Module 6

Question 1

Aberrant Behavior

Answer 1

any behavior that clients engages in that

• could cause harm to themselves
• harm to others
• interfere with learning opportunities
• with socialization

Question 2

Various types

Answer 2

aggression
self-injury
stereotypic behavior
elopement: running away 
pica: inedible objects in their mouth and trying to consume

Question 3

Stereotypic behavior

Answer 3

• repetitive body movement or movements with objects
• various topographies
• core diagnostic feature of autism spectrum
• high prevalence rate
• problems with stereotypy: decreases learning, socially stigmatizing, decreases quality of life

Question 4

self-injurious behavior

Answer 4

• any behavior that may result in potential harm to the student
• many different topographies
• various reasons: combo of physiological and operant reasons
• common forms: head banging, hand biting, scratching, up to 50% SIB of individuals engage in

Question 5

aggression

Answer 5

• any behavior that MAY cause harm to another person
• various topographies
• 68% engage

Question 6

Operational definitions

Answer 6

• defining behavior in observable terms
• ensures objective data is recorded
• grandmother test: anyone can read and understand
• scope of the definition: what is included, what is excluded
• function or topography based definitions
• label and define

Question 7

function

Answer 7

defines changes in the environment

• use when function is a priority
• easier for recording
• entire response class

Question 8

topography

Answer 8

defines the form of the behavior

- use when you cannot access functional outcomes, behavior does not produce outcome

Question 9

Importance of Operational Definitions

Answer 9

so everyone knows what the behavior looks like
- so everyone is on same page on intervention
can all measure the behavior the same
can properly treat behavior
write them out to determine loop holes: isn’t set in stone, should be shifting as intervention continues
allow at least two ppl to evaluate to ensure clarity
observe several times to ensure definition indeed captures behavior

Question 10

Functions of Behavior

Answer 10

entire purpose is finding a function

Question 11

behavioral consequences

Answer 11

payoffs: attention, avoidance, control, escape, communication, isolation, anger-release, stimulation
costs: reprimands, instructions, loss of privileges, ignoring, time-out

Question 12

access to social attention

Answer 12

ex: child starts screaming, the consequence is social attention

Question 13

access to tangibles or preferred activities

Answer 13

ex: child throwing tantrum, results in access to candy, toy, etc.

Question 14

escape, delay, reduction or avoidance of tasks

Answer 14

ex: child banging head on desk to escape, delay, reduce, avoid task or demand such as homework or laundry, delay reading activity or chores

Question 15

automatic

Answer 15

regardless of environment variables, the behavior is occurring
ex: stereotypy behavior- hand flapping, no demands present, preferred activities and such are all available.
whether in an enriched or barren environment it occurs

Question 16

additional functions

Answer 16

• control: some part of their environment.
  ex: the child is manding for someone to do something and that person is complying to exactly to what they’re saying. can be appropriate or aberrant behavior

Question 17

additional

Answer 17

• respondent

- synthesized: behavior occurring due to several functions. things together in environment

Question 18

FBA

Answer 18

functional behavior assessment: behavior analyst determine the function of behavior

Question 19

Second hand observation

Answer 19

indirect measures, live interviews, assessment forms

- getting info from others that have first hand knowledge

Question 20

first hand observation

Answer 20

descriptive assessment, antecedent-behavior-consequence (ABC) data

Question 21

Main components of FBA

Answer 21

• clear description of aberrant behavior
• when behavior will and will not occur: settings, setting events, times
• consequences that maintain problem behavior
• why behavior occurring
• data bby

Question 22

Why FBAs?

Answer 22

• identify why behaviors occur?: the root sugaaa
• can develop a proactive plan
• can develop a reactive plan
• reduce problem behavior
• mandated by federal law

Question 23

Indirect methods

Answer 23

second hand methods: used to gain info from others who do have first hand experience from behavior 
3 components: 
what we do 
what we say 
what we observe

Question 24

Questions on setting events

Answer 24

• tell me what happened right before the behavior

- greg hanley question: if i gave you one million dollars how could you get the behavior to occur/behavior not to occur?

Question 25

Questions on setting events

Answer 25

- tell me what happened right before the behavior - greg hanley question: if i gave you one million dollars how could you get the behavior to occur/behavior not to occur? can you tell me what else is occurring in the environment when the behavior happens? let me know if there has been other big changes such as sleeping, medication, change in diet, etc.?

Question 26

some setting events

Answer 26

physical - sleep patterns, allergies, illnesses, seizures, hunger learning and self-regulation - impulsivity, attending, organizational/planning skills, specific disability social-emotinlah - refused desires object or activity, fight with friend, losing a game environmental change - family, etc.

Question 27

formal indirect assesments

Answer 27

FAST QABF ABC

Question 28

fast

Answer 28

functional analysis screening tool

Question 29

QABF

Answer 29

question about behavioral function

Question 30

ABC

Answer 30

aberrant behavior checklist

Question 31

Indirect methods advantages and disadvantages

Answer 31

``` advantages: ways to get info quickly build rapport get diff perspectives helps set up fba and fa disadvantages: more subjective not always accurate behavior plans can not be done by only indirect assessments ```

Question 32

Direct methods: first hand

Answer 32

descriptive assessment: observation of behavior in natural environment, data helps formulate treatment plans 2 levels: observation with no manipulations and with slight manipulations 2 step process: observation and than describing behaviors - circumstances surrounding behavior - outcomes of behavior: consequences of behavior

Question 33

ABC

Answer 33

antecedent: what happened right before the behavior occurred, other events that occurred throughout the day that could affect behavior - a layering effect?, observing not only child but adults and environment, interaction effects specific as possible

Question 34

Behavior

Answer 34

need clear operational definitions, know if you are scoring multiple behaviors simultaneously, intensity, score all behaviors?, specific, replicability: test if others know what you mean- grandmother test

Question 35

consequence

Answer 35

what occurred immediately after the behavior? - more demands - feedback - given access to preferred items is there a consistent response to the behavior? - observing: child, environment, adults interaction effects

Question 36

other

Answer 36

date, time, environment, any other info that would be relevant

Question 37

calculating abc data

Answer 37

total number of aberrant behaviors, work the number across commonalities, graph data, evaluate commonalities, make treatment

Question 38

direct method advantages

Answer 38

observe in natural environment, can take objective data, can lead to effective intervention

Question 39

disadvantages

Answer 39

more subject to bias, not always accurate, prisoner in the moment, only seeing what you're seeing right than, behavior plans cannot be done by only indirect assessments

Question 40

Functional analysis

Answer 40

systematic eval. of client's behavior in environment used to determine functions of behavior final component of the fba - interview, direct observation, functional analysis most precise way to dtermine

Question 41

functional analysis

Answer 41

- comparing target behaviors across different environmental conditions - must use research design - must have supervision - long history in the field

Question 42

attention condition

Answer 42

general set up: child comes into room and does not receive attention until they engage in target behavior, typically therapist is doing something else, once problem behavior occurs- provide some sort of attention, where in the escalation cycle- precursors, actual aberrant behavior

Question 43

tangible condition

Answer 43

general set up: clinician deprives access to tangible items, has items out of reach, ,provides attention non contingenty, once aberrant behavior occurs, provides tangible items

Question 44

demand/escape

Answer 44

general set up: therapist provides client with task, once aberrant behavior is displayed the task stops, have to ensure work is non preferred and prompt them through the work to make sure it is not a skill deficit