Chapters 1-4

Umbreit et al., Functional Behavior Assessment..(2007)

What is an activity reinforcer?

any event that follows a behavior and increases likelihood of the behavior

Primary =meet a basic biological need

a) consumable b) sensory

Secondary = learned. Gain reinforcement value through association with primary or secondary reinforcers.

a) tangible b) activity c) social d) exchangeable

What is an antecedent condition?

 Conditions under which the behavior occurs.

- the entire set of conditions.

-context, circumstances and conditions.

-also comprised of existing conditions that are influential.

related to the concept of setting events and establishing operations to describe conditions beyond the immediately obvious.

What is the A-B-C Model?

originated by Skinner.

enables one to predict and control behavior.

control is a technical term= alter probability/ influence likelihood.

Antecedent-Behavior-Consequence

Consequence:

event(s) that follow a behavior and affect its future occurrence.

What is direct and indirect assessment?

used to discover consequences that increase future likelihood of a behavior.

direct: A-B-C observation

indirect: Questionnaire and Interview methods

What is an FBA?

Specifically, what is a function?

What is a function-based intervention?

 Functional Behavioral Assessment

Utilizes both direct (A-B-C) and indirect (interviews and questionnaires) to assess the function of the behavior.

Function = Purpose the behavior serves.

Function-based Intervention = development of behavior based strategies based on data gathered during the FBA.

Chapter 5

What is a function matrix?

- six possible functions of behavior

- set out in a six square grid

- access to function (positive reinforcement)

- escape from - (negative reinforcement)

3 categories: attention

tangibles/activities

sensory

On a Function Matrix, what does access/escape refer to?

- positive reinforcement through accessing either attention, a tangible or activity or sensory.

- negative reinforcement through escaping attention, a tangible or activity or sensory.

Chapters 6 and 7

What is Intervention Method 1?

Teach the replacement behavior (RB)

-Instruction in communication, self management and social skills.

-Adjust antecedent conditions

-Provide reinforcement for RB's

-Withhold consequences that previously reinforced target behavior (TB)

What is Intervention Method 2?

Define.

Outline when to use this method.

List the key elements used in this method.

 Improve the environment

-eliminate/modify antecedent events that are aversive and elicit TB.

-make positive reinforcement more available for RB.

Use this method when:

-subject can perform RB.

-antecedent conditions do not conform to best known practices.

-TB has a history of reliably resulting in the preferred reinforcement.

Method elements:

-eliminate the antecedent variables that set the occasion for TB.

-provide appropriate +ve reinforcement for RB.

-withhold the consequence that previously reinforced the TB.

What is Intervention Method 3?

Define.

Outline when to use this method.

List the key elements used in this method.

 Adjust the contingencies

-change the relationship of the behavior to the consequence:

-eliminate the consequence that reinforces the TB + provide the same consequence for the RB.

Use this method when: 

-subject can perform RB

-TB is more effective in resulting in preferred reinforcement.

Key elements: 

-provide original consequence on to new RB

-withhold original consequence from TB

-adjust antecedent to make RB more likely.

what are common errors that effect interventions?

What is a statement of function?

What is a behavior definition?

- a clear statement of TB explicitly stating the function of behavior identified using the function matrix.

-  define TB operationally. "not paying attention" is defined as "off task". A behavior definition with define both the TB and the RB in operational terms.

- errors: Unclear, incomplete definitions.

   Using the wrong intervention method.

   Not basing the intervention on the functional assessment.

Chapter 8-10

What are the six dimensions of behavior?

Locus

Force

Topography

Duration

Rate

Latency

(stop!)

Look For Tops During Really Late (stops)

What is average inter-response time?

(IRT)

-  average amount of time between occurances of behavior. 

Used to determine appropriate interval length.

1. Calculate behavior's rate per hour.

behavior = (x), time (60 minutes) = (Y)

2. Calculate average amount of time between responses. (Y ÷ X)

3. Set the interval length at  IRT = (Y÷X).

Name 4 event based methods of measurement.

1. Intensity/ Magnitude

2. Rate

3. Frequency

4. Permenant products

Intensely Magnificent Rage Frequently Permeates 

What criteria is used to chose between event based and time-based methods of measurement?

Event based: Used when behaviors are uniform -do not vary in length. (ex. hitting)

Time based: Used when behaviors are non-uniform - vary in length. (ex. off task)

Describe Intensity/Magnitude

(Intensely Magnificent Rage Frequently Permeates)

1. Subjective - based on judgement

2. Not as precise as other measurement methods

3. Based on pre-determined qualitative scales.

Describe Rate Measurement:

(Intensely Magnificent Rage Frequently Permeates)

1. Identifies # of times a behavior occurs within a specific time frame.

2. Time frame = Y, # of occurences = X.

Y÷X= Rate

3. Rate is typically expressed as #/min, or #/hr

Describe Frequency measurement:

(Intensely Magnificent Rage Frequently Permeates)

1. Behavior has a clear beginning point.

2. Observation periods are equal.

3. Data collection across unequal lengths of observation periods must be converted into Rate.

Describe permanent product measurement:

(Intensely Magnificent Rage Frequently Permeates)

1. Measure products that remain after behavior occurs. (dog poop on floor)

2. Indirect measurement of behavior - better to measure behavior directly.

Describe time-based measurement:

1. Duration

2. Time Sampling

3. Whole-Interval Recording

4. Latency

5. Partial-Interval Recording

(During The Whole Late Party...)

Describe Duration Measurement:

(During The Whole Late Party...)

1. Records how long a behavior lasts

2. Start timing beginning...stop when behavior ends.

3. Record the duration of each occurrence. =

Response Duration

List 4 attributes of Time Sampling:

(During The Whole Late Party...)

- also called momentary time sampling

- behavior is scored as either "occurring" by a + sign, or "not occurring" by a - sign.

- solely on whether the behavior occurred at the END of the interval

- calculating the % of intervals is identical to other interval methods.

- related to variable-interval: when intervals vary in length. 

Describe whole-interval recording:

(During The Whole Late Party)

- identical to partial interval method with one exception: -  - behavior has to be present during the whole interval.

- most appropriate for non-uniform behaviors.

- gives a useful estimate of a behavior's strength.

- student name

- target behavior

- environment or situation where observation occurs

- date of observation

- start and stop time

Name six Observation Protocols:

-When

-Where

-How Often

-Observation Length

-Inter-observer agreement

-calculate IOA

Describe how to calculate IOA for time-based methods:

(During The Whole Late Party)

duration and latency:

divide shorter duration by longer duration X 100

intensity and magnitude:

÷ # of agreements X #of ratings; X 10

freqency and rate:

÷ lower frequency X higher frequency: X 100.

permanent product:

lower score÷ higher score = % of agreement

partial-interval/whole interval/time sampling:

data compared interval by interval for
agreements and disagreements:

÷ #of agreements X  total #of intervals, X 100.

stimulus or event is avoided

stimulus or event are accessed

What is reactivity?

Student behaves differently in response to the presence of an observer.

What is observer drift?

occurs when the observer gradually, and without intending to;

changes the definition of the behavior they are observing.

1. Review TB and RB

2. Identify TB if primary concern

3. Identify time based or event based method

4. Identify method to provide most useful info

5. Record identifying info

6. When to observe?

7. How to observe?

8. Length of time to observe?

9. Time sampling: determine length of each interval

10. Assess IOA periodically

What does it mean to monitor behavior?

collecting data to determine if the subject's behavior changes.

Yes, but a compatible measurement system should be used.

how often to collect data on subjects behavior?

When can frequency be reduced?

Frequency of behavior dictates frequency of data collection.

Frequency can be reduced when there is a downward trend in the TB: minimum three observations prior to reducing.

1.to ensure data is reliable and valid.

2.reflection of subject's true behavior

3.reduce influence of obwerver

4.provide independent evidence for how well TB has been defined.

What is treatment integrity?

Give two reasons why it is important.

monitoring if the teacher/caretaker/pet owner

is following the protocols set out by the intervention.

- used to interpret specific performance

- most important information for how to improve intervention.

Social validity is assessed through interviews with the people invloved with the subject. Is there consensus that the TB is important, that the RB is appropriate and socially acceptable and supported.

test at beginning and end of intervention.

low at beginning - intervention should be revised.

- end assessment helps interpret outcomes and inform future efforts.

- collect data in different situations

-collect data using different people

What is fading procedure and when do you do it?

- behavior reasches desired level, reinforcers are faded out

- data is collected throughout fading

- do not fade too quickly, may lead to rebound effect.

- brief explanation of why TB was selected

- RB is more socially acceptable

1. List antecedent conditions under which behavior is expected.

2. Name of subject

3. Define RB

4. Criterion level for proficiency: what the subject must demonstrate for the goal to be reached.

- planned prior to intervention and can be put into action when needed.

- focus is on protecting people and subject from harm