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131 Cards in this Set

  • Front
  • Back
Preparing for Data Collection

evaluate baseline


know how collecting data


know your context (DTT, NET, CBI)



Continuous measurement procedures

capture every possible behavioral occurrence.


direct measure.


[includes: frequency and rate (repeatability), duration, latency (temporal locus), IRT (temporal locus)]

Frequency and rate

number of bx occurences (repeatability)


[frequency- time consistent across all observations]


[rate- time varies across all observations]

Duration
length (extent) bx last from beginning to end
Latency
how long bx takes to be performed once opportunity is presented (temporal locus)
Interresponse Time (IRT)
amount of time between 2 responses (temporal locus)
Discontinuous Measures

captures a sample of bx during observation.


indirect measure.


[includes: partial interval recording, whole interval recording, momentary time sampling, percentage, trials to criterion, planned activity check]

Partial Interval Recording

whether bx is present or absent within predetermined time interval


overestimation of bx

Whole interval recording

only if bx occurs during entire predetermined time interval


underestimation of bx

Momentary time sampling
when bx occurs at a specific time at the end of predetermined time interval
Percentage
# correct/total # of trials
Trials to criterion

# of responses needed to achieve predetermined level of performance.


(post-facto)

Planned Activity Checks

measures bx of all individuals in a group.




[Example: A teacher using PLACHECK observes a group of students at the end of each time interval, counts the number of students engaged in the targeted activity, and records the tally with


the total number of students in the group.]

Permanent Product

recording tangible outcome of a bx


[outcome recording]


indirect measure- supplement to direct measure

Types of Graphs
scatter plot, line, bar, cumulative record (thermometer for fundraising), standard celeration chart
Functions of Graphs

-communicate information about results of interventions


-visual analysis


-relationship between independent and dependent variables


-support decisions made

Standard celeration chart

related to precision teaching- "child knows best"- responsibility of teacher to alter variables to produce desired results.


ratio of correct and error responses


straight line trends rather than learning curves

3 types of visual analysis of graphs

variability


level


trend

variability
visual analysis of graph-how often and to what extent data points vary
level
visual analysis of graph- (mean) value around the vertical axis at which data converges
trend
visual analysis of graph- overall direction of data path
The Behavior Analysis Process

1. Describe the problem bx


2. Conduct assessments


3. Select target bxs


4. Establish behavior objectives


5. Devise and implement bx change programs


6. Evaluate bx change programs

Criteria for a Definition

objectivity


clarity


completeness

Objectivity
criteria for a definition- observable characteristics of bx or events in environment
Clarity
criteria for definition- definition is clear and another person can observe bx and measure it
Completeness
criteria of a definition- boundaries of a bx are clearly delineated so responses can be easily included or excluded
Describing the environment
Includes setting, other people, sounds, visual stimuli, motion in the environment, demands and expectations imposed, biological context
Why describe in measurable terms?

to collect accurate information


to document interactions between environment and bx


design appropriate interventions


determine whether bx changes

Scientific Method
Describe, explain, predict, control
ABC recording

observing bx and describing the conditions and circumstances that surround bx (context)




antecedents (events before bx), bx, Consequence (events after bx)

Preference Assessment
gather info from individual and stakeholders to gather info about potential reinforcers to plan consequences
Reinforcer Assessment
assessment to validate the effectiveness/ineffectiveness of a consequence to change bx
Behavioral Intervention Technologies (BITs)
web, mobile, and sensor technologies make positive behavior changes
Indirect Preference Assessments
Interviews

Surveys: Standardized (present same question in same order to stakeholders) and clinician (list of potential reinforcers- interviewee asked to select preferred items)

Direct Preference Assessments

Single stimulus assessment


Single stimulus engagement


Multiple Stimulus Replacement (MS)


Multiple stimulus without replacement (MSWO)


Brief Stimulus/ Free Operant Assessment


Observations

Single Stimulus Assessment

Present items one at a time and record whether item was approached


(Could also record latency)


(Works best with individuals who do not have choice making skills)



Single stimulus engagement

Record how long individual engages with item (duration)

Multiple Stimulus Replacement (MS)

Multiple items presented simultaneously. Once item selected, it is replaced for next trial

Multiple Stimulus without replacement (MSWO)

Multiple items presented to individual simultaneously. Once item selected, item is NOT replaced for next trial

Brief Stimulus/ Free Operant Assessment

Person exposed to an array of reinforcers for s brief period. Data collected on engagement with items. (No inter-trial interval)

Observation

Observe individual in their natural environment and collect data on activity

Individualized Assessment Procedures- Prioritize changes that:

-result in access to new reinforcers, contingenicies, and environments


-meet demands of social community


-facilitate subsequent learning


-replace inappropriate bxs


-pivotal response training (PRT)

Pivotal response training (PRT)

-focus on pivotal areas of child development


-motivation


-response to multiple cues


-self management


-initiation of social interactions

Skills Assessments

-criterion-referenced


-norm-referenced


-curriculum based measurements


-ipsative assessment

criterion-referenced assessment
measure performance against fixed set of predetermined criteria
norm-referenced assessment
estimate "position" of individual in a predefined population
curriculum- based measurement
assess how individual is progressing in basic academic areas
ipsative assessment
involves a comparison of scores
Function of bx
SEAT- sensory, escape, avoid, tangible
Skills Assessment results- what are you getting out of performing these assessments?

1. skills that are the focus of intervention (VB-Mapp)


2. understand level of skill to begin with


3. barriers to learning and skill acquisition (FBA)


4. identifying specific teaching strategies


5. what type of educational setting is needed

Functional Behavior Assessment (FBA)
set of procedures for identifying the cause of challenging bx and variables that maintain the bx
Causes of bx

Automatic reinforcement


Socially Mediated reinforcement (positive and negative)



Automatic Reinforcement
movements or activities of the body that results in sensations that render the bx that produced the sensation more likely to occur in the future
Socially mediated positive reinforcement
something delivered (added) by another person after a bx that makes future occurences more likely
Socially mediated negative reinforcement
withdrawal of an aversive, by another person, following bx. results in increase in bx
FBA Process

1. identify bx


2. determine when and where bxs occur


3.collect data


4. develop hypothesis


5. identify replacement bxs


6. test hypothesis


7. evaluate success of interventions

Who conducts functional assessment?

toBCBA, school psychologists, teachers, school teams, hospital teams, clinic-based teams


*always involve the f amily

Desired outcomes of FBA

-understand function of problem bx


-understand what individual is trying to communicate


-understand individual's strengths and deficits


-collect info to allow for development of intervention plan

Types of FBA assessments

Indirect (interviews)


Rating scales and checlists


Direct observation (ABC or scatterplot)

What do you need to develop Behavior Intervention Plan?

1. Build rapport- know person and context


2. know environment and support team


3. identify treatment options


4. collaborate with stakeholders


5.Implement intervention- training

Components of Written Skills Acquisition

-set clear goals and objectives for patient (clearly defined, who will do what, where, conditions, how measured, etc.)


-have clear instructions (including purpose of programs, how to implement, what are reinforcers, etc.)


-have strategies to generalize patient skills into other environments

12 Tips for preparing a session

1.have contact info 2. Be on time 3. be aware of your presentation and manner in which you interact 4. be aware of cell phone usage 5. be aware of cultural expectations 6. build rapport with individual 7. understand how individual communicates 8. be trained 9. Have explicit instructions for program implementation 9. plan transitions 10. Prime person for everything 11. Organize your environment



Discrete Trial Training (DTT)

Instructional format- acquire skill by manipulating sequence of antecedents and consequences

DTT Format

1. Give specific cue


2. Give learner opportunity to respond (prompts may be used)


3. Deliver consequence


4. Inter-trial interval (ITI- space between one trial and next)

Categories of Reinforcement

GOT TV AS Visual




Gustatory, Olfactory, Tactile, Thermal, Vestibular, Auditory, Social, Visual

Gustatory

Things you eat/drink

Olfactory

Sense of smell

Thermal

Heat/cold

Tactile

Sense of touch

Vestibular

Motion- spinining, flipping, etc.

Auditory

Sound

Social

Interactions with others

Visual

Sense of sight, visual stipulation (tv, colors, etc.)

Reinforcement

Stimulus change immediately follows a response and increases future frequency of bx

Primary reinforcer

Unlearned


Food


Hydration

Secondary reinforcer

Learned


Praise


Sounds from a video game

Positive reinforcement

Bx followed by the presentation of a stimulus that increase future frequency of the bx

Negative Reinforcement

Bx followed by the removal, postponement, reduction of a stimulus that increases future frequency of a bx

Schedules of reinforcement

-Fixed ratio- engage in bx for fixed number of times before receiving reinforcement


-Variable ratio- number of times engaged in bx before receiving reinforcer varies


-Fixed interval ratio- after fixed amount of time


-Variable interval ratio- amount of time before receiving reinforcer varies

Naturalistic interventions


Natural Environment Teaching (NET)

Teaching strategies that closely resemble typical interaction and occur in natural settings, routines, and activities


(Learner centered)




Using learners environment to facilitate language learning moments by using learners natural interests to guise the session

Activity-based interventions (ABI)

Develop functional abilities by embedding goals and objectives into routine, planned, and spontaneous activities

Simplest form of NET

Incidental learning

Incidental Learning

Learner shows interest in certain object and attempts to communicate a need based on object


RBT poses question or statement about object


Learner provides correct response and gets access to desired object

Elementary verbal operants

Mand, tact, echoic, intraverbal

Mand

Asking for reinforcers

Tact

Naming or identifying objects, actions, or events

Echoic

Repeating what is heard

Intraverbal

Answering questions or having conversations where child's words are controlled by other words

4 NET strategies

Incidental teaching


Mand-model procedure


Delayed prompting procedure


Milieu language teaching

Mand-model procedure

Mand individual (give instruction), if wrong answer given or no response, model for individual.




Ex. "How many pennies?" If wrong response or no response, "Let's count together, 1, 2, 3, 4..."

Delayed Prompt Procedure

Having a wait time between instruction and prompt

Milieu language teaching

Child's interest in the environment is used as basis for eliciting communicative responses

SD- Discriminative Stimulus

A stimulus in the presence of which a particular response will be reinforced




Ex. "Point to plane" Plane is the SD. Child reinforced when they point to plane. All other choice do not receive reinforcer; those are SDelta

Task Analysis

Breaking a skill down into small, more manageable components

Backward chaining

Teaching procedure which trainer completes all but last bx in chain. Last bx is performed by learner

Forward chaining

Teaching bx chain where learner performs first component in task analysis and trainer completes remaining steps in chain

Total Task chaining

Learner receives training on each bx component in the chain during each session




Variation of forward chaining

Discrimination training

Use a selective reinforcement and extinction to generate differential responding to 2 or more stimuli.




Teaching kid to discriminate between different stimuli and respond to each stimulus appropriately

Stimulus control

Response in presence of stimulus antecedent (SD) without a prompt

Stimulus fading

Using something within or exaggerating a part of the stimulus to prompt a correct response. Overtime, slowly fade prompt until correct repsonse learned without it.




Ex. Teaching the word blue. Have word blue the color blue. Overtime, fade blue until font no longer has color

Prompt

Supplemental antecedent used when target stimulus does not control target response

Prompting methods

Response prompt


Stimulus prompt

Repsonse prompt

Supplemental stimulus (instructions, modeling, etc.) that cause target bx in presence of stimuli

Stimuli prompt

Characteristics of stimuli modified or exaggerated to increase likelihood of occurrence of desired bx

Types of Prompts (Response)

Full physical, partial physical, written, auditory (tones and alarms), full modeling, video self modeling, full/partial verbal, gestural

Positional prompts (stimulus)

Involves moving stimulus you want learner to respond to closest to learner

Extra stimulus prompting

adding to the characteristics of the stimulus




Ex. Adding the word boat over the picture of a boat

Within stimulus training

Altering the characteristics of a stimulus




Ex. Putting a color or making it bigger

Gradutaed guidance

Provide manual prompts to complete actions and then fading prompts by changing intensity or location

Most to least prompt fading

Receive prompts necessary to perform skill. After several successful performances, lessen amount of assistance until prompt not needed

Prompting hierarchy (most to least)

Full physical, partial physical, modeling, visual picture, verbal, gesture, natural response

Least to most

Using least intrusive prompt (gesture) and increasing to more intrusive if necessary

Generalization

Learner emits target bx in a setting or stimulus different from instructional setting

Response generalization

Learner emits untrained responses that are functionally equivalent to the trained bx

Stimulus generalization

Previously unassociated stimulus has characteristics in common with trained stimulus and evokes a response similar tho response of trained stimulus

Evidence based practice

Relying on best available research and clinical expertise

BCBA Feedback


GoT TACOS

Goal referenced (have specific goals BCBA may have wanted accomplished), tangible (and transparent- ex. meeting notes), timely, actionable (not ambiguous and achievable), consistent, ongoing, specific

Aspects of cultural awareness

Ethnicity, religion, personal preferences

Stakeholder

Those affected by or have an effect on a cause

Normalization principle

Making available to all people with disabilities patterns of life and conditions of everyday living which are as close as possible to the regular circumstances and way of life of our society

Motivating operations

Event or stimulus condition that alters (a) the value of the consequence that acts as a reinforcer or punishment (b) the probability of behaviors that have been previously associated with such consequences

Contingency dependent stimuli

Event dependent on the consequences of bx




Ex. Performs after instruction because knows they will receive a reinforcer

Contingency independent stimuli

Event not dependent on consequence




Ex. Actions affected by motivating operations (hunger, thirst)

DRO

Differential reinforcement of other bx




Reinforces other bx (any bx other than problem bx) while reinforcing omission of problem bx (emphasize what not to do)

DRA

Differential reinforcement of alternative bx




Reinforcing a specific alternate bx (replacement bx)

DRI

Differential reinforcement of incompatible bx




Reinforce a bx that is incompatible with the problem bx




Ex. If problem bx is smacking table, then reinforce when learner claps hands

DRL

Differential reinforcement of low rates of bx




Reinforce within a time interval when bx occurs in a lower rate than usual

DRH

Differential reinforcement of high rate of bx




Reinforce within time interval when desired bx occurs at higher rates than usual

Extinction

Withholding or discontinuing reinforcement responsible for maintaining a problem bx




Requires full understanding of function of bx

Mandated reporter

As RBT, you are obligated to report if someone discloses abuse




Listen w/o judgement, do not make false promises, report to protective services or law enforcement



What info to collect after someone discloses abuse

Name of person, address of person, address of parents/guardians, nature of the abuse