Test 4 Flashcards
1
Q
What is behaviour?
A
what humans do, it involves activity. Some of the activity is public some private.
2
Q
What is meant by representation?
A
representation of thinking - writing/speaking
3
Q
What are constructs?
A
categories that are composed
4
Q
What is a sample?
A
bx is usually a sample of a larger class of functionally similar behaviour.
5
Q
What is meant by functional similarity?
A
has the same function
6
Q
What is meant by topographical similarity?
A
looks similar
7
Q
What is meant by social significance?
A
is important to society
8
Q
What is meant by social validation?
A
technical process. judgement about the importance of the behaviour by the social communities that are more knowledgable or affected by it.
9
Q
What are social comparisons?
A
comparisons are drawn between the bx of target individuals and levels of that bx sample from larger groups.
eg teaching kids to the normal levels/ts example
10
Q
What are surveys of social opinion?
A
survey the average opinion on a bx.
11
Q
What is clinical significance?
A
cs bx is one that deviates from established normative levels and results in some form of impairment
ss/ss
12
Q
What is meant by organizational significance?
A
how group/ind behaviour plays in the health and well being of organizations
13
Q
What is meant by personal significance?
A
how they matter to the individual
14
Q
What are the four considerations in the selection of behaviour for an assessment?
A
- social significance
- clinical significance
- organizational significance
- personal significance
15
Q
What is latency?
A
time based. time elapsed from the onset of an event and the emission of a response.
16
Q
What is duration
A
length of time a response continues
17
Q
What is countability?
A
repetition throughout time. counting the instances of responses.
often used with a temporal dimension.
18
Q
What is frequency?
A
total instance of the behaviour
19
Q
What is rate?
A
count divided by unit of time
20
Q
How is count different that frequency/rate
A
.f equals total, vs rate is total divided by a time unit
21
Q
What is IRT time?
A
inter response time. interval btwn responses
-eg record urine accidents at night
22
Q
What is interval recording
A
instances of target behaviour are observed within an established block of time . the block is divided into short intervals. ind are observed for the entire time and recorded if the bx did or did not occur.
23
Q
What are behaviour products?
A
are a sign of the bx that produced them and observable by other people
e.g hair pulling (bx) bald spot (products)
24
Q
What are two conditions that define a behavioural product?
A
- products are functionally related to the bx that. produced them
- the bxs of which the products are a sign are observable by other people.
25
What are behavioural rating scales?
measurement scares. two types
1-collect direct observations
2-collect indirect and direct observations usually distal.
26
How are behavioural rating scales utilized direct measures?
.primary measure - measure bx directly with a time series
can be used for repeated measures
-tast analysis
multiple behaviours (incident reports)
27
How are behavioural rating scales utilized as supplemental measures?
.supplemental
- often nomothetic instruments with well established psychometrics
- scores are uses to indicate an unobservable condition (e.g depression).
- cant. be used with repeated measures.
28
What is meant by self report?
.person asked to record their own feelings/behaviour etc.
| -validity is suspect
29
What are the major drawbacks in utilizing self reports?
.validity cannot be established biases with reporter
reliability
reactive (being watched)
30
What are some potential advantages of using self report measures?
.accessibility - cant observe by other people
e.g. pain can tell us where.
private events
eg anxiety or depression
characteristics
1-repeated administrations
2-should provide info about the target bus
3-should be sensitive enough to detect minor changes in bx
4-protect against biases
5-meet min standards for reliability and validity
31
What are physiological measures used to support observable behaviour?
Support observations of observable behaviors
Support observations of behaviors not readily observable
.most common EEG,EMG,EDA, HR
e.g biofeedback
.
32
How are physiological measures used to support measures of behaviour that are not readily observable?
can help diagnose, inform/enhance treatment, and yield data on outcomes
33
What is a contrived setting?
deliberately modifying the setting
34
What is a naturalistic setting?
using the natural setting
35
What is meant by continuum of contrivance?
Minimum – in naturalistic setting
Moderate – in naturalistic, observational methods contrived
Major – contrived settings, contrived observational
Maximal – contrived settings, contrived observational that are unique to the assessment
36
What is the major advantage of minimally contrived methods?
.less influence on subjects behaviour. max sample of natural bx
37
What is the major disadvantage of minimally contrived methods?
reduction of control .
| e.g. not safe for observing dangerous behaviours ie pica/aggression
38
What is an operationalized definition?
.they involve a clear, very precise and detailed description of what is to be observed and recorded.
39
What is a functional definition?
.definition includes intentions which cannot be reliably observed
40
What is a topographical definition?
.physical description of what the response looks like
41
Why is it necessary to train observers?
they need to know what they are recording, how etc. definitions of behaviour and how to use recording equipment
42
What is meant by reliability?
.stability of methods used to obtain the data
43
What is meant by validity?
.the extent to which the data represent the phenomenon being observed
44
What is IOA?
inter-observer agreement
45
What percent of observations should IOA be calculated?
.15-25% of sessions
46
How do you calculate IOA for frequency data
.divide the smaller frequency by the larger and multiply by 100
47
How do you calculate IOA for interval recording?
interval agreement is divides by total intervals and multiplied by 100
48
What is meant by behavioural function
.that bx occurs as a function of environmental tax circumstances state yes, and the most determination circumstances involve contingent consequences.
49
What are the four general functional categories of consequences
.automatic
escape
social
tangible
50
Why do yo perform a functional analysis?
.to determine the functional relationship between key bx and their consequences. these findings are used to create treatments
51
What are ABCs?
out comes of bx .
| of the different parts of bx
52
D why
- reducing disruption doesn't increase academic performance.
| - disruption is defined differently in every class
53
D goal
strengthen the students' academic skills and observe the concurrent effects on disruptive behaviour
54
D method
-5th grade, 38 kids. teachers ranked ordered. Same 5 boys ranked the most disruptive and selected as the targets.
-classroom added and extra teacher, then requested help as it wasn't getting better
-normal activities continued, teachers delivered procedure with a grad assistants
-
55
D response definition
1- out of seat without permission
-talking out
-engaging in any motor behaviour that interfered with another students studying
all other bx non disruptive
56
D academic behaviour
-reading performance was defined as the % of CR. in daily performance sessions
-15m and immediately followed the oral or group reading activities
had to give written answers on material
-used workbook, 1-2 pg
included comprehension, vocabulary, and or other reading skills
57
D procedure
-measure of disruptive bx and academic performance were collected daily during 15min sessions
-timer set and papers collected when bell went off
-5 target children observed during 12 10s intervals randomly distributed across the total 15m period. for a total of 2m
-recorded total disruptive intervals and divided by total intervals creating %
-
58
D reliability checks
done at the beg, mid, end of each of the first two phases. 6 checks resulting in IOA 85-93%
59
D R+
- token economy
- recognition points for effort
- purchased back up items
- were given visual to remind them
60
D design
ABAB experimental design
BL academic performance w/ no R+ (D mean 40%)
P R+ introduced (drop to 15%D)
BL back to 40%D
P less than 15% D
-were told if they got 80% they would earn two points
-no feedback for disruptive behaviour
-all 38 students could earn points but only data on 5
61
D results
- R+ increased reading accuracy for all 5 student
- When academic R+ disruptive behaviour also decreased
- all but one student showed significant academic improvement - same student had higher disruption levels.
62
D limits
-upper middle class.well developed academic repertoires.
-past research all done with underachieving students -may need to shape academics before bx
-results did not generalize to other academic periods
-
63
C- purpose
- not to evaluate specific techniques or results
| - to investigate the kinds of target behaviours that were either reinforced or proscribed.
64
C Hypothesis
maybe learning can take place more effetely if it can be accompanied by singing etc. (other disruptive bx) instead of in a quiet/controlled etc. environemnt.
65
C future research
- adopt informal classrooms
- appropriate evaluative criteria for such school
- relevant observational techniques for such schools
- training in these situations
- the role of architecture in these situations
66
w reasoning
clothing hasn't been researched and appearance.
| -surveys say people believe they shouldn't stand out by there clothing choice, but follow the fashion trends.
67
W first steps
need to take normative data on clothing choices. This has been done before with feeding skills
-creates social validity
68
W purpose
evaluate a method for teaching institutionalized dev delayed women to select colour coordinated clothing in accordance with popular fashion based on local norms
- also looked at Tim efficiency
- 2nd purpose was to extend the literature on community preparation skill stop ore seriously retarded individuals.
69
W participants
5 female clients in a facility 21-35 yrs.
- intellectual skills with a mean of 25
- all spoke in short sentences and simple conversation
- was able to co plate arbitrary self care tasks independently.
- could identify basic colours
- no serious bx and candidates for community based group home
70
W participant criteria
- was recommended by care staff as in need of training in clothing selection
- completely dressed self each day
- had to demonstrate skills required for dressing 70%
71
W setting
- conducted in a training room near living area
| - table with chairs adjacent
72
W training apparatus
- wooden puzzle depicting a nude female was used as the training defies.
- divided the body at the neck, shoulders, waist, thighs, and ankles
- pieces could be placed on the outline of the woman
- clothing made of mattress foam with cloth cut from fabric
- could be placed on the doll
73
W Normalization sample
determined what popular color combinations consisted of 649 women of the community they are moving to.
-done at a shopping mall
74
W observations
-done by the senior experimenter with reliability observations by undergrad students.
75
W observation procedures
observers seated several feet apart so that'd observation sheets could not be viewed by each other. Given a data sheet and pen with instructions to record the colour of upper and lower garments (sorted into 15 categories)
76
W why solid
most recent combination in normalized sampling
| -easier to evaluate
77
W reliability
number of agreements for each occurrence divided by the nu amber of agreements plus disagreements
-agreement scored only if both observers recorded the same category worn by one person
-R average .57 range 1-.65
least R light blue confused with blue
L/U garments was .93
78
W response definitions
matrix su. arrived the freq of each possible solid colour combination of upper and lower garments.
-any matches that occurred for at least 1% of the total were designated popular
0-1 neutral
0 unpopular
if it had blue it had to be 5 because it was so commonly used
79
W popular matches
27 pop and 137 unpopular matches
| most disagreement with blue blue or blue light blue
80
W training
one trainer ran all sessions
81
w procedure reliabilities
initial observer scored but changed so trainer could without interference
- observers made periodic recordings
- o seated behind one way window, trainer not aware
- scored selection
- were not told which selections were popular
- compared with trainers score - no disagreements
82
W e procedure
BL brought to training room and seated. puzzle apparatus with torso/legs removed placed in front of subject.
-trainer explained they were going to teach them how to match clothing (only told for the first session).
83
observer drift
for deteriorates over time
-maybe bored/applying different definitions
-make sure observers are not checking as well (spot checks and use pens)
84
Observer bias
```
use professional observers
don't tell them the purpose
use videotapes
caution about bias
better definitions of behaviour
```
85
reduce reactivity
```
use unobtrusive abs procedures
hide observers
use informants in environment
data from multiple sources
allow subjects to adapts
```
86
Observer effects
reactivity
- social desirability
- the more intrusive the greater the effect
- younger children less reactive
87
Types of observers
non participant
self observation
participant observers
88
W BL
27 trials each (one for each pop colour combination)
-only one session per day max
P told to insert the coloured shirt that looked best with pants (trainer chose pants colour)
-there were 4 choices, one was popular
-pants colour were in random order
-any combinations that were correct for the first 3 BL were excluded from training
-praise given for attending not for performance
-data taken after each trial
89
W training
modelling/instruction/practice/feedback/praise
- praise only in second phase of the study
- told one combination was pop, removed from doll, then had them practice. 2nd time removed presented with unpopular combinations
- given verbal feedback
- 3 consecutive cr a new target was taught.
- next day all combinations reviewed
90
W test
test all combinations after each training session, procedure same as baseline
-training done after 80% across 5 test
91
W gen
gen probes done several times during BL, and training
- mixed solids and non solids - to represent normal clothing groups
- participant went to training room and asked to pick an outfit. When chosen it was hung on a hook
- 4 selections made, then clothing returned
- scored pop over all selections
92
W procedure
multiple baselines across participants
| -treatment phases sequentially implemented
93
w results
low during BL increase after training was implemented
- increase by at least 37 points
- generalization was parallel to treatment
- follow up showed maintenance of skills
94
W future research
use approach with other skills
determine popularity by other methods
season changes
teaching to avoid unpopular selections
