Unit 1 Introduction to and overview of behavior reduction and replacement

Question 1

Conducted by graduates from behavioral EXPERIMENTAL psychology programs (EAB) and NOT clinical psychology or special education programs

Answer 1

Behavior modification/management (Early days/pioneers)

Question 2

• went beyond the box: from the lab to real life

•Worked in:
MENTAL hospitals

developmental centers

 prisons, 

 SCHOOLS

 community 
              •Cf., Alexander Rutherford 2009

Answer 2

Skinner’s Students and other EAB trained persons. 1950s to 1960s

Question 3

Nate Azrim, Ted AYLLON

Sid Bijou, Don Baer, Mont Wolf and Todd RIsley

Harold Cohen and James Filipczak

Charles Ferster

Scott GELLER

Israel Goldiamond

Fred KELLER

Og Lindsley

Answer 3

Some of the pioneers

Question 4

Use methods of EXPERIMENTAL analysis of behavior to figure out what to do and to EVALUATE the effectiveness of their procedures

Their solid grounding in the PRINCIPLES of operant and respondent LEARNING made them excellent problem solvers

ABA formalized in 1968 due to their work

Answer 4

Pioneers

Question 5

In the early days Began calling aba providers because:

Answer 5

POPULATIONS that Many psychologists did not want or could not be effective with Such as severe MR, severe autism, schizophrenia.

PLACES We are many psychologist did not want to work such as institutions, presence

For cases others had tried but FAILED (The deep end cases

The referral sources wanted us to do behavior management rather than doing therapy or teaching skills

Question 6

Began because

many ”behavior modifiers” needed to work in institutions.

many needed to transition persons out of the institutions during the deinstitutionalization movement.

Not enough PhD’s trained in EAB to go solve problems

Others that were not as well trained began to feel the need

Answer 6

Drift to behavior modification and behavior management

Question 7

As early as the 1960s, the behavior modifiers begin to use what we now call a..,

Answer 7

Topography – based approach to behavior reduction

Question 8

A general term for working on all types of target behavior

Answer 8

Behavior modification

Question 9

Usually referred to working on a problem behavior

Answer 9

Behavior management

Question 10

Due to pressure from human rights advocate for the banning of aversive and restricted procedures and,…

Due to the work of a new generation of applied researchers starting in the late 1970s and blossoming in the 1990s

Answer 10

The function based approach took hold

ABA resurfaces

Question 11

Severe problem behavior
(as research and practice focused on treatment of severe problem behavior),

Challenging behavior

MALADAPTIVE behavior

Behavior EXCESSES

Behavior problems

Answer 11

5 Other terms for problem behavior

Behavior modification

Question 12

May MINIMIZE a persons attainment of MEANINGFUL outcomes in there community

May minimize ACCESS to short term and long term reinforcers

May maximize the likelihood of contacting natural and social PUNISHERS

May result in RESTRICTED access to the community

Answer 12

Problem Behavior

Question 13

Cookbook approach

Topography-based

Technologist

Procedures at its core

Answer 13

Behavior modification

Question 14

Individualized

Function -based

Analysts

Basic principles at its core

Answer 14

Behavior analysis

Question 15

Is the behavior;

1. criminal/illegal?

Life-threatening to self or others?

Harmful/dangerous to self or others

Damaging property or materials?

Likely to become severe or serious?

Of great concern to caregiver us?

•Interfering with access to, participation in, or acceptance in the community?
Living, schooling, working, recreating?
• Interfering with social relations?
Family relations, friendships, love life, etc.
• negative impact on performance in school or work?

Answer 15

9 Questions to ask yourself regarding behavior/problem behavior

Some of the questions are from the “subjective assessment of problem behavior scale”, by Evans and Meyer Some of the questions were modified

“An educated approach to behavior problems.”

Question 16

Rate- too high

I RT - too short

Duration - too long

Severity – too high or intensity -too intense

Wrong place, situation, or time

Answer 16

Some parameters of problem behavior related to behavior reduction

Question 17

Criminal or other illegal behavior. May result in incarceration or death penalty. Such as murder, rape, child molestation, theft, embezzlement, fraud

Harmful/dangerous behavior. Such as suicide, SIB, Pica, substance-abuse, DUI, physical aggression

Property destruction such as fire setting, vandalism, braking items, punching holes in the wall

Stereotypic and ritualistic behavior. Such as hand flapping, body rocking, vocal stereotypies , lining up objects

Bizzarre verbal behavior a.k.a., psychotic speech. Such as talking to self, delusional talk

Answer 17

Some general types of examples of problem behavior

Question 18

Behavior reduction procedures

Decelerative or decel procedures

Abative procedures

Contingency braking procedures

Replacement procedures
•.Reducing behavior is not solely accomplished by using punishment or extinction

Answer 18

Some general terms for procedures for problem behavior

Question 19

Procedures at its core

Answer 19

Behavior Modification

Question 20

Basic principles at its core

Answer 20

Behavior analysis

Question 21

1. used methods of EXPERIMENTAL analysis of behavior to figure out what to do and to EVALUATE the effectiveness of their procedures
2. Their solid grounding in the PRINCIPLES of operant and respondent LEARNING made them excellent problem solvers

Answer 21

Pioneers

Question 22

, the common approach to problem behavior was to treat it based on ‘Topography based treatment model

Answer 22

In early days of ABA, 1960s to t1980s

‘-

Question 23

Example: if the problem is SIB use X procedure is, but if it is physical aggression against others use Y procedures

Answer 23

Topography-based treatment model

Question 24

Use the most POWERFUL reinforcers available to reinforce the absence of the problem behavior and/or the occurrence of INCOMPATIBLE and/or Appropriate behavior

Use the most powerful punishers as a consequence for occurrence of problem behavior or it’s Precursors

Answer 24

Topography base model: common procedure is

Question 25

Used as a cookbook approach and a one size fits all approach There was a TECHNOLOGICAL drift and analysis was forgotten

Answer 25

Topography-based model

Question 26

Resulted in: DRO as the most common type of reinforcement procedure Artificial and many times unhealthy reinforcers. E.g., candy, cigarettes etc. Highly aversive and restricted consequences for problem behavior Eg., contingent electro-faradic Shock, water misting, bad smells, bad tasting substances, overcorrection, required relaxation, seclusion time out, restraints

Answer 26

Topography base model resulted in the proliferation of these

Question 27

Behavior targeted to increase, if any: •.”DEAD PERSON”behavior; Staff handing M&Ms for quiet sitting. -Good being quiet, good sitting, good quiet hands • Compliance

Answer 27

Topography base model

Question 28

The actual reinforcer is maintaining the problem behavior were not withheld contingent upon problem behavior you are used to increase replacement behavior. E.g., timeout used for aggression even if the behavior was maintain by Social negative reinforcement Contingent relations between the problem behavior were not broken. Instead, problem behavior was suppressed under tight stimulus control Changes in behavior failed to maintain and generalize

Answer 28

Limitations- Topography Based Model

Question 29

All inappropriate behavior that was not SIB had time out as a consequence for all students The type of time out was based on the topography of the behavior. Criteria for ending time out was unbelievable DRO most common procedure to decrease problem behavior other than restrictive/aversive consequences

Answer 29

Example of topography-based model. And the actual contingency relationship between problem behavior not being broken.

Question 30

This procedure does not really reinforce alternative appropriate behavior Is either a punishment based procedure or, at best, a procedure to reinforce dead person behavior.

Answer 30

DRO Often used in topography-based model

Question 31

The Target incompatible behavior typically was not functional such as hands on lap; hands behind back. The reinforce I was artificial and not maintaining consequences for a problem behavior. Reinforcement schedules were thin and not followed correctly

Answer 31

When DRI’s used During topography model – early days.

Question 32

The target “ALTERNATIVE”. behavior typically benefited the caregiver and not the client. Such as compliance, “Dead-person” behavior. Sometimes self-care skills were used that would never be in the same response class as real replacement behavior Same problem with reinforcers and schedule as DRI’s

Answer 32

When DRA used to during early. – Topography base model

Question 33

1. “Communicative “Function” of Problem behavior” and the ”FUNCTIONAL” Assessment Movement Ted Carr 2. The “Functional” Analysis or Experimental Analysis Movement • Iwata and colleagues

Answer 33

Function-based Treatment Model- Two key developments

Question 34

1. Functional descriptive assessment 2. “Functional” “Communication” training and replacement behavior 3. Different consequences and other treatment procedures for different “functions” of behavior. Such as extinction for “behavior“ maintained 4. Proliferation of antecedent interventions. 5. Punishment based and other restrictive or aversive interventions used to minimally or not at all 6. Positive behavioral interventions and supports (PBIS)

Answer 34

Components of: Communicative Function of Problem Behavior Function Based treatment model

Question 35

Brian Iwata And his discovery of functional analysis and of developing function based treatment protocols for severe problem behavior. Eg. SIB Maintained by Social positive reinforcement versus by Social negative reinforcement, versus automatic positive and automatic negative

Answer 35

The Functional Analysis Movement

Question 36

Thousands of ABA research studies have demonstrated unprecedented success of function based treatment in thousands of cases Aversive/restrictive interventions seldom used

Answer 36

Superiority of function based model

Question 37

Most research studies have been done with persons with severe autism or severe to profound developmental disabilities. Practitioners sometimes target incorrect replacement behavior

Answer 37

Some limitations to functional approach

Question 38

Evidence-based practice shown to reduce problem behavior by replacing it with appropriate communication that is reinforced with the same consequence that maintains the problem behavior

Answer 38

Functional Communication Training

Question 39

Conduct functional assessment or functional analysis so as to identify: Maintaining consequences for the problem behavior and Antecedent switch evoke a problem behavior

Answer 39

FCT Stage 1

Question 40

Train and differentially reinforce for socially acceptable communicative response • Reinforcement of the communicative response should be the same as the maintaining consequence for the problem behavior • The communicative response should be low in effort in quickly and consistently reinforce • The contingency between the problem behavior should be broken. Eg.,. Behavior placed on extension

Answer 40

FCT – Stage 2

Question 41

Transfer control across real life settings and significant persons * Carr and Durand (1985) Reducing behavior problems through functional communication training. * Tiger, Hanley, Bruzek 2008. Functional communication training: A review and practical guide

Answer 41

FCT – Stage 3

Question 42

A differential reinforcement procedure, problem behavior is placed on extinction An alternative response is strengthened. The alternative response results in the same reinforcement that maintains the problem behavior and is a recognizable form of communication. A CRF Schedule is used initially, thin later

Answer 42

FCT

Question 43

Why talk about FCT in a behavior reduction chorus?

Answer 43

Remember the fair-pair rule: We decrease problem behavior by teaching an alternative response

Question 44

1. Functional analysis 2. Teaching an alternative communicative response 3. Extending FCT across settings/caregivers

Answer 44

Three stages of FCT

Question 45

1. Identify the reinforcer using a functional analysis.

Answer 45

Guidelines Developing FCT interventions- Guidelines

Question 46

Response effort Social recognition of the responses Likely speed of response acquisition

Answer 46

Selecting communicative response topography: factors to consider-FCT

Question 47

Communicative response should be less effortful then the problem behavior Topography -based responses may be easier for those with DVD two acquire Selection based responses may be easier to shape and faster to acquire

Answer 47

1. Response Effort- Selecting response topography factors to consider FCT

Question 48

Select response topographies that will be reinforced even by those unfamiliar with the clients program Avoid arbitrary gestures Consider communication forms that clearly identify the reinforcer

Answer 48

2. Social recognition of the response. Selecting response topography factors to consider -FCT

Question 49

Select easy responses first Consider responses already in the repertoire. ( Remember task J-05) Reserve more complex response forms after problem behavior has been reduced

Answer 49

3. Likely speed of response acquisition: Selecting response topography factors to consider - FCT

Question 50

Consider the initial teaching conditions: • experts versus caregiver Initial training buy highly trained individuals • Highly controlled setting versus natural environment -Conduct in environment where reinforcers can be controlled and people/things protected Promote generalization

Answer 50

Who should implement and WHERE should they implement it? Implementing FCT

Question 51

1. When considering expert versus caregivers for training purposes of FCT, the initial training should be done by

Answer 51

A highly trained individual.

Question 52

1. Incorporate multiple trainers and settings 2. Include likes stimuli 3. Sequential modification

Answer 52

Implementing FCT: strategies for promoting generalization

Question 53

-Use contrived differences vs natural establishing operations . • Will have Accelerated ACQUISITION due to more opportunities . • But may limit.... generalization Consider using .... • least to most fading (time delay procedure) • Most to least prompting •Seek to transfer control from prompts to the motivating operation •prompting and prompt fading tactics

Answer 53

Teaching the Communicative Response ....

Question 54

• Extinction : most effective when extinction is utilized Consider continued reinforcement of problem behavior if : •!influencer cannot be controlled; • withholding reinforcer may be dangerous ``` If not using extinction, reinforcement for communicative response should be •Longer in duration , •more immediate • greater quality • higher rate. ``` If extinction alone is not effective consider • ••punishment of problem behavior. Extinction and punishment together for a problem behavior 

Answer 54

Selecting consequences for problem behavior- FCT

Question 55

*Schedule thinning- Reinforcement Thinned for Communicative Responding * .Start FCT on CRF “schedule” for communicative response * Intro time delay between communicative response and “reinforcement” but watch for... Plan for reemergence of Problem behavior • continue exposure to extinction • provide other preferred stimuli during extinctions conditions or delayed intervals •punishment during extinction •Consider establishing stimulus control of the communicative response ¥Reinforcement and extinction periods correlated with distinct SD

Answer 55

EXTINCTION of communicative RESPONSE. FCT

Question 56

1. Conduct a functional analysis to identify the reInforcer of maintaining problem behavior 2. Select a communication response that is recognizable and can be quickly required 3. Identify trained individuals to initiate FCT in a safe, controlled environment 4. Arrange multiple opportunities to prompt and reinforce communication response to promote rapid acquisition 5. Teach communicative response using most to least or least- to- most prompting procedures, reinforce every instance of the response. 6. Withhold reinforcement for problem behavior and when necessary arrange punishers

Answer 56

When beginning FCT

Question 57

1. Thin schedule of reinforcement for the communication response by either delaying reinforcer delivery or teaching the client to recognize Once problem behaviors are produced in control situations** 2. Implement strategies to promote generalization by incorporating multiple trainers or settings into training including stimuli from the generalization setting, and conduct training in all situations or times when reinforcement is not available for the response 3. Teach caregiver to respond to communicative and problem behavior in the RELEVANT CONTEXTS. 4. Arrange learning ”situations”Naturals environment 5. Increase the complexity of the communicative response overtime

Answer 57

FCT ... .... ....

Question 58

1. Many times in FCT, the Mands taught and Reinforced are… | 2. Mand training is more specific and leads to results in a larger speaker…

Answer 58

1. Very limited and are usually broad categories. Such as a break for behavior maintain by escape 2. Repertoire

Question 59

1. Is our subject matter behavior alone? 2. Are the functions of behavior really attention, tangible’s, escape, and automatic reinforcement? 3. Should antecedents have only a first name? 4. Can we really neglect context in our functional analysis and and interventions? 5. Are we effective if we only change behavior?

Answer 59

Five questions

Question 60

Question 1. Is our subject matter behavior alone? No.... 1. Our subject matter encompasses .... 2. Note that and operant or a respondent is not just a behavior or the response, but a...... 3. Behavior does not exist in a vacuum. RESPONSES and STIMULI do not have any

Answer 60

1. ..... operants and respondents., contingencies, functional relations. 2. .... contingent relation 3. .. real EXISTENCE in ISOLATION from each other.

Question 61

There are problems with oversimplifying The function of behavior Two of the seven dimensions of ABA are analytic and conceptually systematic “ but even though one may be able to do good work without talking about it correctly, I can’t help but believe that even better work is possible when verbal practices are not seriously flawed.” Jack Michael

Answer 61

Question # 2 Are the functions of behavior really attention, etc.?

Question 62

Relate in particular to the functions of behavior , contingencies and functional relations. Has practical implications for functional assessment/analysis and function based treatment of challenging behavior

Answer 62

Jose Conceptual analysis

Question 63

“The function of the behavior is attention” The function of the behavior as accessed to tangibles The function of the behavior is escape The function of the behavior is automatic reinforcement

Answer 63

Typical statements about function . The statements are usually oversimplifications

Question 64

1. Based mostly on.... Consequences 2. Fail to take.... Antecedent into account what are you doing 3. Functional relations and real life contingencies are generally much... more complex than we may be tempted to conclude by these 4. Discriminative stimuli and motivating operations are critical parts of the... 5. Even when discussed, antecedents usually are not related to functional relations consequences 6. Failed to take into account: thew environmental context in which the behavior occurs 7. Consequences and antecedents interact with environmental context

Answer 64

Problems with the function is… Statement. (Simple Summary Statements ) ;

Question 65

Simplistic functional statements tend to fail to identify and analyze complex competing contingencies. Subdivision of reinforcement into Social versus automatic is simplistic Proprioceptive stimulation and pain attenuation are not the only types of automatic reinforcement With the exception of attention, other types of socially mediated reinforcement EG., Tangible, activities, escape: can be directly accessed by the person, without Social mediation

Answer 65

(Problem with current classification of functions) ......

Question 66

That reported maintaining consequences (attention, tangible, access to activities, escape) are NOT Specific enough Antecedents are often left out of the analysis of functional relations and/or are not tied to the consequence to which they are functionally related

Answer 66

Conclusion: our current classification of a functions is flawed

Question 67

The following our only first names for antecedents as they do not reference a specific type of consequences: Establishing operation Abolishing operation SD S Delta SDP SDeltaP Antecedents and operant relations are always depended upon their relation to consequences Discriminative stimuli and MO’s Never had an EFax independent of consequences

Answer 67

Question #3: should antecedents have only a first name

Question 68

Can we really neglect context in our functional analysis and an intervention? NO

Answer 68

Question 4

Question 69

** • We need to change real. World Contingencies_or the behavior change will not.. endure or _ GENERALIZE Change in behavior is insignificant if we do not help the person “ achieve meaningful outcomes” .. in the real world

Answer 69

Question #5 Are we EFFECTIVE if we only CHANGE Behavior? No**

Question 70

In it’s every day sense, FUNCTION is what something does and the aim of the doing •This has led to Practitioners using teleological explanations. Example .... he is doing X to get Y In behavior analysis function is used in... its mathematical sense. Skinner 1955 A functional relation is simply a mathematical relation between.... two wor more variables In behavior analysis functional relations are between. ..... stimulus classes (independent variable) and responses classes (Dependent Variable).

Answer 70

Functional Relation .... ....

Question 71

Said to exist when systematic manipulation of members of a stimulus class result in orderly, reliable, and predictable changes in members of a ..... response class, such as those observed when we conduct a functional analysis

Answer 71

Functional Relationship

Question 72

1. Probabilistic – not cause and effect or deterministic 2. Non-linear (cf, non-linear equations in calculus) 3. Complex as they change over time with respect to changing conditions. Eg, context 4. Still enable us to make predictions

Answer 72

Four characteristics of functional relations

Question 73

Exists when one event depends on another Any event that is truly contingent on a Nother only occur as if the other event occurs. For example… Thunder only occurs if there is lightning However, continued relations, typically our weaker than, than if and only if X then Y The dependencies our probabilistic

Answer 73

Contingency

Question 74

1. Have effects on behavior and on functional relations between environmental events and behavior

Answer 74

1. Contingencies

Question 75

• The stronger the contingent relation between a stimulus class and the response class the more probable that we will find an ...

Answer 75

....orderly, reliable, predictable functional relation between the two

Question 76

* , when in a contingency Relation with other stimuli, also have effects on other stimuli. * These other NEUTRAL stimuli probably will have an effect on the response class that were…”Functionally related” to the previously effective stimulus Examples... * The effect of differential consequences on developing discriminative stimuli * The affect of motivating operations and consequences and on discriminative stimuli… * The effect of pairing a reinforcer with a neutral stimulus

Answer 76

Stimuli

Question 77

When functionally related to. Operant Behavior, they are covered by specific terms depending on the specific type Of a relation to RESPONSES and other STIMULI such as CONSEQUENCES These functional relations are established by strong____

Answer 77

Antecedents ....contingencies

Question 78

1. Effects of antecedents are dependent on…..

Answer 78

1. Consequences

Question 79

Basic operant 4 - term contingency

Answer 79

MO - SD - R - SR

Question 80

Derive their effect on behavior due to a past history of differential availability of members of a consequence class contingent on the occurrence of members of a response class

Answer 80

Discriminative Stimuli

Question 81

Derive their effect on behavior due to their establishing or abolishing effect on specific consequences which have reinforced or punished a response class in the past. Last name refers to the consequence whose value is being altered

Answer 81

Motivating operations

Question 82

That last name of each type refers to the type of consequence which lead to the development of that Discriminative stimulus

Answer 82

Eg.,Discriminative stimulus for positive reinforcement. A discriminative stimulus for positive reinforcement, SDR + evokes a response as, in the past, positive reinforcement has followed that response in the presence of that SDR +.

Question 83

If in a descriptive assessment one identifies the CONTEXT(s) under which the problem behavior occurs MOST frequently and the context under which it occurs LEAST frequently, one can make HYPOTHESES about contingencies and functional relations which can be verified EXPERIMENTALLY Then we can solve the problem by manipulating MO’s discriminative stimuli and consequences based on the ACTUAL Contingencies and functional relations We can use evidence-based practices but, instead of using a cookbook approach, we can better Individualized treatment protocols

Answer 83

**Practical implications for assessment and teaching** ... … I

Question 84

Simplistic functional statements tend to fail to identify and analyze Complex competing

Answer 84

.. contingencies

Question 85

The stronger the contingent relationship between two or more Stimulus classes, the more probable that a new functional relationship will develop between a ______. _______. _____. and the RESPONSE CLASS That was previously functionally related to The other stimulus

Answer 85

neutral stimulus class

Question 86

With the exception of attention, other types of socially mediated reinforcement (EG., Tangible, activities, escape) can be directly accessed by the person.....

Answer 86

......Without Social mediation

Question 87

Lead to The development of functional relations but not Vaisa versa

Answer 87

Contingencies

Question 88

2. Operant antecedents never function independently of…

Answer 88

consequences

Question 89

3. The effects of antecedents depend upon their relation to…

Answer 89

Consequences

Question 90

They have last names

Answer 90

Antecedents

Question 91

2. Are established and observed but it would be incorrect to say that a functional relation had an effect

Answer 91

2. Contingencies