PS365Applied Behavior Analysis

II

SEMINAR #3

Dr. Edward Cumella

Basics About Our Seminars

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AGENDA

• Observing and Recording Behavior

• Functional Assessment

Chapter 2

Observing and Recording Behavior

Purpose of Behavioral Assessment

1. Baseline Decide if a problem exists Define problem precisely Decide if treatment is necessary

2. Decide on the best treatment3. Measure treatment effects4. Reactivity, aka observer effects

Types of Behavioral Assessment

Indirect Assessment Interviews Questionnaires Rating scales

Direct Assessment Direct observation Recording the target behavior as it

occurs

GROUP EXERCISE: Matching Assessment Type with Purpose

1. Baseline Decide if a problem exists Define problem precisely Decide if treatment is

necessary

2. Decide on the best treatment

3. Measure treatment effects

4. Reactivity, aka observer effects

Indirect Assessment Interviews Questionnaires Rating scales

Direct Assessment Direct observation Recording the

target behavior as it occurs

Recording Behavior

1. Define the target behavior2. Identify who, when, and where to record

(the logistics of recording)3. Choose a recording method (what to

record)4. Choose a recording instrument (how to

record)5. Reliability assessment6. Consider reactivity of recording

Defining the Target Behavior

Describe what the person does and says (avoid labels)

Use active verbs (objective and unambiguous)

NO inference about internal states or motivation

Defined so that two people can agree Give an example of a precisely

defined behavior amenable to ABA

Who Should Record?

Self-monitoring When is this appropriate?

Independent observer When is this necessary?

When and Where to Record

Define observation periods Record in:

Natural settings What is an example of a natural setting?

Contrived settings What is an example of a contrived setting?

Why would you choose one vs. the other? Structured vs. unstructured

Recording Methods

1. Continuous recording – records every instance of the behavior during the observation period, and may include:

• Frequency • Duration• Real time recording• Intensity• Latency • Percentage of opportunities

2. Product recording – record what is produced by the behavior - examples?

3. Interval recording – record behavior during each pre-determined interval of time

4. Time sample recording – record behavior only during pre-selected parts of the observation period

Why would you use this method?

Choose a Recording Instrument

Data sheet (paper and pencil) Others

Stop watch for duration PDA Laptop computer Golf stroke counter for frequency Coin transfer for frequency

Recording must be immediate and practical

Frequency Data Sheet

Duration Data Sheet

Interval Data Sheet

Reducing Reactivity

Wait until the person being observed becomes accustomed to the observer or to self-monitoring

Record surreptitiously through observation windows or with participant observers

Interobserver Reliability

For interval or time sample recording Number of intervals with agreement divided by the total

number of intervals – yields a %

For frequency within interval recording Calculate % agreement in each interval; sum the

percentages and divide by the number of intervals

Chapter 13

Functional Assessment

Treatment Process: Decreasing Problem Behaviors

1. Identify and define problem behavior(s)2. Initiate data collection3. Complete functional assessment

- Hypotheses about antecedents and consequences

4. Treatment development & implementation

5. Evaluation

Step 3. Functional Assessment

Begin with an interview or other indirect assessment method

Develop a hypothesis about the antecedents and consequences (the function of the behavior using the Behavioral Model – see next slide)

Conduct direct observation assessments Confirm or modify original hypothesis based on direct

observation assessment If assessments are consistent, develop and implement

treatment that addresses the function of the behavior If indirect and direct assessments are not consistent,

conduct further functional assessments Conduct functional analysis to confirm hypothesis or

resolve inconsistency between indirect and direct assessment

Behavioral Model

Behavior is influenced by antecedents and consequences: A B C

Antecedents: EOs SD SΔ

When, where, with whom, what circumstances or situations does the behavior occur?

Consequences: Positive or negative reinforcement What does the person get or get out of following the

behavior? What is sustaining the behavior—why does it keep

happening?

Categories of Reinforcement(Functions of Problem

Behaviors)

Social positive reinforcement (mediated by others) attention, praise, reactions, activities, things

Social negative reinforcement (mediated by others) escape from tasks, activities, interactions

Automatic positive reinforcement (not mediated by others) sensory stimulation

Automatic negative reinforcement (not mediated by others) relief from pain, anxiety, or other aversive stimulation

Examples

4 year old’s tantrums antecedents: requests during preferred activities consequences: escape from requested activity

4 year old’s tantrums antecedents: told he can’t have something consequences: gets the thing he asked for

6 year old autistic child’s hand waving antecedents: not engaged in a task or interaction consequences: visual stimulation

10 year old’s hair pulling antecedents: alone, negative thoughts and emotions consequences: relief from negative thoughts/emotions

Examples

17 year old’s hair pulling/hair manipulation Antecedents: Alone, watching TV Consequences: tactile stimulation

17 year old’s hair pulling Antecedents: watching TV, mom busy in the room Consequences: attention

18 year old’s binge eating Antecedents: alone, sad, negative thinking Consequences: relief from negative feeling/thoughts

GROUP EXERCISE: ABCs

15 year old’s binge eating

Antecedents?

Consequences?

END OF SEMINAR FOR TONIGHT!

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