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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 |
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Positive Reinforcement Functions (Attention) |
Behavior is a function of attention from another person |
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Positive Reinforcement Functions (Tangible) |
Behavior is a function of tangible items, e.g.. toy, book, string, etc. |
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Positive Reinforcement Functions (Edible) |
Behavior is a function of edible items |
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Positive Reinforcement Functions (Sensory) |
Sensation caused by the behavior is the reinforcer |
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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 |
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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 |
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Observational Assessment (Descriptive Analysis) |
Narrative Recording - Record all antecedents, behavior, consequences during observation of the target behavior |
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Questionnaire Assessment |
Discover A and C though questionnaire with people familiar with the client and behavior (not reliable) |
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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 |
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Experimental Functional Assessment (Alone Condition) |
Client in treatment room alone without toys or materials |
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Experimental Functional Assessment (Demand Condition) |
Therapist presents academic tasks with prompts. Compliance is praised; SIB results in removal of task materials for 30 sec. |
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Experimental Functional Assessment (Social Attention Condition) |
Therapist asks client to play independently. Therapist engages in second task. SIB results in social attention ("stop that") |
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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. |
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Experimental Functional Assessment (Play Condition) |
Play with client with lots of non-contingent attention. Control for social attention condition (controls for contingency) |
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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
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Differential Reinforcement of Incompatible Behavior (DRI) |
a type of DRA procedure in which a physically incompatible behavior is reinforced to replace the problem behavior |
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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. |
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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 |
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Whole Interval DRO |
The problem must be absent for the whole interval for reinforcement |
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Momentary DRO |
The problem must be absent at the end of the interval for reinforcement |
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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 |
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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 |
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What was the treatment goal for Harry? |
For harry to stop/reduce self-injuroius behavior |
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Why is that important |
So he could be a functioning member of society |
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Under what conditions would his SIB occur? |
When he was not wearing his restraints |
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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) |
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What was the reinforcer used? |
restraints |
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what is "self restraint" |
putting his hands in his pants as restraints and using other peoples clothes |
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What type of experimental design was used to evaluate the effectiveness of treatment? |
ABAB baseline design |
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How was fading used? |
Using smaller and smaller glasses and then eventually tough to hold his hands together |