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