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27 Cards in this Set

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Bar graphs
Used for plotting discontinuous data, non-temporal- like preference assessment that shows different DV for IV,
Used to plot means or aggregate data (however condition means can be deceptive because an aggregate does not show relation over time) used as a supplement, not substitute of line graph
Cumulative record
Each data point is graphed separately
Each data point value is added to the previous value- you can find out total amount of behavior over time (never goes down)
Carr et al. (2000)
How did this study extend the MSWO assessment by DeLeon and Iwata (1996)?
making it more parsimonious from 5 stimuli array presentations was reduced to 3 presentation
attempts to evaluate the effectiveness of these stimuli in natural contexts such as they would be pertinent to children
this assessment was more efficient at producing results of a preference assessment over time
Kelly et al. paper
Describe each of the pre-assessments and how the authors used the results for the preference assessments.
1) a social stimuli questionnaire open and closed ended categories of stimuli
2) four 15 minutes videos across different activities to identify frequently delivered forms of attention
3) manipulations of predicted motivating operation for attention to make it more appetitive and increase likelihood of requests for attention
Assessments informed the selection of attention topographies included in the stimulus array for the pictorial paired stimulus preference assessment and the single stimulus reinforcer assessment
Fisher et al., 1992
What was the main limitation of the single-stimulus preference assessment (Pace et al. 1985), and how did the paired-stimulus method (aka the forced choice method by Fisher et al., 1992) address this limitation
Pace’s method only measures responding versus no responding to assess stimulus preference. There is no preference hierarchy, so we cannot tell if differential responding occurs due to preference or reactively due to stimulus presentation. Fisher’s paired-stimulus method includes multiple stimuli as options for differential responding that gains access to the FC-high stimulus and terminates access to the FC-low stimulus that determines preference of one stimulus over another.
How to conduct a free-operant preference assessment
observing behavior in which the participant engages with stimuli during a period of unrestricted access to many activities
contrived observations, with predetermined environment loaded with potentially preferred stimuli, or naturalistic observations, with participant’s everyday environments that offer a variety of activities
no sense of hierarchy, just absolute preference
Fisher et al., 1992
How to conduct a trial & what response(s) to measure in the paired-stimulus preference assessment
Stimulus preference procedure - in each trial a single (from 16 stimuli) stimulus was presented in which approaches or non-approaches were measured. Selection provided access. No selection was provided with sample. And then presentation again, from which approach gained access.
Forced choice trial with paired (from 16) stimuli presentations, and choice for access to one over the other stimulus (removal) was measured. After the participant chose one of the stimuli, the other was removed. Choosing was measured. Choosing neither meant sampling both before representation.
DeLeon & Iwata, 1996 or Carr 2000 article
How to conduct the MSWO procedure
Multiple Stimulus (without replacement) Preference Assessment → presented an 8 stimuli array, including both edible and tangible stimuli that were identified as preferred items by parent/teacher survey. After the participant chose/engaged one of the stimuli, the item was removed and the participant was free to choose another item after randomized representation. 3 repetitions instead of five.
CHH chapter, Fisher article, Kelly article
What are advantages and disadvantages of using a concurrent-operant reinforcer assessment?
Advantages: there are two response alternatives available for reinforcement that should demonstrate which task the participant will choose based on the reinforcer it is attached to. You can see whether the putative R+ works, relative preference between two stimuli; greater increases in responding with high-high stimulus compared to responding in SP high stimuli.
Disadvantages: some participants do not differentiate in responding based on low/high preference reinforcers
Kahng et al.
What is a scatter plot, and what type of information is it designed to provide?
A scatterplot is a plot that identifies temporal patterns in behavioral occurrences by using a grid labeled by timed intervals on the x axis and behavior occurrence counts on the y axis. It can also provide information on stimulus control based on environmental contexts that apply during certain periods.
Kahng et al.
Summarize and compare the results obtained from the two types of data analysis.
Using visual inspection, none of the graphs revealed temporal patterns of behavior. Using statistical analysis, 12 of 15 graphs revealed data points that were outside the control condition limits, indicating the presence of temporal patterns (not control cause) that varied from the mean.
Indirect assessments
Motivation Assessment Scale identifies motivational bases/reinforcers for the disorder/problem behavior through verbal reports; highly variable and suscept. bias
Functional Analysis Screening Tool- yes/no specific close ended questions regarding antecedent/consequent events; high reliability, but not as predictive validity
Reinforcer Assessment for Individuals with Severe Disabilities- structured interview comparing standard set of 16 stimuli with stimuli set ranked by caregivers in preference/reinforcer assessments; caregiver choices validated in both assessments
Closed/opened ended questionnaire- quickly gather information from persons familiar with client behavior with specific choice answers or short open answers, little skill training required-given to caregivers
Descriptive assessment- ABC narrative description of behavior; DA is probably more reliable because there is clear operational definitions, but it is less valid.
Indirect assessments
Advantages vs Disadvantages
The advantages of an indirect assessment is that they can provide large amounts of information when little is known about clients, they can be easy/quick, and they can provide a foundation for further assessments based on direct observation. Disadvantages of indirect assessments are that they can yield less accuracy than direct assessments and they can be highly susceptible to subjectivity and bias from untrained observers.
Zarcone et al., 1991
What was the difference between Zarcone et al.’s method of scoring reliability and the one used by Durand & Crimmins (1988) for the MAS?
The Durand and Crimmins method used a Likert scale of behavior probability and mean rate scores for all kinds of behavior occurrences. The Zarcone et al. study involved a Pearson-product correlation which looked at the raw score between two raters across all items in the questionnaire, categorized by four types of reinforcement, and with the four categories of reinforcement ranks from highest to lowest. This also included a measure of reliability based on an item-by-item agreement and with adjacent agreement scores. Question by question agreement. This method found higher variability and lower correlations across MAS responses.
Iwata 2013 FAST study
What are some potential advantages of indirect assessments that may explain their popularity?
Advantages: formatted in a consistent interview style that can be efficient at gathering large amounts of information from caregivers, little skill or training required to fill out a questionnaire, and it can provide a foundation for more complex and empirical assessments to be done later
Disadvantages: low levels of reliability and validity, they do not assess the consequence event function of behavior
Iwata 2013 FAST study
Briefly describe how the validity of the indirect assessments was assessed, along with the main finding from the validity analysis.
Reliability of FAST data was fair 65-71%. Validity was assessed by comparing the FAST results with results from a functional analysis that also analyzed different forms of reinforcement. Each FA provided clear outcomes, but this was not always found in FAST results. The FAST did not have clear predictability (only moderate level of validity), but it did match 100% reliability in functions related to SR+. It had less validity in cases with idiosyncratic forms of reinforcement that would not be covered in a FAST and only in an FA.
Fisher (1996) RAISD study
Describe the general outcome of the reinforcer assessment. What did the results tell us about the RAISD?
The reinforcer assessment was able to better identify the more potent reinforcing stimuli based on choice performances from the set of stimuli generated by caregivers. The RAISD assisted in the reinforcer assessment process because predictions of preference from caregivers were better from the list of stimuli generated by them compared to the standard list of stimuli. Therefore both RAISD and reinforcer assessment methods are able to identify more highly preferred stimuli.
How is ABC narrative recording different from ABC continuous recording?
ABC narrative recording is a summary narrative of the events before, during, and after the target behavior, and the occasion of data collection is that target behavior occurred. This is more likely subjective and less reliable because it is recorded retrospectively. ABC continuous recording provides more continuous quantitative data throughout an interval with any changes to antecedent events, target behavior, and consequent events that can be analyzed for patterns and with probabilities.
What is conditional probability?
Conditional probability measures the likelihood of an event (B) given that another event/behavior/circumstance has occurred already (A).
Thompson and Iwata (2007) on descriptive assessments
Based on the findings of this study, comment on whether or not you would recommend this descriptive assessment for identifying variables that maintain problem behavior.
The DA assessment does not seem sensitive enough to assess other potential functions for problem behavior besides attention, which is naturally programmed in social environments. It is more likely to yield attention as the consequence with highest conditional probability because it is a naturally occurring consequence. Therefore, it could not identify other variables that maintain behavior, even if attention is also delivered concurrently. With a DA, contexts that never reinforce behavior with escape and avoid presenting demands fail to test other conditions like escape. A descriptive assessment can be used to begin to gather information about relevant behavior and events, but a follow up FA is necessary to test these event conditions regardless.
Vollmer et al. (2001)
To what does the “strength” of a contingency refer?
The strength of a contingency refers to the likelihood that a consequence will result after a specific behavior occurs and that a consequence will not result if a specific behavior does not occur. It is strong if conditional probability is 1 for reinforcement and 0 for no reinforcement of a non-occurrence.
Vollmer et al. (2001)
For the conditional probability calculation, when would an event be scored as a “yes”? For the background probability calculation, when would an event be scored as a “yes”?
When the potentially reinforcing event occurred after the target behavior within 10, 15, 25s intervals, it was scored as a yes for conditional probability.
When the potentially reinforcing event occurred after a selected (from 50 points) random point in time, it was scored as a yes for background probability calculation.
Borrero and Borrero (2008)
Describe the two conditional probabilities for precursors and problem behavior. Why were two conditional probabilities evaluated, rather than just one?
Conditional probability of the precursor measures precursor behavior that occurred a certain period before problem behavior over the total occurrences of problem behavior. Conditional probability of problem behavior directly looks at which instances of problem behavior occurred within an amount of time after precursor behavior. Two conditional probabilities were evaluated because both events do not hold a transitive relation of probability, equal in both directions of predictability. Conditional probability of problem behavior showed how instances of problem behavior do predictably follow precursor behavior, but not necessarily that precursor behavior could be predictive of problem behavior. Conditional probability of precursor behavior could show that precursor behavior was predictive of problem behavior, but not that problem behavior predictably followed precursor behavior.
Borrero & Borrero
Be able to describe the findings from the conditional probability analysis and FA figures.
The conditional probabilities for potential precursor and problem behavior were higher compared to unconditional probabilities for precursor and problem behavior. Precursor and problem behavior were found to be members of the same operant class since they share the same operant function. Precursor behavior also occurred in conditions when problem behavior was reinforced, and also, reinforcement consequences that were once contingent on problem behavior but changed to be contingent precursor behavior could suppress problem behavior if precursor behavior could also access the same consequence reinforcement.
Borrerro & Borrerro
If provided with an event timeline, calculate the conditional and unconditional probabilities of problem behavior and consequent events.
conditional p(y/x) precursor= occurrences of y at most 10 sec before occurrences of x/ occurrences of x
conditional p (x/y) problem behavior= occurrences of x at most 10 sec after occurrence of y/ occurrences of y
unconditional p (y)= # of y/ # total intervals
unconditional p (x) = # of x/ # total intervals
Borrerro & Herscovitch studies
What is a precursor response and when might a functional analysis of a precursor response be most useful?
A precursor response is a response that is associated with occurring reliably before a target response or that a target response occurs reliably after a precursor response. A functional analysis might be most useful when an FA of the target response is not possible/feasible, and if the relation between a precursor and target behavior is strong, a precursor FA can reveal the function of problem behavior because they are part of the same operant class.
Herscovitch
What are some potential limitations of previous research on functional analysis of precursor behavior? How does the current study extend this prior research?
Previous research used only indirect assessments to identify precursor responses. This study attempted to find which precursor responses identified by indirect assessment (interview) have the strongest relation to targeted problem behavior, which was determined by calculating correlation probabilities from descriptive assessment. Also, it conducted direct assessments (FA) on precursor behavior and targeted problem behavior to compare the results of indirect assessments.