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Content Area 4
BCBA prep materials
| Question | Answer |
|---|---|
| 4 phases of intervention ( A Pie) | Assessment, Planning, Implementation, and Evaluation |
| Assessment | systematic method for obtaining information about the function challenging behaviors serve for an individual. make empirically - based hypotheses for why behaviors occur variety of methods: direct observation, interviews, checklists, and tests to ident |
| Purpose of Assessment | identifies and defines targets for behavior change guides us into creating effective and positive interventions |
| What is the shape of assessments? | FUNNEL - because it has a broad scope that narrows focus as you conduct the assessment process |
| 5 phases of assessment | 1. screening and general deposition 2. defining and quantifying problems or desired achievement criteria 3. pinpointing target behaviors to be treated 4. monitoring progress 5. following up |
| pre-assessment considerations | one must ask this critical question who has the authority, permission, resources, and skills to complete an assessment and intervene with the behavior? |
| Indirect Measures | data collected from recollections, reconstructions, or subjective ratings of events. FAST, QABF interviews, checklists |
| Direct Measures | provides information about a person's behavior as it occurs preferred choice over indirect measures tests, direct observations |
| 4 ways to acquire information for assessment | (COIT)Come On Its Theory C- Checklist: (behavior checklist) O - observation: direct observation, direct and repeated in the natural environment, identifies potential target behaviors preferred method, no interpretations; only observable and measurable b |
| Ecological assessment | Great deal of information is gathered about the individual and the various settings in which the person lives and works. |
| Reactivity | The effects of the assessment process on the behavior of the individual being assessed. |
| Habilitation | Assesses meaningfulness of change. Is it really useful to client? Occurs when an individuals repertoire has been changed such that short and long term reinforcers are maximized and short and long term punishers are minimized |
| 10 questions to ask your self when evaluating the habilitation/social significance of target behaviors | 1. Is behavior likely to produce reinforcement in the persons environment after intervention 2. Is behavior a prerequisite for a more complex functional skill 3. Will this behavior increase the clients access to environments 4. Will changing this beh |
| Normalization | People with disabilities should to the maximum extent possible be physically and socially integrated into mainstream society regardless of the degree or type of disability |
| Behavioral cusps | Behaviors that open a person world to new contingencies. Exposes a person to new environments and new reinforcers and punishers, new contingencies, new responses, new stimulus control, and new communities of maintaining or destructive contingency |
| Pivotal behavior | A behavior that once that once learned produces corresponding modifications or covariations in other untrained behaviors. Once you learn it it will lead to more complex behaviors |
| Prioritize target behaviors | 1. Threat to health or safety of client or others 2. Frequency: opportunities to use new behaviors, occurrence of problem 3. Longevity of problem: chronic ones come first 4. Potential for higher rates of reinforcement 5. Relative importance of this |
| 4 functions of problem behaviors | (SEAT) sensory, escape, attention, tangible |
| Positive reinforcement | Getting something Social : attention from others, access to tangible stimuli Automatic: physical stimulation |
| Negative reinforcement | Getting out of something Social mediated : escape from aversive or difficult task Non socially mediated (automatic) escape from aversive stimulus |
| FBA pyramid | Top of triangle: analog assessment, functional analysis Middle part of triangle: direct observation, natural routine Lower part of triangle: indirect assessment (easiest, yields most precise information) |
| Functional analysis | The only FBA method that allows us to confirm hypothesis regarding functional relations between behaviors and environmental events. Antecedent and consequence are arranged so that separate effects on behavior can be observed |
| 4 typical original conditions of an FA | 1. Contingent attention 2. Contingent escape 3. Alone 4. Control |
| How does one interpret FA data | Visually inspecting a graph to see the conditions under which high rates of behavior occurred. The function rises to the top of the graph |
| A (alone) = A (auto) | Alone rises to the top |
| Interpreting FA undifferentiated pattern | Spider web graph: means one of two things 1. Inconclusive results or 2. Problem behavior is maintained by automatic reinforcement |
| Descriptive FBA ( direct assessment) | Direct observation of problem behavior under naturally courting conditions. Events are not arranged in a systematic manner |
| 3 data collections methods for descriptive FBAs | ABC continuous recording ABC narrative recording Scatter plot |
| ABC continuous recording | Record occurrence of problem behavior and selected environmental events within the natural routine during a specified period of time |
| ABC narrative recording | Data is only collected when behavior of interest is observed. Recording is open ended |
| Scatter plot | Procedure for recording the extent to which a target behavior occurs more often at a particular times than others |
| Indirect FBA | Identifying potential events in the natural setting that correlate with the challenging behavior. Gathering information from others who know the individual very well (checklist, interviews, rating scales) |
| Brief FA | Conducting an FA in a short period of time |
| Functional equivalence | Intervention must match the function of the behavior |
| Assessment is on-going | Should continue to monitor how effective interventions are over time. Functions are dynamic and change over time |
| 3 characteristics of a good definition | (OCC) Objective - refer only to the observable Clear - readable and unambiguous Complete - delineate boundaries of a definition ( included and excluded) |
| Social validity | Refers to the extent to which target behaviors are appropriate, intervention procedures are acceptable and important and significant changes in target and collateral behaviors are produced. Persons life changes in a meaningful positive way. |
| 2 procedures for identifying effective reinforcers | Stimulus preference assessment ( what someone likes, identify stimuli that are likely to function as reinforcer) Reinforcer assessment |
| 3 basic methods of stimulus preference assessment | 1. Asking about stimulus preferences 2. Observations 3. Trail based methods ( can be combined to compare methods) |
| Asking about stimulus preferences | Open ended questions, choice format ranking objects on a list ask the target person |
| Observation | Observing and recording what person chooses during free play |
| Contrived free operant observations | Practitioner fills the environment with a variety of items person may like |
| Naturalistic free operant observation | Conducted in learners everyday environment as unobtrusively as possible records how a person allocates their time with each activity |
| Trail based methods | Stimuli presented in a series of trials and learner responds to the stimuli are measured as index of preference |
| 3 ways to measure a learners behavior | (ACE) A - approach any detectable movement towards the stimulus C - contact touching or holding the item E - engagement total time or percentage of intervals in which the person interacts with the item |
| 3 types of trial based methods of stimulus preference assessment | (PMS) 1. Paired stimulus (forced choice) 2. Multiple stimulus 3. Single stimulus (successive choice) |
| Paired stimulus | Simultaneous presentation of 2 stimuli Records how many times stimulus is chosen |
| Multiple stimuli | Simultaneous presentation of an array of 3 or more stimuli Two kinds 1. Items chosen remain in the array and items not chosen are replaced with new ones 2. Multiple stimulus without replacement: the chosen item is removed and order of remaining item |
| Single stimulus | One at a time and a persons reactions are recorded Order varies and presents items multiple times |
| Concurrent schedule reinforcer assessment | Two or more contingencies of reinforcement operate independently and simultaneously for 2 or more behaviors |
| Multiple schedule of reinforcer assessment | Consists of presenting 2 or more component schedules of reinforcement for a single response with only one component schedule in effect at any given time |
| Progressive - ratio schedule reinforcer assessment | Provides framework for assessing the relative effectiveness of a stimulus as a reinforcement as a response requirements increase Requirements for reinforcements increase systematically over time independently of persons behavior |
Created by:
kh1059