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BCaBA exam
Functional Analysis
| Question | Answer |
|---|---|
| The purpose of a Functional Assessment is to identify the variables of which behavior is a | function |
| A functional Assessment should | guide treatment development |
| Functional Assessment involves systematic manipulation of | environmental factors |
| Use of Functional Assessment will ___ the likelihood that effective interventions will be selected | increase |
| Functional Analysis is considered | best practice |
| Functional Analysis should be used when this is not clear | Descriptive Assessment |
| SIB is a | learned behavior |
| Functional Analysis realies that the treatment and intervention should be | function based and not topopgraphy based |
| There are 3 test conditions and 1 control condition in a Functional Analysis which are | Alone, Social dispproval, task demand, control |
| problem beahvior results in a break from instructional or work activity | Negative Reinforcement, Escape from demands |
| problem behavior results in verbal reprimands or statements concern of caregivers | Postive Reinforcement, Attention from caregivers |
| problem behavior results in access to preferred items usually as a form of redirection from the problem behavior | Positive Reinforcment, Access to tangibles |
| Problem behavior produces a form of stimulation that reinforces the beahvior in the absence of social consequences | Automatic Reinforcement (sensory reinforcement) |
| Problem behavior is maintained by different consequences | Multiple Control |
| This condition is devoid of the relevent antecedents and consequence related to each hypothesis | control condition |
| Functional Analysis uses this type of graph | line graph |
| If the condition is attention what are the antecendents and consequences | no attention / attention |
| If the condition is escape what are the antecdents and consequences | Academic demand / termination of the demand |
| If the condition is Alone (ignore) what are the antecendent and consequences | improverished environment / no social consequences |
| If the condition is control (play) what are the antecedents and consequences | enriched engironment, no demands / no social consequences |
| If the results are not clearly defined, what might that mean | Multiple controls, difficult to discriminate, relevant variables not tested, automatic reinforcment is maintaining the behavior, low rates of behavior is not occuring during the FA |
| This type of functional analysis involves manipulating antecendents | antecendent functional analysis |
| This type of fucntional analysis is run in a few sessions or is very brief | brief functional anylsis |
| This type of functional analysis helps to clarify the results of low rates of Bx | extended session durations |
| This test condition is implemented sequentially but each is alternated with a control | Pairwise - single test and control group |
| This type of functional analysis aides in determining if undifferentialed rates are due to design problem or automatic reinforcement | Extended alone conditions |
| Pre-session deprivation, divided attention, task novelty, fixed order of sessions, discriminative stimuli (different rooms, therapists), and vary control condition are all all types of | Antecedent Manipulations |
| Evaluating one topography at a time, schedules of reinforcement, quality type of duration etc are all types of | Consequence manipulations |
| Use this type of Functional Analysis if assessment times are limited | Brief functional analysis |
| Use these types of Functional Anaysis if the behavior occurs at very low rates | Stimulus control manipulations, extended sessions to increase EO, conduct descriptive assessment to identify idiosyncratic variables |
| Assessment must be conducted in a | naturalistic setting |
| Use these types of Functional Analysis methods if the behavior poses significant risk and can not be allowed or occur often | Latency measures, functional assessment of precursor behavior |
| Conduct FA when | benefits outweights risks, protective procedures are in place, a controlled setting is available, trained staff, The behavioral analyst is experienced, informed consent, and the procedures are reviewed and approved |
| Functional Analyses allow us to talk about these types of relationships | Cause and Effect |
| Functional Analysis isolates relevant | variables |
| Name a limitation of experimental analyses | failure to identify the full range of controlling variables, may shape a new function for the problem behavior, time and labor, specialized training, contrived situations may not stimulate what actually occurs in the natural environment. |
| These types of consequences may be identified through naturalistic observations | idiosyncratic |
| Problem behaviors may be high in a given condition but only when motivational variables are in effect are called | Establishing Operation Effects |
| If you are testing for social negative reinforcment contingent on problem behavior you should | Remove the task demand contingent on the behavior |
| This type of functional analysis involves that the client is exposed to four conditions repeatedly | Multi-Element |
| Presenting or removing varous environmental events or situations in a repeated and systematic fashion and observing how changes affect persons behavior is done to | determine functional relations |
| What's tested in the alone condition? | Automatic reinforcement |
| Attention is being tested in what condition | social disapproval |
| You should only conduct a FA if | Benefits outweigh risks, controlled setting, expertise, staff support |
| In a FA the control condition allow us | to make comparisions to aid in making conclusions |
| If escape is the maintaining varibale then what is being tested | demand |
| A FA should be used with | DD, kids in school, organizations, typical population with mental helath diagnosis |
| Functional Analysis is a | Process |
| Functional analysis lead to | the function of the behavior, increased prevalence of reinforcement based research |
| Who developed the FA research | Iwata et al 1982, Durand and Carr 1992, Kahng et al 2000, Kahng et al 2001 |
| This scale is used to quantify tissue damage | Self-Injury Trauma Scale |
| How can someone identify reinforcers | Use an indirect assessment, use direct observation, use reinforcer sampling |
| This yields a prediction of what stimuli may function as reinforcers in actual training therapy | Stimulus preference assessment |
| Reinforcing efficacy of a single item is tested by comparing levels of a response when it is delivered as a consequence to levels observed during basline is a type of | single operant managemetn |
| A concurrent schedule is use to compare the relative strength of 3 or more reinforcers | concurrent-operant arrangement |
| Name some types of stimulus preference assessments | reinforcement survey, ask a client, identify activities, collect data in the environment to see what behaviors occur, ,use verbal assessments or pictural assessment |
| What is preferred may not be reinforcing | False Positive |
| False Negative | What is not preferred may be reinforcing |
| This type of interview has been shown to lead more positive results | Force Choice |
| By putting someone in a room and collecting data on items that the child approaches and engages in is called | Free operant |
| For someone with developmental delays the most accurate reinforcement assessment is | Single Item Presentation |
| To determine which items are most and least likely to be preferred one should conduct a | MSWO - preference hierachy |
Created by:
krisbari