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31 Cards in this Set

  • Front
  • Back

Functional Assessment

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

Positive Reinforcement Functions (Attention)

Behavior is a function of attention from another person

Positive Reinforcement Functions (Tangible)

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

Positive Reinforcement Functions (Edible)

Behavior is a function of edible items

Positive Reinforcement Functions (Sensory)

Sensation caused by the behavior is the reinforcer

Negative Reinforcement Functions

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

Indirect Functional Assessment Method

-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

Observational Assessment (Descriptive Analysis)

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

Questionnaire Assessment

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

Experimental Functional Assessment

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

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

Experimental Functional Assessment (Alone Condition)

Client in treatment room alone without toys or materials

Experimental Functional Assessment (Demand Condition)

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

Experimental Functional Assessment (Social Attention Condition)

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

Experimental Functional Assessment( Tangible Condition)

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.

Experimental Functional Assessment (Play Condition)

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

Differential Reinforcement of Alternative Behavior (DRA)

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

Differential Reinforcement of Incompatible Behavior (DRI)

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

Differential Reinforcement of Communication (DRC)

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

Differential Reinforcement of other behavior (DRO)

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

Whole Interval DRO

The problem must be absent for the whole interval for reinforcement

Momentary DRO

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

Full Session DRL

-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

Spaced-Responding DRL

-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

What was the treatment goal for Harry?

For harry to stop/reduce self-injuroius behavior

Why is that important

So he could be a functioning member of society

Under what conditions would his SIB occur?

When he was not wearing his restraints

Explain how DRO was used

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)

What was the reinforcer used?


what is "self restraint"

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

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

ABAB baseline design

How was fading used?

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