F-02 Determine the Need for Behavior-Analytic Services
For a behavioral assessment, a narrative recording should be the same as
(all of the above) - 1. an anecdotal recording. 2. a descriptive analysis. 3. an ABC recording.
Generally, a scatter plot
(all of the above) - 1. captures the frequency of behavior but not antecedents or consequences. 2. may involve a teacher recording occurrences of the target behavior. 3. can be helpful when the target behavior occurs infrequently.
A factor that would increase the priority for target behaviors for intervention is
(all of the above) - 1. how the change affects the overall reinforcement for the person. 2. the reduction in negative or unwanted attention. 3. how the change affects continued development and independent functioning.
A factor to consider in prioritizing target behaviors for an intervention could be
(all of the above) - 1. the degree of danger to self and others. 2. how often the target behavior change affects the person's life. 3. that the behavior will address a persistent problem or skill deficit.
A factor that impacts the social significance of a target behavior is whether the behavior
(all of the above) - 1. will be reinforced in the natural environment. 2. will increase access to environments with more opportunity for learning. 3. is a prerequisite for other functional skills.
For a behavioral assessment, a narrative recording should be the same as
a descriptive analysis.
Three distinct approaches to determine the function of a behavior are
direct assessments, indirect assessments, functional analysis.
Terms for a procedure to determine the function of a behavior by experimentally controlling the independent variables and measuring the target behavior include
functional analysis, experimental analysis, analogue assessment, and in-situ hypothesis testing.
A factor to consider in prioritizing target behaviors for intervention could be
how often the target behavior change affects the person's life.
An anecdotal assessment is a type of
indirect assessment.
The primary ways of obtaining information for a behavioral assessment are
interviews, checklists, tests, and direct observation.
A factor that contributes to the social significance of a target behavior is whether the behavior
is a prerequisite for other functional skills.
If the name of the assessment includes ABC, then
it requires direct observation of the client behavior and recording the antecedent, behavior, and consequence.
A factor that would increase the priority for target behaviors for intervention is
that the behavior would result in a reduction in negative attention.
Before performing a formal or informal behavioral assessment, the behavior analyst must be sure he/she has
the authority and permission to do so.
A factor that would increase the priority for the target behaviors for intervention is
the effect of the change on signifiant others.
The most important question in selecting a behavior for change is,
to what extent will this change improve the person's life?
A factor that impacts the social significance of a target behavior is whether the behavior
will help achieve the goal, even though the behavior change is not the actual goal.
If the name of the assessment includes "description" or "descriptive" then the assessment procedure
will include direct observation of the client behavior.
Socially significant behaviors can be judged in terms of habilitation, including how the behavior
will maximize reinforcement for self and others.
Behaviors of social significance include
behaviors that may restrict access to educational, residential, or community settings.
Generally, a scatter plot
can be helpful when the target behavior occurs infrequently.
