Behavior And Learning Exam #4

Front 1

Functional Assessment

Back 1

Collection and analysis of information and data on the target behavior and the conditions under which it occurs.

To develop an effective treatment, we need to understanding what controls behavior -- functional assessment

Front 2

Positive Reinforcement Functions (Attention)

Back 2

Behavior is a function of attention from another person

Front 3

Positive Reinforcement Functions (Tangible)

Back 3

Behavior is a function of tangible items, e.g.. toy, book, string, etc.

Front 4

Positive Reinforcement Functions (Edible)

Back 4

Behavior is a function of edible items

Front 5

Positive Reinforcement Functions (Sensory)

Back 5

Sensation caused by the behavior is the reinforcer

Front 6

Negative Reinforcement Functions

Back 6

Escape/Avoidance Consequences - Behavior functions to produce escape or avoidance of a task or demand

Automatic negative reinforcement - Relief from pain, anxiety, or other aversive stimulation

Front 7

Indirect Functional Assessment Method

Back 7

-Informant (the client or others) provide information in response to assessment questions

-Easy to conduct and do not take much time

-Observational assessments (descriptive analysis)

- Questionnaire Assessments

Front 8

Observational Assessment (Descriptive Analysis)

Back 8

Narrative Recording - Record all antecedents, behavior, consequences during observation of the target behavior

Front 9

Questionnaire Assessment

Back 9

Discover A and C though questionnaire with people familiar with the client and behavior (not reliable)

Front 10

Experimental Functional Assessment

Back 10

Common with Self-Injurious Behavior (SIB) - common among individual with developmental disabilities

Direct Manipulation of Consequences - across 50 sessions; ten minutes each

Front 11

Experimental Functional Assessment (Alone Condition)

Back 11

Client in treatment room alone without toys or materials

Front 12

Experimental Functional Assessment (Demand Condition)

Back 12

Therapist presents academic tasks with prompts. Compliance is praised; SIB results in removal of task materials for 30 sec.

Front 13

Experimental Functional Assessment (Social Attention Condition)

Back 13

Therapist asks client to play independently. Therapist engages in second task. SIB results in social attention ("stop that")

Front 14

Experimental Functional Assessment( Tangible Condition)

Back 14

Client allowed to interact freely with preferred toys for 2 minutes prior to session. Toys then removed. Then therapist provides 30-sec access to toys contingent upon SIB.

Front 15

Experimental Functional Assessment (Play Condition)

Back 15

Play with client with lots of non-contingent attention. Control for social attention condition (controls for contingency)

Front 16

Differential Reinforcement of Alternative Behavior (DRA)

Back 16

A procedure for decreasing a problem behavior by reinforces a functionally equivalent alternative behavior (a competing behavior) to replace the problem behavior

Front 17

Differential Reinforcement of Incompatible Behavior (DRI)

Back 17

a type of DRA procedure in which a physically incompatible behavior is reinforced to replace the problem behavior

Front 18

Differential Reinforcement of Communication (DRC)

Back 18

A type of DRA procedure in which a communication response is reinforced to replace the problem behavior. Also called functional communication training.

Front 19

Differential Reinforcement of other behavior (DRO)

Back 19

A procedure in which the reinforcer is delivered after intervals of time in which the problem behavior does not occur. DRO involves reinforcing the absence of the problem behavior

Front 20

Whole Interval DRO

Back 20

The problem must be absent for the whole interval for reinforcement

Front 21

Momentary DRO

Back 21

The problem must be absent at the end of the interval for reinforcement

Front 22

Full Session DRL

Back 22

-The reinforcer is delivered when fewer than a specified number of responses occurs per time period (session)

- The reinforcer is delivered at the end of the sessions

-The timing of responses in the session is not important

Front 23

Spaced-Responding DRL

Back 23

-The reinforcer is delivered for a response when it is separated from the previous response by a specified interval of time

- If a response occurs before the end of the interval, the interval is reset

-Individual responses are reinforced when the interresponse time (IRT) is greater than X

Front 24

What was the treatment goal for Harry?

Back 24

For harry to stop/reduce self-injuroius behavior

Front 25

Why is that important

Back 25

So he could be a functioning member of society

Front 26

Under what conditions would his SIB occur?

Back 26

When he was not wearing his restraints

Front 27

Explain how DRO was used

Back 27

Different behaviors such as throwing the ball and drinking juice where enforced, he had to earn the restraints, time outs were used as a punisher (from restraints)

Front 28

What was the reinforcer used?

Back 28

restraints

Front 29

what is "self restraint"

Back 29

putting his hands in his pants as restraints and using other peoples clothes

Front 30

What type of experimental design was used to evaluate the effectiveness of treatment?

Back 30

ABAB baseline design

Front 31

How was fading used?

Back 31

Using smaller and smaller glasses and then eventually tough to hold his hands together