Behavior Analysis and Management

the basic question of a functional behavioral assessment is

"what purpose does this behavior serve for the student"

habilitation

(adjustment) occurs when a person's repertoire has been changed such that short- and long-term reinforcers are maximized and short- and long-term punishers are minimized

Forward chaining

- Process of breaking task into steps and following steps in order. Pt. begins with first step, then second, and continues learning all in sequential order until he/she can perform all steps in the task

disruptive behavior

-Usually more disturbing to others than to the individual A disturbance of conduct severe enough to produce significant impairment in social, occupational, or academic functioning, because of symptoms that range from oppositional defiant to moderate and severe conduct disturbances.

General Behavior Interventions

1. make changes in the environment (seating etc) 2. Provide opportunities to make choices 3. modify curriculum provide reinforcement for expected behavior 5. teach appropriate pro-social behaviors 6. Teacher adapts instructional style 7. Develop a bx intervention plan (BIP)

Problem Behavior Questionnaire

15-item rating scale that measures the frequency with which an event is likely to be seen; developed by Lewis, Scott, and Sugai.

Motivation Assessment Scale

16-item rating scale developed by Durand and Crimmins; it requires a specific description of the challenging behaviors and a description of the settings in which they occur.

Functional Analysis Screening Tool

18-item rating scale in which "yes" or "no" is used to determine if an item statement accurately describes the student's unwanted behavior; developed by Iwata and DeLeon (1996)

Jones Model

90% of effective discipline involves body language, teachers should make eye contact, use proximity, gestures. Also teachers should use group based incentives such as free time to pursue personal interests. Using "grandma's rule"

Imitation behavior

A behavior controlled by physical movement as a model, has similarity with the model and immediately follows the model.

Avoidance Contingency

A contingency in which a response prevents or postpones the presentation of a stimulus

habituation

A decrease in a behavioral response when a stimulus is presented repeatedly.

Stimulus class

A group of stimuli that share specified common elements along formal (e.g., size, color), temporal (e.g., antecedent or consequent), and/or functional (e.g., discriminative stimulus) dimensions (Source: CHH, 2 Ed).

Premack principle

A higher frequency behavior will function as reinforcement for a lower frequency behavior

latency

A measure of temporal locus; the elapsed time from the onset of a stimulus to the initiation of a response

Automaticity of reinforcement

A person does not have to recognize or verbalize the relation between her behavior and a reinforcing consequence, or even know that a consequence has occurred, for reinforcement to "work"

methodological behaviorism

A philosophic position that views behavioral events that cannot be publicly observed outside the realm of science.

Contingent observation

A procedure for implementing time-out in which the person is repositioned within an existing setting such that observation of ongoing activities remains, but access to reinforcement is lost.

Functional Relation

A relation between two variables in which the manipulation of one variable results in a change in the other.

Escape contingency

A response in which a response terminates (escapes from) an ongoing stimulus

Stimulus control

A situation in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus.

Unconditioned punisher

A stimulus change that can decrease the future frequency of any behavior that precedes it without any prior pairing with another punisher. i.e. painful stimulation

Punisher

A stimulus change that decreases the future frequency of behavior that immediately precedes it.

Discriminated stimulus

A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced; this history of differential reinforcement is the reason an Sd increases the momentary frequency of the behavior.

Punishment

A stimulus or an event that decreases the frequency of occurrence of the behaviour that it follows

Unconditioned negative reinforcer

A stimulus that functions as a negative reinforcer as a result of the evolutionary development of the species (phylogeny); no prior learning is involved (e.g., shock, loud noise, intense light, extreme temperatures, strong pressure against the body).

Conditioned reinforcer

A stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as secondary reinforcer. Examples: money, token

Programming Common Stimuli

A tactic for promoting setting/situation generalization by making the instructional setting similar to the generalization setting; the two-step process involves: (1) identifying salient stimuli that characterize the generalization setting and (2) incorporating those stimuli into the instructional setting.

Whole interval recording

A time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically from 5 to 15 seconds). At the end of each interval, the observer records whether the target behavior occurred throughout the entire interval; tends to underestimate the proportion of the observation period that many behaviors actually occurred.

Operant conditioning

A type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher.

Reinforcer assessment

A variety of direct, empirical methods for presenting one or more stimuli contingent on a target response and measuring their effectiveness as reinforcers.

Deprivation

Absence of reinforcer for a period of time, thereby making that event more effective as a reinforcer. This is usually used as an establishing-operation tactic to increase the effectiveness of the reinforcer in question, and will usually increase the rate of behavior that has been associated with that reinforcer in the past (Source: SA)

Preventive Cueing (Signal Interference)

Action used to alert student who is doing something unacceptable

Mentalism

An approach to explaining behavior that assumes that a mental, or "inner," dimension exists that differs from a behavioral and that phenomena in this dimension either directly cause or at least mediate some forms of behavior, if not all.

Positive punishment

An aversive stimulus that is given to decrease the frequency of a behavior (ex: spanking, a parking ticket) A behavior is followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior.

Motivating Operant

An environmental variable that (a) alters (increases or decreases) the reinforcing effectiveness of some stimulus, object, or event and (b) alters (increases or decreases) the current frequency of all behavior that have been reinforced by that stimulus, object, or event".

History of reinforcement

An inclusive term referring in general to all of a person's learning experiences and more specifically to past conditioning .

Extinction burst

An increase in the frequency of responding when an extinction procedure is initially implemented. the individual tries harder to obtain the reward (attention, escape, sensory stimulation) by increasing the slapping, head banging, or rocking.

Backup Reinforcer

An object or event received in exchange for a specific number of tokens, points, etc.

Shaping

An operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior

Observer drift

An unintended change in the way an observer uses a measurement system that results in error.

Operant behavior

Behavior that is selected, maintained, and brought under stimulus control as a function of its consequences; each person's repertoire of operant behavior is a product of his history of interactions with the environment.

Conditioned stimulus

CS; ordinarily a neutral stimulus paired with a unconditioned stimulus to achieve a desired result and eventually produces the desired response in an organism when presented alone; in Pavlov's experiment, the bell

Schedule thinning

Changing a contingency of reinforcement by gradually increasing the response ratio or the extent of the time interval; it results in a lower rate of reinforcement per responses, time, or both.

Logical Consequences

Consequences are connected in some manner to the offense. Example: fighting during recess, student loses recess for a week

Natural Consequences

Consequences that normally occur without any teacher intervention. Example: when a student is fighting he/she will get hurt.

Reliability

Consistency of measurement

Negative punishment

Decreasing behavior by stopping or reducing positive stimuli. (Subtracting something good)

Scatter Plot

Descriptive analysis that enables the observer to monitor target behaviors over an extended period of time.

Observation Forms

Descriptive analysis that structures the observation into a checklist format with operational definitions of each of the target behaviors.

Descriptive Analyses

Direct assessments or observations of the unwanted and wanted behaviors under naturalistic conditions

Reactivity

Effects of an observation and measurement procedure on the behavior being measured. This is most likely when measurement procedures are obtrusive, especially if the person being observed is aware of the observer's presence and purpose (Source: CHH, 2 Ed).

Event (frequency) Recording

Establishes the numerical dimension of behavior. Used in cases in which there is a discrete behavior with a clear beginning and end where each episode is roughly equivalent in duration

Effective question of BIP

How will consequences be managed to insure the student receives reinforcers for positive behavior not problem?

Differential reinforcement of other behavior DRO

In this intervention, the reinforcer is given as long as the targeted inappropriate behavior does not occur or it is given in the absence of targeted behavior. This serves to directly decrease the inappropriate behavior.

Differential reinforcement of incompatible behavior DRI

In this intervention, the reinforcer is given when another behavior is used or observed. This intervention differs from DRA because the new behavior is incompatible with the inappropriate behavior. For example, a student will receive reinforcement for sitting appropriately. Sitting is incompatible with running because the two cannot occur at the same time. Increasing sitting behavior will result in a decrease in running behavior

Differential Reinforcement of Alternate behavior DRN

In this intervention, the reinforcer is given when another more appropriate behavior is used or observed. This intervention serves to increase the appropriate behavior while decreasing the inappropriate behavior. Functional Communication Training (FCT) is one type of DRA intervention. DRA interventions are often used to teach replacement behaviors for challenging behaviors.

Differential reinforcement of high rates DRH

In this intervention, the reinforcer is given when the behavior occurs at a higher rate than before. This intervention serves to increase desirable behaviors which decrease the amount of time available for inappropriate behaviors.

Negative reinforcement

Increasing the strength of a given response by removing or preventing a painful stimulus when the response occurs. This technique is used to increase the frequency of behavior

Multiple examplar training

Instruction that provides the learner with a variety of stimulus conditions, response variations, and response topographies. Used for setting/situation generalization. Using different stimuli within the same stimulus class to teach a concept.ically means using multiple examples when training (or teaching) a child

Total-task training

Learner receives training on each behavior in chain during each session.

Continuous measurement

Measurement conducted in a manner such that all instances of the response class(es) of interest are detected during the observation period

Duration Recording

Measures the time a response or behavior lasts.

Trials-to criterion

Number of responses for a person to achieve a preestablished level of accuracy or proficiency

Positive reinforcement

Occurs when a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions. A situation in which a behavior or response is followed by the addition of a reinforcing stimulus. The stimulus increases the probability that the response will occur again.

Reinforcement

Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.

Setting Event triggers

Peer issues, teacher interaction, new person

RTI Tier 4

Placement into a specific program with specialized teaching is implemented

PLACHECK

Planned Activity Check. Observed a group at the end of an interval, count how many are engaging of target behavior, and compare with total number of individuals.

Response cost

Positive reinforcement strengthens a response by adding a positive stimulus, then response cost has to weaken a behavior y subtracting a positive stimulus.

Parsimony

Practice of ruling out simple, logical explanations before considering more complex explanations

Stimulus generalization

Process by which a conditioned response becomes associated with a stimulus that is similar but not identical to the original conditioned stimulus

Task analysis

Process of breaking a complex skill or series of behavior into smaller, teachable units.

Interval Recording

Provides an estimate of the percentage of intervals in which a behavior occurred. Dividing observational periods into units of time.

Functional Analyses

Quantitative direct observation of behavior under preselected and controlled conditions

Spontaneous Recovery

Recurrence of an extinguished conditioned response, usually following a rest period

Automatic reinforcement

Reinforcement that occurs independent of the social mediation of others (e.g., scratching an insect bite relieves the itch).

Variable interval (VI)

Reinforcers appear after a certain amount of time, but that amount varies from trial to trail. Ex. Random visits from the boss, who delivers praise.

Replication

Repeating conditions to determine the realibility and increase internal validity, and to determine the generality of findings of previous experiments

sociometric techniques

Self-reports that measure peer acceptance in terms of social preferences - the extent to which children or adolescents like, or prefer to spend time with, particular peers.

Ontogeny

Similar stages in development among related species.

Social Reinforcers

Smiles, praise, attention, or friendly remarks that the student likes or enjoys used to reinforce behavior.

RTI Tier 1

Standards-based instruction, universal screening, and progress monitoring

Feature stimulus class

Stimuli that share common physical forms or structures (e.g., made from wood, four legs, round, blue) or common relative relationships (e.g., bigger than, hotter than, higher than, next to).

Unconditioned reinforcer

Stimulus change that INCREASES the frequency of behavior that precedes it irrespective of learning history

Aversive stimulus

Stimulus conditions whose termination functions as reinforcement

RTI Tier 3

Student Support Team (SST) is brought in. SST is the structure while RTI is the process. This process determines barriers to learning and develop appropriate individual interventions for the student.

Interobserver Agreement (IOA)

The degree to which two or more independent observers report the same observed values after measuring the same events

Independent variable

The experimental factor that is manipulated; the variable whose effect is being studied

Response generalization

The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior.

Dependent variable

The outcome factor; the variable that may change in response to manipulations of the independent variable

Topography

The physical form or shape of behavior

Concept Formation

The process of classifying information into meaningful categories. a complex example of stimulus control that requires both stimulus generalization within a class of stimuli and discrimination between classes of stimuli

Unconditioned stimulus

The stimulus component of an unconditioned reflex; a stimulus change that elicits respondent behavior without any prior learning.

Permanent Product Recording

The teacher observing the enduring product or outcome of a students behavior. The actual behavior itself is not observed.

Contingent Reinforcement

This is a reinforcement that is based on behavior. Ex. If you walk quietly, you will get five minutes of extra recess.

Non-Contingent Reinforcement

This is a reinforcement that the students do not have to do anything to get. Ex. Every student gets a cookie every Friday.

Child Behavior Checklis

This tool is used for minors 4 through 18. The CBCL investigates behavior problems among children to address the issues of social competency and behavior. It contains a total of 138 items to determine social and behavioral discrepancies among minors.

IRT Inter Response Time

Time elapsed between 2 successive responses

Partial Interval Recording

Time sampling method in which observation period is divided into brief time intervals, observer records whether the behavior occurs at any time during the interval

Single-Case Designs

To use the student as his or her own control so a relationship can be shown between the management program and the students response to the program

Educative Question of BIP

What behaviors/skills will be taught to replace to meet the same function as the students's problem behavior and improve his or her ability to function more effectively?

Proactive Question of BIP

What environmental adjustments will be used to make the student's problem behavior?

Response class

a group of responses of varying topography, all of which produce the same effect on the environment

Momentary time sampling

a measurement method in which the presence or absence of behaviors are recorded at precisely specified time intervals

Establishing operant

a motivating operation that establishes (increases) the effectiveness of some stimulus, object, or event as a reinforcer (e.g., food deprivation est. food as an effective reinforcer)

Contingency

a possible event or occurrence or result

Stimulus-stimulus pairing

a procedure in which two stimuli are presented at the same time, usually repeatedly for a number of trials, which often results in one stimulus acquiring the function of the other stimulus

Variable ratio

a schedule where reinforcement happens after a varied number of responses

cognitive psychology/ cognitive behavioral approach

an approach to psychology that emphasizes internal mental processes

3-term contingency

antecedent, behavior, and consequence; Basic unit of analysis in the analysis of operant behavior

academic underachievement is an example of a

behavior a child might demonstrate that indicates internalizing behavioral problems the child might have

identifying the "setting events" around a behavior is related to

behavior's antecedents

Reasons to use Planned ignoring

calling out, not having material ready for class, interrupting teacher, whistling or humming

steps for conducting a functional assessment

collecting data on the environment, defining the problem behavior, and hypothesizing the function of the behavior

FBA is used to

describe the function a behavior plays for a student, looks at the antecedents to a students' behavior, and helps a teacher determine why a student behaves the way he/she does

functional assessment seeks to

determine what antecedent events might me setting the stage for a student's disruptiveness

features of a developmental system approach to behavior assessment

focus on a comparison of a child to a norm group, considers situational or contextual influences on behavior, and utilizes a multi- method approach

Discriminated operant

if a behavior occurs more frequently in the presence of some antecedent stimuli than it does in its absence that behavior is called a discriminated operant and is said to be under stimulus control

a reinforcer is considered socially valid when

its provision is congruent with the norms off the child's social setting

Indiscriminable contingency

learner cannot discriminate whether the next response will produce reinforcement

child-specific condition triggers

medication, allergies, sickness, anxiety, fatigue

Examples of Non compliance behaviors categories

not following directions, defiance, oppositional bx, insubordination, not minding, resisting directions

behaviors become "instrumental" when they

produce identifiable consequences

Latency Recording

recording the time from a specified event to the start of the targeted behavior or completion of the response.

"function" or purpose of behaavior

social attention, escape or avoidance, and access to something

Stimulus delta

stimulus conditions in which a response has not resulted in reinforcement in the past

General case analysis

systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalized setting (multiple exemplar training; teaching sufficient examples)

RTI Tier 2

the addition of more concentrated small-group or individual interventions that target specific needs and essential skills

Response latency

the elapsed time from the onset of a stimulus (e.g., task direction, cue) to the initiation of a response

Response maintenance

the extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior's initial appearance in the learner's repertoire has been terminated

a detailed family history is an important component of

the multi-method assessment procedure

a stimulus is defined as a reinforcer only if

the rate, duration, or intensity of the target behavior is maintained or increased

disadvantages of using rating scales to assess student behavior

time consuming, limited number of behaviors can be assessed, amd offer one individual's perception of behavior

Stimulus preference assessment

variety of procedures used to determine the stimuli that a person prefers, the relative preference vale (high v low) of those stimuli, the conditions under which those preference value remain in effect, and their presumed value as reinforcers.

instructional/Curriculum Triggers

work is too hard or too easy, transitions, assignment, no choice