ABA Lesson 13&14&15 Flashcards
Task Analysis (Les 13)
Breaking a skill down into a sequence of smaller, more manageable components or steps.
Chaining?
A teaching procedure in which reinforcement is given for completing the steps in a task analysis.
e.g. reinforcement is edible or iPad time or something like access to toys or an activity, usually there’s no problem.
- the problem occurs, when the reinforcement is social.
Types of Chaining?
1) Forward Chaining - learner completes steps in a chain, beginning with the first step. Reinforcement is given after the required number of steps is completed in sequence.
2) Backward Chaining - learner completes steps in a chain, beginning with the last step. Reinforcement is given after the required number of steps is completed in sequence.
3) Total Task Chaining
Forward Chaining?
A teaching process in which the learner is reinforced for completing the first step in a task analysis, then for combining the first and second steps, and so on until responsibility for the entire chain is required.
- Steps in the earlier part of the chain are easier. So if the most difficult steps are at the end of the task analysis, you may want to use forward chaining because it allows you to establish behavioral momentum.
Backward Chaining?
A teaching process in which the learner is reinforced for completing the last step in a task analysis, then for combining the last two steps, and so on until responsibility for the entire chain is required.
- Steps in the later part of the chain are easier. It’s also really useful for learners for whom total task completion or the resulting final product is highly reinforcing, such as cooking.
Total Task Chaining?
A teaching process in which the learner is reinforced for completing every step in a task analysis, and prompts are faded at each step as the skill is acquired.
- when the steps are about equal in difficulty throughout the chain and if you have a learner who is likely to be compliant and to maintain attention throughout the whole task.
Behavioral momentum
Using a series of high-probability requests to increase compliance with low-probability requests.
- It is the idea that we can sometimes see higher rates of behavior when we start by asking someone to complete simple, easy-to-do tasks and building momentum before asking someone to compelte a task that they are less likely to complete regularly.
Clinical Scientist Model (Les 14)
The practice of using a scientific approach to delivering clinical services.
- If a researcher wants to know whether a particular treatment will work for a particular group of people, she will collect data before the intervention begins and throughout the course of the intervention, and then follow up data once the intervention has been stopped.
Evidence Based Practice
The integration of best available research with clinical expertise while taking into account client characteristics.
Pseudoscience
Treatments that are presented as if they have a scientific basis, but have not or cannot be supported scientifically.
Continuous vs Discontinuous data types
Continuous data involves capturing every possible instance of a behavior within a given time frame. There are various types of continuous data, including frequency (counting the number of times a behavior occurs), rate (frequency per unit of time), duration (measuring the length of time the behavior occurs), latency (measuring the time from a stimulus to the occurrence of the behavior), and inter-response time (measuring the time it takes to complete a response).
Discontinuous data involves capturing a sample of behavior within a given time frame. The discontinuous data types are partial interval recording (recording whether the behavior occurred at any point during short intervals), whole interval recording (recording whether the behavior occurred throughout entire intervals), momentary time sampling (recording whether the behavior occurred at specific moments within intervals), and planned activity checks (recording whether the behavior occurred during designated activities).
What are the data collection methods in ABA?
1) Frequency and Rate - involve counting the number of times a behavior occurs in a specific time period. We use it, when the behavior can be easily counted; and the behavior has a clear beginning and end. Don’t use behavior that occurs at high rate to which an accurate count is impossible or if the behavior occurs for extended period of time. The measure should be used only when the length of observation time is consistent from day to day.
2) Inter Response Time - the time elapsing between two successive responses (response - interval - response). e.g. Excessive cell phone texting behavior - measure the length of time between one text message and response, and another.
3) Latency Recording - use when you are interested in how long a person takes to respond once the opportunity has been presented (how long the behavior lasts).
4) Intervals of time - the direct service provider (or teacher) divides the observation period. e.g. 1 hours subdivided into smaller intervals (periods of time), recording whether the behavior occurs in some interval, such as twirling a pencil (yes/no).
5) Partial interval method - use when behavior occurs at high frequency or if the behavior occurs continuously.
6) Whole interval recording - requires the client to engage in the target behavior for the whole interval (such as 5 min interval). e.g. give the child a credit for practice only if they played piano for entire 5 min
7) Percentage - involves counting the number of opportunities you give a person to perform some skill and then calculate the % of corrent and incorrect responses. It’s useful for recording how often the behavior occured when given the opportunity. Only use this method when the behavior is easily observed and the opportunities are not high in frequency.
8) Time sampling - a variation of interval recording, specifically small intervals of time; e.g. 30 sec are set up within larger time intervals, such as 10 min, usually at the beginning or end; don’t use for low freq. behavior.
9) Permanent Product - selecting a product or a result that indicates the occurance of the target behavior and the response is recorded; a supplemental form of data collection.
10) Antecedent behavior consequency (ABC) assessment - the method involves recording the circumstances related to a problem behavior, e.g. throwing items (antecedent even that preceded the behavior and the consequency of event). It’s used to assist with Functional Assessment Observation, the possible reason the behavior may be occuring.
11) Scatterplot recording - another interval recording method used during Functional Assessment to identify the time of day that the problem behavior occurs. Recording whether the behavior occured or not during the interval of schedule. e.g. the behavior occurs from 6 to 6:30 period.
Reliability
The degree to which data is replicable.
Interobserver Agreement (IOA)
the kind of reliability that describes the percent agreement between data collected simultaneously by two independent observers recording the same observation.
In other words, two people looking exactly the same situation with exactly the same information at exactly the same time collecting exactly the same data.
The minimum standard for reliability in ABA is ___ number?
It is 0.80. However, your behavior analysts may set the bar higher. There is nothing wrong with setting the bar higher, but we certainly cannot set it lower.
