FBA Final Exam Study Guide (2023/2024) Already Graded A

FBA Final Exam Study Guide (2023/2024) Already Graded A With respect to the Matching Law, the value of the reinforcer could refer to what? magnitude, latency, quality, effort required When conducting a functional assessment, the matching law can be helpful in analyzing what? -variables that influence relative response rates. -the variables controlling low frequency behaviors. -differential rates of various members of the response class. -These variables determine the relative rates of members of a response class, which could be particularly helpful when analyzing low frequency behavior FA Conditions -Alone -Play/Control -Attention -Escape -Tangible Alone Condition -Designed to determine whether problem behavior will occur in absence of stimulation -No materials, little interaction -Testing for automatic reinforcement Play/Control Condition -Child put in a room with preferred materials and no demands. Possible noncontingent attention. -Almost always if problem behavior occurs under this condition then the behaviors are maintained by automatic reinforcement Attention Condition -Given a non-difficult task -Attention is only given to the child when behavior occurs to see if attention acts as a reinforcer -Social positive reinforcement Escape Condition -Individual is told to complete a task and prompted to complete it. If behavior occurs, the observer will remove the task for a short period time (approx 20 seconds). Task can be reinstated and every instance of problem behavior will result in the same response by observer -Social negative reinforcement Tangible Condition There will be objects or activities presented that the child likes. The child will be given a task and when misbehavior occurs they will be given access to the tangible. NCR With Extinction Provide attention non-contingently, but do not provide attention when the behavior occurs (e.g. child throws crayon, parent says and does nothing) NCR Without Extinction Provide attention non-contingently (e.g. every 5 minutes) AND you continue to provide attention when behavior occurs (e.g. child throws crayon, parent gives attention) What is noncontingent reinforcement? Procedure in which stimuli with known reinforcing properties are present on a FT (fixed time) or VT (variable time) schedule completely independent of behavior. It is used as an antecedent intervention to reduce problem behavior DRL -Schedule of reinforcement used to decrease rates of behavior that are tolerable/desirable at low rates but may be inappropriate when the behavior occurs too often or too rapidly A group contingency is useful when: A practitioner wishes to change a large number of disruptive behaviors. DRA -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. -DRA interventions are often used to teach replacement behaviors for challenging behaviors. Advantages of DRA 1. Decreases problem behavior 2. Provides alternative sources of reinforcement 3. Increases appropriate behavior DRO -The reinforcer is given as long as the targeted inappropriate behavior does not occur or it is given in the absence of targeted behavior. -Works to directly decrease the problem behavior What are replacement behaviors? -Alternative desirable behavior. -Serves the same environmental function as a problem behavior. -Must be capable of producing the same reinforcer as the problem behavior in the identified contexts. Replacement Behavior Options for Direct Access Behaviors? (1) alternate direct access form - Identify an alternate, more acceptable form of behavior that directly produces the same specific reinforcer. (2) access mand (request) - Identify a requesting behavior that would allow staff to mediate such a request or choice by providing the client with a more appropriate setting in which to engage in the problem behavior. (3) omission training (DRO) - Identify a length of time that you want the individual not to perform the target direct access behavior, that is, the nonoccurrence of behavior for a set time period, contingent upon which provides access to the specific reinforcer. (4) Premack contingency - Identify a regimen of tasks that, when completed, allows the client to access the specific reinforcer. Replacement Behavior Options for Socially Mediated Access problem behaviors? (1) direct access to tangible reinforcer - Developing or strengthening a chain of behaviors that produce the desired tangible reinforcer directly. (2) Access Mand (Request) Option- Identify a requesting behavior (mand) that would allow staff to mediate such a request or choice by providing the client with the desired attention or tangible. (3)DRL Group Contingencies for Peer Attention - designating a lower rate of target behavior (differential reinforcement of low-rate behavior), which is the criterion for providing a powerful reinforcer to the group. The target rate may be for either the individual client's behavior or a group's level of behavior or performance (4) Omission Training Option - If the client goes without engaging in the target behavior for a designated period of time, the delivery of the desired reinforcing event occurs. The occurrence of the target behavior only results in postponement of the reinforcer, in that the DRO interval is extended. (5) Premack Contingency Option- Desired reinforcer is produced following the client's successful compliance to a designated regimen of tasks or demands. Replacement Behaviors for Direct Escape Problem Behaviors (1) alternate direct escape form, - Indentify an alternate acceptable behavior that also produces escape from the aversive situation. Such a behavior should not be inappropriate or dangerous but does directly and immediately produce escape from the aversive condition in a more socially desireable manner. (2) escape mand (protest or negotiation) - The protesting or negotiating response is mediated by teacher, staff, or others by their removing or postponing the aversive condition from the client or removing the client from the aversive condition. (3) tolerance training (DNRO) - Identify a length of time that you want the individual to not perform the behavior, that is, he waits appropriately to be removed from the aversive event. The nonoccurrence of the target behavior for the interval period provides for the child or client to escape or avoid the aversive event. (4) premack contingency. - Identify a regimen of tasks that, when completed, allows the client to escape the aversive condition or situation. Replacement behavior options for socially mediated escape (1) alternate direct escape form - identify alternative acceptable behavior that also produces escape from aversive situation (2) escape mand (protest or negotiation) - requesting escape (3) tolerance training (DNRO) - identify the length of time you want individual NOT TO PERFORM the behavior; waits appropriately to be removed from aversive event. Non-occurrence of the target behavior for the DNRO interval period provides escape or avoidance of the aversive event (by request or direction of staff); (4) premack contingency -Identify a regimen of tasks that, when completed, allows the client to escape the aversive condition or situation (premack principle utilized in an escape fashion). Preference Assessment -Gives you a hierarchical order of things the individual likes/prefers Single Stimulus Presentation (Direct) -Stimuli are presented and persons reaction to the stimuli are noted -Each item should be presented several times, order of presentation should be varied. Paired Stimulus Presentation (Direct) -Simultaneously present 2 stimuli at a time and record which is chosen -Each stimuli are matched with all other stimuli in a set -Stimuli are ranked in order in terms of high, medium, low preference -Found that paired stimuli presentations lead to more accurate distinctions between high and low preference items then single stimulus presentation Multiple Stimulus Presentation WITH Replacement (Direct) -person chosen a preferred stimulus from an array of 3 or more stimuli -Item chosen remains in array and items not selected are replaced with new items Multiple Stimulus Presentation WITHOUT Replacement (Direct) -Person chosen a preferred stimulus from an array of 3 or more stimuli -Item chosen is removed from array, order or placement and remaining items are rearranged Free Operant Methods Observe and recording what activities the target person engages in when she can choose during a period of unrestricted access to numerous activities Contrived Stimulus Preference The researcher/practitioner "salts" the environment with a variety of items that may be of interest to the learner Naturalistic Stimulus Preference -Observe in natural setting Indirect Preference Assessment Completed by a teacher or parent, or someone who knows the target person and are used to narrow the field of reinforcers Reinforcer Assessment Determines what functions as a reinforce for the client. Stererotypy Behaviors -Can involve both repetitive and non repetitive behaviors -Lacks variability -Persists over time -Lack of response to environmental change -Lacks social function How do we know stereotypy behavior is maintained by automatic reinforcement? -Persists in absence of social consequences (in the alone condition) FBA Procedures that manipulate consequences (1) Trigger Analysis (2) Functional Analysis (3) Full/Classical FA FBA Procedures that manipulate only antecedents Structural Analysis Calculation for behavior rates Rate = frequency/time Chain Interruption Strategy Involves interrupting or blocking the performance of the behavior at its earliest onset.