Applied Behavior Analysis Ch 1-4, 6

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applied behavior analysis

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a way to understand and predict human behavior

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inclusive

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it must account for a substantial quantity of behavior

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verifiable

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it can be tested in some way

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predictive utility

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provides reliable answers about what people are likely to do under certain circumstances

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parsimonious

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the simplest answer will account for the observed phenomena

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biophysical explanations

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human behavior is result of interactions among four bodily fluids (physical)

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Genetic and Hereditary Effects

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behavioral characteristics have some hereditary basis

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categories of temperament

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activity level
rhythmicity
approach or withdrawal
adaptability
intensity of reaction
threshold of responsiveness
quality of mood
distractibility
attention span
persistence

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biochemical explanations

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result from excesses or deficiencies of various substances found in the body

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Usefulness of biophysical explanations

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PKU
down syndrome
Fair on Verifiability
Poor on Inclusiveness, Predictive & Parsimony

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Developmental Explanations

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based on fixed, developmental sequences

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Psychoanalytic Theory

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Freud - developmental with progression through certain crucil stages

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id
ego
superego

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id - seeks gratification without any external control
ego - relates to the environment
superego - function of parental training

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Freud's stages

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oral
anal
phallic
latency
genital

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Stage theory of Cognitive Development

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Piaget

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assimilation

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tendency to adapt the environment to enhance personal functioning

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accommodation

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tendency to change behavior to adapt to the environment

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equilibrium

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balance between assimilation and accommodation

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Cognitive Stages

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sensorimotor - birth to 1-1/2 yrs
preoperational representational thinking- 1-1/2 to 4 yrs
preoperational intuitional thinking - 5 to 7 yrs
concrete operations - 7 to 11 yrs
formal operations - 12 to adulthood

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assimilation

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tendency to adapt the environment to enhance personal functioning

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Usefulness of Developmental Theories

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offer general information about average people
Good - inclusiveness
Fair- Predictive
Poor - Verifiability, Parsimony

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Cognitive Explanation

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relationship between things perceived is important

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Gestalt

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tendency to perceive things in an organized fashion

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Gestalt principles

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Proximinty
Similarity
Closure
Pragnanz - hint: proofreading

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Cogntive theory of education

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emphasis on rearranging thought patterns and gaining insight as a basis for learning new academic and social behavior

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Constructivism

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students must construct their own knowledge

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cognitive field theory or field theory

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social behavior as based on factors within the person's life space (environment) as it is perceived by the person and as it affects the person's behavior

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Usefulness of Cognitive Theory

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good - inclusiveness
poor - verifiability, predictive, and parsimony

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Behavioral explanation

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human bhavior (adaptive and maladaptive) is learned

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positive reinforcement

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relationship between beh and consequen--
demonstrated when a behavior is followed by a consequence that increases the behavior's rate of occurrence

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negative reinforcement

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rate of a behavior's occurrence increases when some (usually unpleasant) environmental condition is removed or reduced in intensity

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punishment

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behavior followed by a consequence that decreases the behavior's future rate of occurrence

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punisher

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only if the rate of occurrence of the preceding behavior decreases

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punishment

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technical term to describe a specific relationship -- occurs only when the preceding behavior decreases

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extinction

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previously reinforced behavior is no longer reinforced and its rate of occurrence decreases

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stimulus control

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a relationship between behavior and an antecedent stimulus, rather than behavior and its consequences

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antecedent stimulus

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event occurring before the behavior is performed

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modeling

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demonstration of the behavior

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shaping

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uses reinforcement of successive approximations to a desired behavior to teach new behavior

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Skinner

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behaviorist emphasis on which environmental factors increase, decrease, or maintain

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Usefulness of Behavioral Theory

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Fair - Inclusiveness
Good - verifiable, predictive, parsimony

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positivism (Bacon)

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emphasized that the only valid knowledge was that which was objectively observable

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(Darwin) emphasized

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continuity between animal and human behavior - learn about humans thru observation of animals

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functionalism (James)

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precursor to behaviorism - emphasis on practical observational approach

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respondent conditioning

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(Pavlov)
AKA classical conditioning

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Pavlovian, classicial, or respondent conditioning

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pairs stimuli so that unconditioned stimulus elicits a response

basis of behavioral change called behavior therapy

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behavior therapists concentrate on

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breaking up maladaptive, conditioned reflexes and buliding more adaptive responses

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associationism (Thorndike)

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interested in associations between situations and responses

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Law of Effect (Thorndike)

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any act which in a given situation produces satisfaction becomes associated with that situation, so that when the situations recurs the act is more likely than before to recur also
-- principle of positive reinforcement

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Law of Exercise (Thorndike)

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a response made ina particular situation becomes associated with the situation
- related to stimulus control principle

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Operant Conditioning (Skinner)

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model for explaining, predicting and changing human behavior - voluntary behaviors and their consequences

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behavior modification

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operant conditioning techniques applied to human beings

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applied behavior analysis (defined)

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process of applying sometimes tentative principles of behavior to the improvement of specific behaviors, and simultaneously evaluating whether or not any changes noted are indeed attributed to the process of application

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Baer said

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ABA must change socially important behavior

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ABA in the classroom

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document progress
manage behavior positively
teach students to make good choices
make difference in students' lives

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behavioral objective

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behavior that should result from the instruction or intervention that is planned

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reason for behavioral objectives

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-written statement of change in target behavior
-inform students of what is expected
-facilitates effective programming by the teacher
-basis for selecting appropriate materials and instructional strategies

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pinpointing behavior

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specific, observable, measurable behavior described clearly

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educational goals

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framework for the academic year - what proportion of the student's educational potential to be developed during the next academic year

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goals established using information from:

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school psych
education
adaptive behavior
therapeutic services
physical health

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goals should be written in a number of domains of learning:

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cognitive
communication
motor
social
self-help
vocational
maladaptive behavior

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goals are converted into

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statements of instructional intent

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components of a behavioral objective

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-identify the learner
-identify the target behavior
-identify conditions under whicht the behavior is to be displayed
-identify criterial for acceptable performance

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operational definition

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agreed-on description of observable and measurable characteristics of the motor performance of the behavior

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basic criterion statement or acquisition

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indicates the accuracy of a response or the response frequency of occurrence

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fluency

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the appropriateness of the rate at which the student is accurately performing the new response

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maintenance

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the ability to perform a response over time without reteaching

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generalization

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can perform and adapt the behavior under conditions different from those in place during acquisition
- generalized across 4 basic dimensions

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Bloom's hierarchy

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evaluation--
synthesis--
analysis-- > functional use of beh
application--
comprehension--
knowledge--

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ITP

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individual transition plan (ITP) - part of the IEP that links long-term planning with annual school year planning

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BIP

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behavioral intervention plan
-links the management of behaviors that impede instuction with positive intervention strategies to reduce the occurrence of inappropriate behaviors and increase appropriate behavior

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BIP includes

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operational definition
results of FBA
prevention strategies to be used
behavioral objective

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2 circumstances requiring BIP preparation:

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-pattern of behavior impedes learning of the student
-behavior subjects student to disciplinary action

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frequency

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the number of times a students engages in a behavior

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rate

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behavior expressed in a ratio of frequency with time -- ex; 2 times per minute

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duration

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measurement of how long the student engages in the behavior

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latency

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length of time between instruction to perform behavior and the occurrence of the behavior

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topography

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the "shape" of the behavior -- what it looks like

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force

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intensity of the behavior

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locus

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where the behavior occurs

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anecdotal reports

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complete description of the student's behavior in a particular setting or during an instructional period

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anecdotal report includes

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setting info
everything target student does and says
who the student says or does it to
everything said to the student
differentiate opinion from fact
provide time line of duration

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permanent product recording

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tangible items or environmental effects that result from a behavior

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permanent product recording should include

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rate
duration or latency
topography
force

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observational recording systems

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record the behavior as it is occurring

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event recording

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the number of times a behavior occurs during a specified time period

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interval recording or time sampling recording

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the length of time the student spends performing some behavior

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latency recording

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length of time it takes a student to start doing something

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discrete behaviors

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have an obvious or agreed upon beginning and end

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event recording not good in these instances

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-beh occurring at such a high frequency that the number recorded may not reflect an accurate count
-one beh response can occur for extended period of time

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controlled presentations

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teacher controls the number of opportunities the student will have to perform the behavior

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total duration recording

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measures how long a student engages in a behavior in a limited time period

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latency recording

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measures how long it takes a student to begin performing a behavior once its performance has been requested

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reliability

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accuracy of the recording

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Factors affecting data collection

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reactivity - presence of observer
observer drift - change in stringency of application of operational definitions
complexity - more complex = less reliability
expectancy - preconceived notions about student beh

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dimensions of behavior

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frequency
rate
duration
latency
topography
focus
locus

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abscissa

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horizontal line
shows frequency data collected
ex; days, dates, sessions

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ordinate

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vertical line - y axis
identifies target behavior & kind of data being reported

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conditions

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phases of an intervention during which different approaches are used

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baseline

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record of the current level of the behavior

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intervention

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strategy to reduce the behavior

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cumulative graph

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number of occurrences observed in a session is graphed after being added to the number of occurrences in the previous session

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bar graph

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uses vertical bars rather than data points to indicate performance levels

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function of behavior

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to make a desired change in the environment

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5 functions of behavior

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to gain attention
to gain a tangible reward
to gain sensory stimulation
to escape from task/person/event
to escape from painful stimulation

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functional assessment

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set of info gathering strategies and instruments

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functional analysis

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strategy of manipulating the student's environment and observing the effect on the beh

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BSP

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behavior support plan

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steps in development of BSP

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develop operational definition
collect initial confirming data
notify IEP committee members

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IDEA requires BSP on 2 occasions

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-beh results in a suspension of up to 10 days or a change of placement
-beh impedes learning of the student or of another student

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screening

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request health, medication, physical, sensory and learing disability info

implement changes based on screening

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steps in constructing functional analysis

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employ indirect info gathering strategies

employ direct information gathering strategies

formulate hypothesis of function

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functional assessment

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a set of information gathering strategies used to formulate a hypothesis about the function of an inappropriate beh

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analog setting

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an environment outside the classroom where controlled presentation of the conditions can be managed

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Behavior Support Plan steps

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-review hypothesis and select components of BSP
-collect and use data to evaluate/revise plan as needed
-maintain and generalize successful results and fade intervention as appropriate