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51 Cards in this Set
- Front
- Back
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1. The referral 2. Intake, screening & disposition 3. Preliminary statement of problem |
Initial Stages of Pre-Treatment Behavioral Assessment |
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*Do you have the training/experience necessary to accept the case? - If not, would you have the necessary consultative services or supervision from someone who does? - If neither, then you should refer out to another bx analyst |
The Referral |
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*Evaluations/assessments *Support plans (IHP, IPP, IEP) *Activity/class schedule *Treatment plans *Progress notes *Incident/"disciplinary" reports *Correspondence/emails *Current/past behavioral repertoire *Environmental factors *Medical history |
Record Review Components |
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*Information is gathered about the person and the environments in which they live and work *Physiological conditions *Physical aspects of the environment *Interactions with others *Home environment *Past reinforcement history |
Descriptive Assessment Ecological Assessment |
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*To identify the variables of which a behavior is a function *Focus on 3 topics 1. Description of problem bx 2. Antecedents of problem bx 3. Consequences of problem bx *To guide tx development - Eliminate fx of problem bx - Train alternate means for achieving that "purpose" - Suggest which tx are not likely to be effective |
Functional Assessment of Behavioral Disorders |
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*Negative reinforcement: escape from demands, problem bx results in a break from instructional work or activity *Positive reinforcement: attention from caregivers, problem bx results in verbal reprimands or statements of concern *Positive reinforcement: access to tangible reinforcers, problem bx results in access to preferred items *Automatic reinforcement: (sensory reinforcement?), problem bx produces a form of stimulation that reinforces bx in the absence of social consequences |
Common Behavioral Functions |
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*Changes in tx culture - General changes in approach to tx of problem bx have occurred since the development & extensive use of fx assessment *Fx analysis led to a proportional increase in the prevalence of reinforcement based over punishment based studies in the literature base |
Impact of Functional Assessment |
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*Behavioral Assessment: broadest term *Descriptive Assessment: observe w/out manipulations *Functional Analysis: systematic manipulations of environmental events, measures DV, target bx *Functional Assessment: assessment that gets at functional relations btwn bx & environment, can be done through descriptive assessment or FA Not all bx assessment is functional assessment |
Basics of Functional Assessment |
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*Provides an organized, conceptually sound & efficacious method for obtaining data essential to the decision to: - Intervene or not - Where to intervene - How to intervene - Identification of fx relations *Does not permit the same degree of precise determination of fx relations btwn bx & its stimulus conditions as in procedures involving the systematic manipulation of variables under controlled conditions (FA) |
Characteristics of Descriptive Assessment |
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*To obtain & organize relevant info. about bx and its circumstances *To develop hypotheses regarding: - the need for alternatives to bx analysis services - locus of intervention-general vs narrow (could be as broad as the overriding systems of contingencies operating in a person's or more than one persons environment) - functional relations *To provide useful info. for evaluating interventions on an ongoing basis *The use of bx change procedures in the absence of info. of the type obtained through descriptive assessment has typically resulted in minimally effective (at best) or harmful (at worst) interventions |
Rationale for Descriptive Assessment |
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*To generate reasonable hypotheses about tx relations which may then be used to develop a fx based intervention plan that is likely to be minimally intrusive yet effective *To assist in evaluating & revising an existing intervention plan |
Purpose of Direct Descriptive Assessment |
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*Fx relations cannot be solely gleaned from indirect methods or from direct measures of rate of occurrence or other measures of dimensional quantities of bx Data collection methods - ABA narrative recording - ABC continuous recording - Scatterplot |
Direct Descriptive Assessment- Data Collection |
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*AKA Anecdotal observation *Observer produces written narrative of an individual's bx throughout a specific period of time & a description of the environmental conditions under which the bx were emitted |
Narrative Recording |
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*Observer records occurrences of the target bx & selective environmental events in the natural routine *Targeted env. events are recorded whenever they occur, regardless of whether the problem bx occurred with it |
Continuous Recording |
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A = Antecedent variables B = Topography of target bx/problem bx C = Socially mediated consequent events D = Direct (natural) result of bx (non-social environmental effects) *Same as the A-B-C descriptive analysis except 2 different types of consequent events are included |
A-B-C-D Descriptive Analysis |
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*A systematic presentation & examination of info. or data regarding target bx & its stimulus conditions in an ABC format done after doing narrative recordings &/or ABC data collection |
Sequence Analysis |
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*A data collection form for problem bx & the intervals of time bx occurred *It provides a graphic display of data in a grid format *It is used to identify pasterns of bx in a natural setting *Plots occurrence of target bx as a fx of - Time - Context - Activities |
Scatterplot |
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*Break vertical axis into time intervals corresponding w/activity schedule *Break horizontal axis into successive days *Decide whether to use occurrence vs nonoccurrence per given interval or to use 3 discrete categories (e.g. 0, low & high) *Recording is done at the end of each interval - Find out what differs in times when bx occurs most vs least (setting, activity, staff, EO) - Find out similarities in times when bx occurs about the same |
Scatterplot (How to use) |
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*A systematic presentation &/or examination of information or data regarding the target bx & its conditions, in some format facilitating the identification of specific types of variations in the occurrence of the target bx w/in relevant time frames & potential stimulus conditions |
Pattern Analysis |
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*Decide whether or not to intervene - Will central participants agree on need for bx change? - Will social & physical environment support intervention? *Is there really a need for or are there alternatives to bx services? *Hypothesize fx relations *Locus of intervention - Narrow as single operant or - Broad as overriding systems of contingencies in environment *Decide where to intervene *Decide how to intervene: develop bx analysis service plan or alternative recommendations *Do we need to do FA? - If not, write up bx assessment report, including recommendations *If appropriate, write Bx analysis support plan |
After Completing Descriptive Assessment |
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*A systematic gathering of info. in order to make data-based decisions & - Determine if problem w/bx exists - Describe bx & environment - Determine fx relationships btwn bx & env. - Provide info. to develop bx plans - Monitor progress implementation - Evaluate tx effectiveness - Evaluate maintenance & generalization |
Behavioral Assessment |
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*Focuses on observable/measurable bx *Bx is in itself important/not just as a symptom *Ecological perspective *Bx is situation specific & extrinsically variable *Assessment is ongoing; not just pre or post tx |
Characteristics of Behavioral Assessment |
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*Essential to the decision to intervene *Identification of fx relations *Where to intervene *How to intervene *Monitor & evaluate intervention |
Rationale for Performing Behavioral Assessments |
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*Narrative recording *ABC data collection *Measuring dimensional & dimensionless quantities of bx *Scatterplots *Observation of permanent products |
Direct Assessment Methods |
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*Record review *Interview *Paper/pencil questionnaire - May be done in an office |
Indirect Assessment Methods |
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*Involve examining, sometimes manipulating antecedents to bx but not consequences to bx *Provides correlational info. but does not allow causality to be determined *Often conducted in settings in which it is impossible or unethical to manipulate consequences (e.g. natural environments) |
Descriptive & Antecedent Assessment |
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*Involves systematically manipulating both the antecedents & consequences to the bx *Provides the most accurate info. regarding environmental events that cause bx *Certainty about controlling variables is greatest when systematic manipulations are employed |
Functional Analysis |
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*Controlled variables identified through - Systematic manipulation of measurable environmental factors - While measuring specific dimensions of bx - Within acceptable methodological parameters *Certainty about controlling variables is greatest when systematic manipulations are employed *Can be either inductive or deductive |
Characteristics of Functional Analysis |
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*Approach is indicated when descriptive assessment does not provide sufficient information for formulating reasonable hypothesis or *When intervention based on hypothesis generated from descriptive assessment are not producing the desired bx change & no further adjustments are indicated by the data or other info. *Should be considered when there is a huge time & resource investment in training a large # of staff across a # of relevant environments to perform the requisites of the selected bx change strategies |
Rationale for Functional Analysis |
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*Antecedents & consequences representing those in the person's natural environment are arranged so that their separate effects on problem bx can be observed & measured *Referred to as an 'analog' bc antecedents & consequences similar to those occurring in the natural routines are presented in a systematic manner but the analysis is not conducted in the context of naturally occurring routines (allows BA better control) *Refers to arrangement of variables rather than the setting |
Functional Analysis |
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*Several conditions are arranged, each designed to test a specific hypothesis about the controlling variables for problem bx - includes a control condition theoretically devoid of the relevant antecedents/consequences related to each hypothesis *Conditions are repeatedly administered - Response rates are measured in each condition - Commonly employs a multielement design |
Functional Analysis |
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Common Forms *Durand & Carr (1992) FA - Emphasis on antecedent, especially EO during each condition *Iwata et al. (1982) FA - Emphasis of antecedents & consequences for bx during each condition |
Common Forms of FA |
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Condition Antecedent R-Consequence Attn No attn R-attn Escape Demand R-demand stops Alone (ignore) Impoverished R- none Control Enriched (enriched) No demand R- none (toy play) |
Iwata et al. (1982) FA |
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*Pairwise comparisons & reversal designs - Combines reversal & multielement features; minimizes interaction effects - Test conditions implemented sequentially (like reversal), but each alternated w/control (like multielement) - Can mitigate potential interaction effects of multielement |
Design Variations of FA |
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*Brief FA -Sometimes useful in producing valid hypotheses during short clinic visits - Very few sessions - Briefer sessions (e.g. 5 minutes) concur w/extended results of 60% of the time *Extended Alone Condition - Can help determine whether undifferentiated rates occurred b/c of design problems or bc bx is automatically reinforced |
Design Variations of FA |
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*Each condition is individually compared to the standard control condition, or a uniquely arranged control condition - multiple conditions may be elevated relative to control condition - suggests multiple sets of controlling variables, there is not necessarily 1 cause "Undifferentiated" pattern of problem bx during FA Possible Causes 1. Difficulties in discrimination 2. Relevant variables not tested 3. Multiple control 4. May be more likely for low rate bx - Do not occur during FA such that all conditions = zero rates |
FA Interpretation |
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*Enhance MOs - Fixed sequence of cond. such that each condition establishes the EO for the reinforcer tested in the subsequent condition (E.g. alone then attention) *Programmed pre-session deprivation *Use discriminative stimuli - Diff rooms, therapists, materials, etc. to minimize discrimination failures *Alter response measurement - Evaluate & place consequences on only 1 topography at a time - minimizes chance of undifferentiated results due to multiple control *Vary control condition - Manner in which attn is delivered - type of leisure item available *Alone as control for neg. reinforcement |
Modifications to Clarify FA Outcomes |
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*Assessment time is limited - Brief FA *Bx poses significant risk and cannot be allowed to occur often - latency measures (Thomason) - FA of precursor (Smith & Churchill) *Assessment must be conducted in natural setting - train caregivers to implement *Bx occurs at low rates - stimulus control manipulations - extended session duration to increase EO & exposure to reinforcers to increase likelihood that bx emerges - conduct extended descriptive assessment to identify/eliminate idiosyncratic reinforcers |
Challenges to FA Methodology |
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*Potential benefit outweighs potential risk *Protective procedures in place *Controlled setting available *Sufficient trained staff *BA has procedural expertise *Informed consent obtained *Procedures reviewed & approved |
When to Conduct FA |
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*Experimental rather than correlational in nature, only assessment format that can let us validly talk about cause/effect relationships *Isolates relevant variables- certainty about controlling variables is greatest when systematic manipulations are employed *Potential treatment effects may be observed in assessment *Systematic manipulations increase likelihood that the use of ineffective or unnecessary procedures will be avoided |
Advantages of FA |
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*Failure to identify full range of controlling variables *Failure to identify specific features of a situation that occasions problem bx ie. generic demands vs specifically to escape physical prompt *Potential for iatrogenic effects (induced by physician- Greek) *Time & labor intensive, specialized training *Contrived situations may not simulate what occurs in the natural env. |
Limitations of FA |
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*Methods of identifying an individuals preferences among various items, events & activities- stimuli w/the potential to be used as reinforcers *3 general approaches 1. Indirect (informant-based) 2. Naturalistic (in-vivo) direct observation 3. Reinforcer sampling procedure (empirical) |
Preference Assessments |
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*Client/caregiver report (indirect) - Asking the person or those in charge of his/her care to list preferred items/activities using scales, surveys, inventories & checklists - The most efficient method (least time- consuming) - May not always be accurate - Not based on direct observation & shown less valid than systematic manipulations |
Identifying Stimulus Preferences Indirect Methods |
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*Naturalistic, direct observation procedures - Collecting data in the natural environment to find high probability items, events & activities that the person frequently engages with - Relies on the Premack principle - Direct observation is more time consuming but more valid than interviews etc. |
Identifying Stimulus Preferences Naturalistic Observation |
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*Selection based preference assessment - Items are presented systematically to produce preference hierarchies - Variations differ w/respect to how many items are presented during a given trial - Preference hierarchies are derived from calculations of the # of times a stimulus is selected given the # of times each is available |
Identifying Stimulus Preferences Selection Based |
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*AKA Single-Stimulus Assessment *Place items, one at a time in front of the person - typically 10 trials per item *Measures whether or not they approach the item *Hierarchy based on the # of times an item was approached given the # of times available Data: #approaches/total # trials |
Preference Assessment Single-Item/Approach Method |
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*AKA Forced Choice Preference Assessment *Place 2 items @ a time in front of the person - trials continue until each item has been paired w/each other item once (all possible pair-wise permutations) - number of trials = n(n-1)/2 i.e. (5x4)/2 = 10 trials *Record which of 2 items was approached *Hierarchy based on # of times item approached given # of times available Data: # approaches/total # trials |
Paired-Choice Preference Assessment |
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*Present all items in the array simultaneously - participant selects 1 from among all items during each trial - Variations with replacement w/o replacement *Provides more info about preferences among the array |
Multiple-Stimulus Preference Assessments |
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*Items are presented to the individual & the proportion of time spent engaging with each item is recorded - single item presentation: each item presented individually several times - Free operant (multiple item) assessments: all items presented simultaneously |
Duration Based Preference Assessments |
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*Duration based assessment used to determine the extent to which stimuli displace problem bx *2 measures simultaneously - stimulus engagement - problem bx *Stimuli selected based on combined measures |
Competing Stimulus Preference Assessments |
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*Single stimulus - Simple procedure, can incorporate many items - may be more prone to false positive *Paired choice - May be more sensitive to relative preferences thus useful when you want a larger selection of predicted reinforcers - Time consuming (length expands w/# of items assessed) *Multiple stimulus - can be brief - useful for daily use - # items may be limited by person's abilities |
Advantages/Disadvantages of Selection Based Preference Assessments |
