identify what parts of that are relevant and what parts are not. There are two types of sessions simply control and test.
So in the control condition, the person simply has non contingent access to everything they find reinforcing. And in the test conditions, the interventionist is introducing various SDs that have been known to elicit the behavior, so it might be removal of one of those reinforcers or it may be presentation of a task.
* the data collection is frequency counts within intervals. So each condition is broken down into intervals as if you are going to conduct partial interval data collection, but instead of just marking an X for yes, you actually count the number of times that it occurred within the condition.
Anything that’s considered to be a problem behavior will be reinforced. Behaviors counted as “dangerous” problem behavior or “non-dangerous” problem behavior, as opposed to specifically naming the target behavior as it is for analog.

Question 10

(Les 27) Skill Acquisition Plan

Answer 10

A written plan outlining goals, objectives, teaching methods, and data collection procedures for teaching a specific skill or set of skills.

Question 11

Elements of Skill Acquisition Plan

Answer 11

Goal Statement
Short-Term Objectives
Materials Needed
Setting
Teaching Procedures
Data Collection

Question 12

Shaping? (Successive Approximation)

Answer 12

Behavior change method in which reinforcement is delivered for successive approximations toward the target behavior.
Shaping is a tool that is useful for both behavior reduction and skill building, and the definition of shaping is the increasing or decreasing of a behavior by gradually changing the criteria for reinforcement.

Question 13

Ways to Use Shaping

Answer 13

• Competency
  Shaping for Independence. We can shape independence by gradually changing the level of prompting that we are using
• Frequency
  Shaping the amount or number of times a behavior is emitted before providing reinforcement
• Endurance
  Shaping the amount of time a behavior lasts
• Precision
  Shaping the form of a behavior

Question 14

Shaping Frequency

Answer 14

Use when behavior occurs at an unacceptably low rate OR at an unacceptably high rate

Question 15

When to use Frequency or Competency?

Answer 15

Question 16

Duration-Based Shaping (Types and how we can influence it)

Answer 16

• Increase Endurance
  by increasing duration
• Decrease Endurance
  Decreasing duration
• Increase Speed of Response Initiation
  Decreasing Latency
• Decrease Speed of Response Initiation
  Increasing Latency