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Challenging Behavior
Test 3
| Question | Answer |
|---|---|
| Purpose of functional assessment | To increase the effectiveness/efficiency of behavior support plans |
| 4 Considerations when building behavior support plans (BSP) | Should 1)Indicate how support staff will change & not just focus on how target individual will change 2)Be directly based on functional assessment info 3)Be technically sound 4)Be a good fit with values, resources, & skills of people implementing |
| Whose behavior should BSPs describe | OUR |
| BSPs are designed to... | alter patterns of challenging behavior (this involves change in the behavior of families, teachers, staff or managers in various settings |
| BSPs should describe changes we will make in.. | The physical setting Curriculum Medications we administer Schedules How we teach Reinforcements and punishers |
| BSPs should build from _________________ | functional assessment results |
| Building Behavior Support Plans - Building from functional assessment results (FA results) | 1)Be sure the summary statements from the FA are included in the BSP 2) Build a model of the FA summary statement & define how the model must be changed to ensure that appropriate behaviors will compete with the challenging behavior |
| Making Behavior Support Plan technically sound | 1) Must be consistent with empirical behavioral principles 2)Not just a set of techniques (e.g. time out). Must include a set of foundation principles (reinforcement, generalization) 3) Must make the behavior irrelevant, inefficient, and ineffective |
| Making the challenging behavior irrelevant | Identify the stimulus conditions that set the occasion for challenging behavior and reorganize the environment to minimize the likelihood of the challenging behavior |
| Make the challenging behavior inefficient by... | providing an alternative behavior |
| When providing an alternative behavior to the challenging behavior, consider... | Response effort Rate of reinforcement Immediacy of reinforcement Magnitude of reinforcement |
| When do we do a functional analysis | if the info from indirect assessment and direct observation fails to reveal consistent patterns -or if summary statements can't be confirmed |
| Functional Analysis Maipulations | -Used to empirically test/confirm hypotheses regarding the function of challenging behavior |
| Basic Focus of functional analysis manipulations is | to identify associations between events in the environment and challenging behaviors |
| Functional Analysis requires what 3 things | 1) Time 2) Technical skill 3) Extra attention to safety |
| Who should be involved in a Functional Analysis? | -Team effort - Someone involved who has experience in functional analyses |
| Conducting Functional Analyses | Present different environmental events/situations and observe how they affect a learner's behavior |
| What are 2 different approaches to conduct a functional Analyses | 1) Antecedent manipulations 2) Consequence manipulations |
| Antecedent Manipulations | -Present particular task demands, ask person to participate in certain activities, have a particular person present, leave the person alone (Basically anything that might trigger their behavior we present) |
| Consequence Manipulations | Provide specific consequences contingent upon the occurrence of challenging behavior |
| When you conduct a functional analyses the result will be... | an increase in challenging behavior. We must consider whether we are reinforcing the challenging behavior |
| What do we assess with a functional analyses? | Your hypotheses |
| 2 types of design strategies used the most often | -ABAB -Multi-element (alternating treatments) |
| ABAB (reversal design | A: Baseline phase in which the variable of interest is not present B: Treatment/manipulation phase in which the variable of interest is present -keep repeating until a clear pattern is shown |
| Multi-element design | -Present several different conditions in an interspersed pattern within a relatively short period of time -often used within a consequence manipulation |
| Functional analysis manipulations should only be implemented when the team... | 1)has identified specific features/variables to assess 2)has determined & justified level of risk 3)can control relevant variables 4)has obtained appropriate approval 5)has developed strategies for maintaining safety & protecting individuals |
| Make the challenging behavior ineffective by | 1) Consider extinction of the challenging behavior 2) Consider efficiency of the behavior |
| Behavior support plans should fit the setting where they will be implemented | Procedures should be a good fit with the values, resources, and skills of the people who will implement the procedures |
| Behavior support plans must... | 1) Clearly define needed changes in people implementing the plan 2) mphasize the link between functional assessment results & procedures to be implemented 3)Be consistent with the basic principles of behavior 4)Good fit with values, skills, resources e |
| Selecting Intervention Procedures - The Competing Behavior Model (Constructing the Model involves what four steps?) | 1) Diagram functional assessment summary statements 2) Define alternative or competing behaviors, & the contingencies associated with them 3) Define what you ultimately want person to do |
| Selecting INtervention Procedures - The competing Behavior Model (Constructing the Model involves what four steps?) - Part 2 | 4) Select intervention procedures that promote socially appropriate behavior and will also make the challenging behavior irrelevant, inefficient and ineffective |
| Diagram the summary statement (List from left to right) | a) Setting events b) Immediate antecedents c) Challenging behaviors d) Maintaining consequences |
| Do not propose to reduce a challenging behavior without... | identifying the alternative, desired behaviors the individual should perform |
| Select intervention strategies - Organize a cluster of changes in the setting that will reduce the likelihood of challenging behaviors. Steps: | 1 Bring together ppl who implement 2) Diagram competing behavior model 3) Begin with more distant setting events 4) Focus on immediate antecedent events 5) List strategies for teaching & promoting desired behavior 6) Examine how consequences should c |
| A Good Behavior Support Plan should include | -Operational description of challenging behavior -Summary statements from functional assessment -General Approach -Specific descriptions of typical routines and most difficult problem situations -Monitoring and evaluation plan |
| General Approaches | -Setting event strategies -Immediate antecedent strategies -Instructional interventions -Consequence interventions |
| Preference assessment | systematic method of identifying those objects/activities that are preferred by a particular learner |
| Preferred object/activity | Those in which a child will engage when given the opportunity |
| Why do we do systematic preference testing? | To ensure that objects or activities thought to be preferred are indeed preferred |
| Objects or activities that are identified as preferred may be | -further evaluated for their effectiveness as reinforcers -used as the focus of communication interventions -used as distractors to reduce escape-motivated challenging behavior |
| General Steps for a Systematic Preference Assessment | 1) ID set of potentially preferred objects or activities 2) Determine how the learner may indicate preference 3) Present the objects to the learner 4) Record the learner's response 5) Evaluate the learner's response |
| What to remember when Identifying a set of potentially preferred objects or activities | 1) Interview family members, teachers, and/or peer 2) Directly observe what activities the learner engages in when given a choice in natural settings |
| Determine how the learner may indicate preference | -May take form of approach responses -Reaching/pointing/verbalizing -Adaptive motor responses - Gestures, positive facial expressions, positive vocalizations |
| Present objects to learner | 1 at a time 2 at a time (Forced Choice In groups of 3 or more |
| Determine the method of presentation | Response and cognitive capabilities of the learner |
| Forced Choice | Useful for learners who are able to make reliable choices by: -Reaching -Pointing -Verbalizing choice |
| Adapted motor responses | Useful for learners who have limited motor skills, but can make at least one reliable motor response |
| Consider motor responses that | 1) are not fatiguing 2) do not trigger persistent reflex patterns 3) are socially appropriate responses |
| Alternative responses methods | Gestures, positive facial expressions, eye gaze, etc. -useful for learners who have difficulty making reliable choice responses, have limited motor and/or sensory capabilities and are presently unable to independently use a microswitch |
| Multiple Stimulus Without Replacement Preference Assessment (MSWO) | - Place linear array of preferred - Instruct leraner to select 1 stimulus - If learner fails to repsond, repeat instruction -Allow learner access for brief period -reposition remaining items in quasi-randomized manner - continue til all are selected |
| Benefit of MSWO | Quicker, but not as valid |
| Functional COmmunication Training (FCT) | teaching a socially appropriate communicative replacement for challenging behavior |
| Factors to Consider when Teaching Communicative Replacements for Challenging Behavior | -Functional Equivalence -Communicative Efficiency -Conditional Use |
| Stimulus class | refers to stimuli that exert similar control over a given class of responses |
| Response class | refers to all behaviors that are effective under a given set of stimulus conditions |
| Matching Law | See handout |
| Functional Equivalence | When 2 responses serve the same function (they are "functionally equivalent) |
| To serve the same function | both responses must occur within the same context and result in the same consequences |
| Response effort | the cognitive or physical effort required to produce a response |
| Immediacy of reinforcement | how quickly a learner is reinforced upon engaging in a particular behavior |
| Rate of reinforcement | the number of responses that must be emitted to obtain reinforcement |
| Quality of reinforcement (also known as magnitude of reinforcement) | how preferred a consequence appears to be |
| Conditional Use | Emitting the desired response under one class of stimuli and refraining from emitting the response under a different set of stimuli |
| Setting-specific | learner should respond in certain settings, but not respond in other settings |
| Person-specific | Child should use one mode of communiation with certain individuals and another mode with other individuals |
| Task-specific | learner should request assistance for difficult tasks, but should refrain from asking for assistance for tasks, he/she can complete independently |
| Extinction | A process by which the connection between a behavior and its reinforcing consequences is severed ; removal of reinforcers |
| Factors related to resistance to extinction | -Amount of previous reinforcers -Magnitude of previous reinforcers -Prior schedule of reinforcement -Effortfulness of response -Level of satiation -Availability of reinforcers at other times -Previous extinctions |
| Potential side effects of extinction | -Temporary increase in frequency of behavior -Response variability -Increase in intensity -Change in the structure of the response -Aggression -Spontaneous recovery during the extinction process |
| Avoiding Undesirable Effects of Extinction | -Teach alternative responses -Consider efficiency of alternative response -Provide the reinforcer contingent on other responses -Provide the desired reinforcer non-contingently |
| General Case Instruction | -Define the Instructional Universe -Identify both positive and negative teaching examples -sequence and teach the examples -probe for generalization |
Created by:
krdekkers