Chap03 - Class notes PDF

Preview

Summary

Class notes...

Description

Chapter 3 Role of Assessment in Applied Behavior Analysis – Methods to identify and define __________________for behavior change – Identify relevant factors that may inform or influence ______________________ Five Phases of Assessment 1. Screening 2. Defining problem or criteria for ________________________ 3. Pinpointing target behaviors 4. _____________________________progress 5. Following-up Pre-assessment Considerations – Ethical considerations  Authority  ______________________________  Resources  Social ________________________ Assessment Methods – ___________________ measures  Interviews  Checklists – __________________ measures  Tests  Direct observation Interviewing the Individual – Identify list of potential target behaviors  ________________ and __________________  Avoid “why” – Identify primary concerns – Verified through further data collection  Direct __________________________  Use of questionnaires or self-monitoring Interviewing Significant Others – Develop behavioral descriptions  What, when, how  Avoid “why”  Move from _____________________ to _________________________ – Determine participation

Checklists – Descriptions of _____________________behaviors and conditions under which each should occur – Alone or with interview – Typically Likert-scale assessments – Ask about ____________________ and _____________________________  Child Behavior Checklist  Adaptive Behavior Scale - School  Adaptive Behavior Scale - Residential and Community Standardized Tests – _________________________________________ administration  Compares performance to specified criteria  Norm-referenced – Limitations  Do not specify target behaviors  Do not provide __________________ __________________ of behavior  Licensing requirements Direct Observation – Direct and repeated – _____________________________ environment – Identifies potential target behaviors – ___________________________method Anecdotal observation Features of ABC recording – Descriptive – Temporally sequenced – Description of behavior ______________________________  Full attention, 20 - 30 min – Observations only, no ______________________________________ – Repeat over several days Ecological Assessment – Data on ___________________________ and ______________________________  Physical features  Interactions with others  Home  Reinforcement history – Evaluate amount of descriptive data required to ____________________ current need

Reactivity

– Effects of __________________________ on ______________________ being assessed  Obtrusive assessment great impact  Self-monitoring most obtrusive – Reduce reactivity  _________________________________________ methods  Repeat observations  Take effects into account Assessing Social Significance – Consider whose behavior is being assessed and why  Unacceptable to change behavior _______________________________ __________________ ______________________ ______________________ – To what extent will proposed change improve the person’s life? Habilitation – Degree to which a person’s behavior repertoire __________________________ short and long term _______________________ and ____________________________ short and long term ______________________________________ – Use to assess meaningfulness of behavior change Determining Habilitation – Relevance of behavior __________________________ intervention – Necessary prerequisite skills – Increased access – Impact on behavior of ___________________________ – Behavior cusp – Pivotal Behavior Behavior Cusp – Behaviors that open person’s world to new ____________________________  Crawling, reading – Socially valid – Generativeness – Competes with inappropriate responses – Degree that others are ______________________________________ Pivotal Behaviors – Once learned produces changes in other _____________________________ behaviors  Self-initiation, joint attention – Advantages for both interventionist and client

Determining Habilitation

– Age appropriateness  Normalization  Philosophy of achieving greatest possible _____________________________ of people with disabilities into society – Replacement behaviors  Cannot eliminate or reduce a behavior without teaching a _______________________________________ Determining Habilitation – Actual target goal or indirectly related  ____________________________ vs. work _____________________________ – Talk v. Behavior of interest  Primary importance is ___________________________ behavior – Focus on behavior, not ________________ product  Weight loss or exercise and diet? Prioritizing Target Behaviors 1. ____________________________ to health or safety 2. Frequency – Opportunities to ______________new behavior – Occurrence of problem 3. Longevity 4. Potential for higher rates of _____________________________ 5. Importance – Skill development – Independence 6. Reduction of negative attention 7. Reinforcement for significant others – Social validity – Exercise caution when considering 8. Likelihood of success – _______________________________ – Practitioner’s experience – Environmental variables – Available resources 9. Cost-benefit – Costs include client’s _______________________ and _______________________ Target Behavior Ranking Matrix – Numerical __________________________ of potential target behaviors – Increase client, parent, and staff participation  Resolve conflict  Build consensus

Sample Ranking Matrix Behaviors

#1

#2

#3

Does this behavior pose a danger? 0 1 2 3 4

01234

01234

How long-standing is this problem 0 1 2 3 4 or deficit?

01234

01234

Will changing this behavior produce 0 1 2 3 4 higher rate of reinforcement?

01234

01234

How likely is success in changing this behavior?

01234

01234

01234

Defining Target Behaviors – Role and Importance of Definitions  Definitions required for __________________________________  Replication required to determine usefulness of data in other situations  Necessary for research Importance of Definitions to Practitioner – Accurate, on-going evaluation requires explicit definition of behavior – ______________________________________________definition  Complete information – Accurate and believable evaluation of effectiveness Two Types of Definitions – _____________________________-based  Designated according to effect on the environment – ______________________________-based  Identifies the shape or form of the behavior Reasons to Use Function-based Definitions – Includes all members of __________________________ _________________ – The function of behavior is most important feature – Simpler and more concise definitions  Easier to measure accurately and reliably

Other Uses

– When ____________________ _______________________ is not within control of behavior analyst  Logistical, ethical, or safety reasons  e.g., Function of elopement is a lost child – In these cases, function-based definition by proxy  More restrictive definition that keeps behavior within control of analyst Reasons to Use Topography-based Definitions – Behavior analyst does not have direct, reliable, or easy access to functional outcomes – Cannot rely on function of behavior because each occurrence does not produce relevant outcome Other Uses – When the relevant outcome is sometimes produced by undesirable variations of the response class  e.g., A basketball player scores with a sloppy shot from the free throw line – Definition should encompass ________ __________________ ___________ that produce relevant outcomes Writing Target Behavior Definitions – A________________________________________ – C________________________________________ – C_________________________ – Inclusions – Exclusions Characteristics of Good Definitions – Objective  Refer only to the ___________________________ – Clear  Readable and ______________________________ – Complete  Delineate ___________________________________ of definition Purpose of Good Definitions – Precise and concise description – _______________________________________ observation – Accurate recording – Agreement and _____________________________________

Testing a Definition

– Can you count number of occurrences?  Should answer “___________” – Will a stranger know what to look for based on definition alone?  Should answer “___________” – Can you break the target behavior down to smaller, more specific components?  Should answer “_________” Setting Criteria for Behavior Change – Selected because of ____________________ to clients o Increase, maintain, generalize desirable behaviors o Decrease undesirable behaviors – Valued and meaningful behaviors have _______________________ _______________ Set Criteria Before Modifying – Setting criteria as important as defining – Range of _______________________________________________ – Must identify optimum range prior to modifying – Must know when to ___________________________ treatment – Eliminate disagreements on effectiveness Two Approaches for Setting Criteria – Assess performance of highly __________________________________ people – Experimentally manipulate different ________________________ ______________________ to determine optimal results...