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section 4 Flashcards

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1
Q

4 phases of intervention

A

A PIE

Assessment

Planning

Implementation

Evaluation

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2
Q

Assessment

A

Aka- functional behavior assessment

A systematic method for obtaining information about the function challenging behaviors serve for an individual

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3
Q

5 phases of assessment

A

Screening and general deposition

Defining and quantifying problems or desired achievement criteria

Pinpointing target behaviors to be treated

Monitoring progress

Following up

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4
Q

Indirect measures

A

Interviews
Checklists

Not as reliable as direct descriptive methods

Should only be used as a supplement to other FBA methods

Starts the hypotheses development process

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5
Q

Direct measures

A

Preferred choice

Tests

Direct observations

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6
Q

4 ways to acquire information for assessment

A

COIT
Come on, it’s theory

Checklists
Observation
Interviews
Tests

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7
Q

Anecdotal observation

A

Aka ABC recording
Basic form of direct observation

Carry out over several days so reactivity effects can decrease

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8
Q

Review records and data when??

A

At the outset of the case- this is part of indirect data

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9
Q

Rule out what first??

A

Medical causes for problem behavior- refer them to undergo medial evaluation

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10
Q

Conduct a ??????? in order to if the referral problem??

A

Preliminary assessment

And ask yourself
Does the individual pose a danger to self or others??

Does the behavior affect the clients well being??

Does the behavior prevent the individual from accessing less restrictive environments in various settings??

How does the behavior compare to same aged typically developing peers??

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11
Q

Explain behavioral concepts using ?????!!!

A

Non- technical language

Don’t use mentalistic language either

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12
Q

You should collaborate with???

A

Others who support and/or provide services to ones client

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13
Q

Select intervention strategies based on????

A

Environmental and resource constraints

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14
Q

Identify and make environmental changes that?????

A

Reduce the need for behavioral analysis

Change the environment if that causes issues

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15
Q

Ecological assessment

A

Gathering information about the individual in various settings that they live, work in

Physiological conditions, physical settings. Home environment

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16
Q

Reactivity

A

Effects of the assessment process - they react to your presence,

You should be unobtrusive as possible

Repeat observations until reactivity effects subside

Take reactivity into account when interpreting your data

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17
Q

Assessing social significance of potential target behaviors

A

To what extent will the proposed change improve the persons life?

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18
Q

Habilitation

A

Aka adjustment

Assesses meaningfulness of Change

Short and long term reinforcers are maximized and short and long term punishers are minimized

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19
Q

10 questions you can ask yourself when evaluating the habilitation/social significance of target behavior

A

Is this behavior likely to produce reinforcement in the clients natural environment after interventions ends

Is this behavior a prerequisite for a more complex functional skill

Will this behavior increase the clients access to environments

Will changing this behavior predispose others to interact with the client in a more supportive manner

Is this behavior a pivotal behavior or a behavior cusp

Is this an age appropriate behavior

If the behavior is reduced/eliminates has a replacement behavior been selected

Does this behavior represent the actual goal or is it indirectly related

Is this just talk or is it real behavior of interest

If the goal itself is not a specific behavior will this behavior help achieve it

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20
Q

Normalization

A

Aka mainstreaming

Be physically abs socially integrated into mainstream society regardless of the degree or type of disability

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21
Q

Behavior cusps

A

Behaviors that open a persons world to new contingencies

Example
Reading

Crawling is a cusp because it enables the infant to contact new environments

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22
Q

Pivotal behaviors

A

A behavior that once learned produces corresponding modifications or covariations in other adaptive untrained behaviors

So critical that once you learn it it will lead to more complex behaviors

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23
Q

Generative learning

A

Aka derived relations

Enhancing comprehension of new material due to previous learning

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24
Q

4 functions of problem behavior

A

SEAT

Sensory
Escape
Attention
Tangible

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25
Default technologies
Coercive punishment based interventions often selected arbitrarily Ex. Go to your room
26
Functional analysis
Aka FA Experimental analysis Analogue assessment Only FBA method that allows us to confirm hypothesis regarding functional relations between behaviors and environmental events Antecedents abs consequences are arranged r So that their separate effects on behavior can be observed
27
2 types of functional analysis
Extended functional analysis Brief functional analysis
28
4 typical original conditions of functional analysis
3 test conditions and 1 control Contingent attention Contingent escape Alone Control (play condition) 5th condition is tangible but only used if this is suspected
29
Contingent attention condition
Tests for Positive reinforcement Attention is given and removed to establish the MO
30
Contingent escape condition
Tests for negative reinforcement Client is given non preferred demands repeatedly to establish the MO
31
Along condition
Tests automatic reinforcement Client remains in room without demands and with no social interaction - if behavior occurs no consequence is given
32
Spider web graph results | What does it mean
Inconclusive results or automatic reinforcement
33
Play condition
Aka Control Tests for automatic reinforcement and serves as a control condition Leisure materials are freely available while attention is given on average every 30 secs
34
Tangible condition
Client is given access to highly preferred items and/or activities for a set amount of time and then they are taken back. When removed you establish the MO for tangible items
35
Brief functional analysis
Conducting FA in short period of time Using attention, escape, alone and play and run each for 10 mins
36
Direct descriptive FBA
Aka Descriptive assessment Direct assessment Direct observation of problem behavior under natural conditions
37
3 data collection methods for FBAs
ABC continuous recording ABC narrative recording Scatter plot
38
ABC continuous recording
Recorded occurrences of targeted problem behaviors abs selected environmental events within the natural routine during a specified period of time Recorded for a minimum of 20-30 mins
39
Conditional probability
Probability that a target behavior will occur in a specific circumstances Taken from ABC data Reported in decimal form - closer to 1 the more convincing your hypothesis becomes Formula of behaviors preceded by a specific antecedent and/or followed by a specific consequences / total # of behaviors
40
ABC narrative recording
AKAs Sequence analysis ABC descriptive narrative data Data collected only when behaviors of interest are being observed Recording is open ended May yield false positives because data are collected only when behavior occurs
41
Scatter plot
Aka Pattern analysis Procedure for recording the extent to which a target behaviors occurs more often at particular times than others Analyze patterns to identify temporal distributions of behavior and events that occur at that time Divide day into blocks of time - for each time period enter a symbol to indicate whether problem behavior occurred a lot or not at all
42
Indirect FBA
Identify potential events in the natural setting that correlate with the challenging behavior Using rating scales, checklists, structured interviews
43
Functional equivalence
Aka functionally equivalent behaviors Your intervention must match the function of the behavior Ex. Of tantrum is for tangibles, theN provide access to tangibles for more appropriate behavior
44
3 characteristics of good operational definitions
OCC Objective - refer only to the observable Clear - readable and unambiguous Complete - boundaries of a definition
45
Social validity
Is the persons life changed in a positive meaningful way?? 3 factors Social significance of goals Social appropriateness of the procedures Social importance of the effects
46
2 procedures for identifying effective reinforcers
Stimulus preference Assessment Reinforcer assessment
47
Stimulus preference assessment
Identifies stimuli that are likely to function as reinforcers A preference value of stimuli and conditions under which those preference values change when take demands, deprivation states. Or schedules of reinforcement change
48
3 basic methods of stimulus preference assessment
Asking about stimulus preferences Free operant observation Trial based methods
49
Asking about stimulus preference
Ask the target person Open ended questions Choice- what would you like to work for? Ranking objects on a list
50
Free operant observation
Recording what activity a person engages in when they can choose during a period of unrestricted access
51
Contrived free operant observation
Practitioner fills environment with a variety of items the person may like
52
Naturalistic free operant
Conducted in learners everyday environment as unobtrusively as possible
53
3 ways to measure learners behavior
ACE Approach - movement toward the stimulus Contact- touching or holding the stimulus Engagement - total time or percentage of intervals in which they interact with the stimulus
54
3 trial based methods
PMS Paired stimulus Multiple stimulus Single stimulus
55
Paired stimulus
Aka forced choice Presentation of 2 stimuli Record which one they choose Every pair of stimuli must be presented in order to rank them high, medium, and low
56
Multiple | Stimulus
Array of 3 or more stimulus Reduces assessment time Multiple stimuli with replacement Multiple stimuli without replacement
57
Single stimulus
Aka successive choice Give one item at a time and record their reaction
58
Reinforcer assessment
Used to determine the relative effects of a given stimulus as reinforcement under different and changing conditions and to assess the comparative effectiveness of multiple stimuli as reinforcers for a given behavior under certain conditions
59
Concurrent schedule reinforcer assessment
Pits 2 stimuli against each other to see which will produce the larger increase in responding when presented as a consequence for responding Think matching law
60
Multiple schedule reinforcer assessment
Presents 2 or more component schedules of reinforcement for a single response with only one component schedule in effect at any given time
61
Progressive ratio schedule reinforcer assessment
Provides a framework for assessing the relative effectiveness of a stimulus as reinforcer as response requirements increase Increased systematically over time independent of the participants behavior After 1st response, then after 2nd, then after 3rd, etc until breaking point
62
Identifying potential punishers
Punishers are transitory What is punishing for one person may not be for another
63
Punisher assessments
Similar to reinforcer assessments We want to use the smallest intensity of the punisher but that is still effective Measures negative verbalizations, avoidance movements, escape attempts

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