ps365 applied behavior analysis ii seminar #3 dr. edward cumella
TRANSCRIPT
PS365Applied Behavior Analysis
II
SEMINAR #3
Dr. Edward Cumella
Basics About Our Seminars
If you see any text in RED, it’s a question for you to answer! Type your answer or your thoughts in the text box!
At any time, if you have questions, type the question into the text box.
I will try to read everything and type responses to every question.
AGENDA
• Observing and Recording Behavior
• Functional Assessment
Chapter 2
Observing and Recording Behavior
Purpose of Behavioral Assessment
1. Baseline Decide if a problem exists Define problem precisely Decide if treatment is necessary
2. Decide on the best treatment3. Measure treatment effects4. Reactivity, aka observer effects
Types of Behavioral Assessment
Indirect Assessment Interviews Questionnaires Rating scales
Direct Assessment Direct observation Recording the target behavior as it
occurs
GROUP EXERCISE: Matching Assessment Type with Purpose
1. Baseline Decide if a problem exists Define problem precisely Decide if treatment is
necessary
2. Decide on the best treatment
3. Measure treatment effects
4. Reactivity, aka observer effects
Indirect Assessment Interviews Questionnaires Rating scales
Direct Assessment Direct observation Recording the
target behavior as it occurs
Recording Behavior
1. Define the target behavior2. Identify who, when, and where to record
(the logistics of recording)3. Choose a recording method (what to
record)4. Choose a recording instrument (how to
record)5. Reliability assessment6. Consider reactivity of recording
Defining the Target Behavior
Describe what the person does and says (avoid labels)
Use active verbs (objective and unambiguous)
NO inference about internal states or motivation
Defined so that two people can agree Give an example of a precisely
defined behavior amenable to ABA
Who Should Record?
Self-monitoring When is this appropriate?
Independent observer When is this necessary?
When and Where to Record
Define observation periods Record in:
Natural settings What is an example of a natural setting?
Contrived settings What is an example of a contrived setting?
Why would you choose one vs. the other? Structured vs. unstructured
Recording Methods
1. Continuous recording – records every instance of the behavior during the observation period, and may include:
• Frequency • Duration• Real time recording• Intensity• Latency • Percentage of opportunities
2. Product recording – record what is produced by the behavior - examples?
3. Interval recording – record behavior during each pre-determined interval of time
4. Time sample recording – record behavior only during pre-selected parts of the observation period
Why would you use this method?
Choose a Recording Instrument
Data sheet (paper and pencil) Others
Stop watch for duration PDA Laptop computer Golf stroke counter for frequency Coin transfer for frequency
Recording must be immediate and practical
Frequency Data Sheet
Duration Data Sheet
Interval Data Sheet
Reducing Reactivity
Wait until the person being observed becomes accustomed to the observer or to self-monitoring
Record surreptitiously through observation windows or with participant observers
Interobserver Reliability
For interval or time sample recording Number of intervals with agreement divided by the total
number of intervals – yields a %
For frequency within interval recording Calculate % agreement in each interval; sum the
percentages and divide by the number of intervals
Chapter 13
Functional Assessment
Treatment Process: Decreasing Problem Behaviors
1. Identify and define problem behavior(s)2. Initiate data collection3. Complete functional assessment
- Hypotheses about antecedents and consequences
4. Treatment development & implementation
5. Evaluation
Step 3. Functional Assessment
Begin with an interview or other indirect assessment method
Develop a hypothesis about the antecedents and consequences (the function of the behavior using the Behavioral Model – see next slide)
Conduct direct observation assessments Confirm or modify original hypothesis based on direct
observation assessment If assessments are consistent, develop and implement
treatment that addresses the function of the behavior If indirect and direct assessments are not consistent,
conduct further functional assessments Conduct functional analysis to confirm hypothesis or
resolve inconsistency between indirect and direct assessment
Behavioral Model
Behavior is influenced by antecedents and consequences: A B C
Antecedents: EOs SD SΔ
When, where, with whom, what circumstances or situations does the behavior occur?
Consequences: Positive or negative reinforcement What does the person get or get out of following the
behavior? What is sustaining the behavior—why does it keep
happening?
Categories of Reinforcement(Functions of Problem
Behaviors)
Social positive reinforcement (mediated by others) attention, praise, reactions, activities, things
Social negative reinforcement (mediated by others) escape from tasks, activities, interactions
Automatic positive reinforcement (not mediated by others) sensory stimulation
Automatic negative reinforcement (not mediated by others) relief from pain, anxiety, or other aversive stimulation
Examples
4 year old’s tantrums antecedents: requests during preferred activities consequences: escape from requested activity
4 year old’s tantrums antecedents: told he can’t have something consequences: gets the thing he asked for
6 year old autistic child’s hand waving antecedents: not engaged in a task or interaction consequences: visual stimulation
10 year old’s hair pulling antecedents: alone, negative thoughts and emotions consequences: relief from negative thoughts/emotions
Examples
17 year old’s hair pulling/hair manipulation Antecedents: Alone, watching TV Consequences: tactile stimulation
17 year old’s hair pulling Antecedents: watching TV, mom busy in the room Consequences: attention
18 year old’s binge eating Antecedents: alone, sad, negative thinking Consequences: relief from negative feeling/thoughts
GROUP EXERCISE: ABCs
15 year old’s binge eating
Antecedents?
Consequences?
END OF SEMINAR FOR TONIGHT!
Thank you for being here!! Thank you for contributing!