64
attached
2 years ago 6
64-3.2.docx
EAB4764MayerChapter1011IdentifyingEffectiveReinforcers_JAM-1.pdf
EAB4764MayerChapter1011IdentifyingEffectiveReinforcers_JAM-2.pdf
64-3.2.docx
After watching the virtual lecture students must complete the following questions
in order to earn 10 weekly points.
Each question in the summary template must be answered in a complete paragraph and contain enough detail to ensure the professor that the video was watched but should not be verbatim and should exclude issues unrelated to the course material. The summaries should be written in a Word document
Please answer the questions below in a narrative form. Each answer should be a complete paragraph. 1. What was the main point of the video/podcast? 2. Provide 2 major points discussed and describe those points. 3. What did you learn from the video/podcast?
EAB4764MayerChapter1011IdentifyingEffectiveReinforcers_JAM-1.pdf
Mayer Chapter 10: Identifying Effective Reinforcers Mayer Chapter 11: Implementing Effective Reinforcement
PURPOSE OF FBAS
(1) identify probable function the behavior serves the individual
(2) create a behavior intervention plan based on the function
FUNCTIONS OF BEHAVIOR
• Sensory (Automatic)
• Escape
• Attention
• Tangible
APPROACHES TO CONDUCTING FUNCTIONAL BEHAVIOR ASSESSMENTS
(FBAS)
Assessing antecedents (SD, setting events, or other activators), the
behavior, and the consequences.
Indirect (anecdotal) assessments
Descriptive Assessments Functional Analyses
FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)
INDIRECT ASSESSMENTS (HARDEST; YIELDS MOST PRECISE INFORMATION)
DESCRIPTIVE ASSESSMENTS FUNCTIONAL ANALYSIS (EASIEST; YIELDS LEAST PRECISE
INFORMATION)
FUNCTIONAL ANALYSIS (FAs)
The only FBA method that allows us to confirm hypotheses regarding functional relations between behaviors and environmental events.
Antecedents and consequences are arranged, or manipulated, so that their separate effects on behavior can be observed.
The “gold standard” of assessment procedures.
ANALOGS = The arrangement of variables (not the setting in which assessment occurs). Analog conditions allow for better control of variables.
Research shows the functional analyses done in natural settings (e.g., classrooms) yield the same results as those done in simulated settings.
4 COMMON CONDITIONS OF
FUNCTIONAL ANALYSIS
Contingent Attention (Social Disapproval Condition)
Contingent Escape (Academic Demand Condition)
Alone
Control (Play Condition)
Contingent Tangible Condition
DESCRIPTIVE DIRECT ASSESSMENT
• AKA: Descriptive Assessment; Direct Assessment
• Direct observation of problem behavior under natural conditions.
• Events are not arranged in a systematic manner.
• Provides data on the occurrence of the behavior within the context of the natural environment in which it occurs and also the environmental events that surround it.
• Direct assessments, like indirect assessments, are approximations of functional analyses.
• Involves baseline data collection:
1) ABA continuous recording
2) ABC narrative recording
3) Scatterplot
INDIRECT FBA
• Identifying potential events in the natural setting that correlate with the challenging behavior.
• By gathering information from others who know the individual displaying the challenging behavior very well.
• Via methods, such as rating scales, checklists, structured interviews.
• Motivation Assessment Scales (MAS)
• Motivation Analysis Rating Scale (MARS)
• Problem Behavior Questionnaire (PBQ)
• Functional Analysis Screening Tool (FAST)
• Questions About Behavioral Function (QABF)
TREATMENT DEVELOPMENT
Selecting an intervention
Modifying antecedents
Selecting consequences
Once you’ve identified the function of the behavior, you must
select and teach a replacement behavior.
REINFORCEMENT
• For reinforcement to be effective we must consider:
• Quality
• Timing
• Quantity
• Density
• Intensity
• Frequency
• Schedule
• Antecedents
• MOs
REINFORCEMENT SCHEDULES
Continuous Reinforcement (CRF)
Best to increase behaviors
Intermittent Reinforcement
Best to maintain behaviors
GENERALIZATION OF REINFORCEMENT
• Reinforcement should be delivered across different people, different settings, objects, events, etc.
• Daily Reports
• Behavioral contracts
COMPETING CONTINGENCIES
EAB4764MayerChapter1011IdentifyingEffectiveReinforcers_JAM-2.pdf
Mayer Chapter 10: Identifying Effective Reinforcers Mayer Chapter 11: Implementing Effective Reinforcement
PURPOSE OF FBAS
(1) identify probable function the behavior serves the individual
(2) create a behavior intervention plan based on the function
FUNCTIONS OF BEHAVIOR
• Sensory (Automatic)
• Escape
• Attention
• Tangible
APPROACHES TO CONDUCTING FUNCTIONAL BEHAVIOR ASSESSMENTS
(FBAS)
Assessing antecedents (SD, setting events, or other activators), the
behavior, and the consequences.
Indirect (anecdotal) assessments
Descriptive Assessments Functional Analyses
FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)
INDIRECT ASSESSMENTS (HARDEST; YIELDS MOST PRECISE INFORMATION)
DESCRIPTIVE ASSESSMENTS FUNCTIONAL ANALYSIS (EASIEST; YIELDS LEAST PRECISE
INFORMATION)
FUNCTIONAL ANALYSIS (FAs)
The only FBA method that allows us to confirm hypotheses regarding functional relations between behaviors and environmental events.
Antecedents and consequences are arranged, or manipulated, so that their separate effects on behavior can be observed.
The “gold standard” of assessment procedures.
ANALOGS = The arrangement of variables (not the setting in which assessment occurs). Analog conditions allow for better control of variables.
Research shows the functional analyses done in natural settings (e.g., classrooms) yield the same results as those done in simulated settings.
4 COMMON CONDITIONS OF
FUNCTIONAL ANALYSIS
Contingent Attention (Social Disapproval Condition)
Contingent Escape (Academic Demand Condition)
Alone
Control (Play Condition)
Contingent Tangible Condition
DESCRIPTIVE DIRECT ASSESSMENT
• AKA: Descriptive Assessment; Direct Assessment
• Direct observation of problem behavior under natural conditions.
• Events are not arranged in a systematic manner.
• Provides data on the occurrence of the behavior within the context of the natural environment in which it occurs and also the environmental events that surround it.
• Direct assessments, like indirect assessments, are approximations of functional analyses.
• Involves baseline data collection:
1) ABA continuous recording
2) ABC narrative recording
3) Scatterplot
INDIRECT FBA
• Identifying potential events in the natural setting that correlate with the challenging behavior.
• By gathering information from others who know the individual displaying the challenging behavior very well.
• Via methods, such as rating scales, checklists, structured interviews.
• Motivation Assessment Scales (MAS)
• Motivation Analysis Rating Scale (MARS)
• Problem Behavior Questionnaire (PBQ)
• Functional Analysis Screening Tool (FAST)
• Questions About Behavioral Function (QABF)
TREATMENT DEVELOPMENT
Selecting an intervention
Modifying antecedents
Selecting consequences
Once you’ve identified the function of the behavior, you must
select and teach a replacement behavior.
REINFORCEMENT
• For reinforcement to be effective we must consider:
• Quality
• Timing
• Quantity
• Density
• Intensity
• Frequency
• Schedule
• Antecedents
• MOs
REINFORCEMENT SCHEDULES
Continuous Reinforcement (CRF)
Best to increase behaviors
Intermittent Reinforcement
Best to maintain behaviors
GENERALIZATION OF REINFORCEMENT
• Reinforcement should be delivered across different people, different settings, objects, events, etc.
• Daily Reports
• Behavioral contracts
COMPETING CONTINGENCIES
64-3.2.docx
After watching the virtual lecture students must complete the following questions
in order to earn 10 weekly points.
Each question in the summary template must be answered in a complete paragraph and contain enough detail to ensure the professor that the video was watched but should not be verbatim and should exclude issues unrelated to the course material. The summaries should be written in a Word document
Please answer the questions below in a narrative form. Each answer should be a complete paragraph. 1. What was the main point of the video/podcast? 2. Provide 2 major points discussed and describe those points. 3. What did you learn from the video/podcast?
EAB4764MayerChapter1011IdentifyingEffectiveReinforcers_JAM-1.pdf
Mayer Chapter 10: Identifying Effective Reinforcers Mayer Chapter 11: Implementing Effective Reinforcement
PURPOSE OF FBAS
(1) identify probable function the behavior serves the individual
(2) create a behavior intervention plan based on the function
FUNCTIONS OF BEHAVIOR
• Sensory (Automatic)
• Escape
• Attention
• Tangible
APPROACHES TO CONDUCTING FUNCTIONAL BEHAVIOR ASSESSMENTS
(FBAS)
Assessing antecedents (SD, setting events, or other activators), the
behavior, and the consequences.
Indirect (anecdotal) assessments
Descriptive Assessments Functional Analyses
FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)
INDIRECT ASSESSMENTS (HARDEST; YIELDS MOST PRECISE INFORMATION)
DESCRIPTIVE ASSESSMENTS FUNCTIONAL ANALYSIS (EASIEST; YIELDS LEAST PRECISE
INFORMATION)
FUNCTIONAL ANALYSIS (FAs)
The only FBA method that allows us to confirm hypotheses regarding functional relations between behaviors and environmental events.
Antecedents and consequences are arranged, or manipulated, so that their separate effects on behavior can be observed.
The “gold standard” of assessment procedures.
ANALOGS = The arrangement of variables (not the setting in which assessment occurs). Analog conditions allow for better control of variables.
Research shows the functional analyses done in natural settings (e.g., classrooms) yield the same results as those done in simulated settings.
4 COMMON CONDITIONS OF
FUNCTIONAL ANALYSIS
Contingent Attention (Social Disapproval Condition)
Contingent Escape (Academic Demand Condition)
Alone
Control (Play Condition)
Contingent Tangible Condition
DESCRIPTIVE DIRECT ASSESSMENT
• AKA: Descriptive Assessment; Direct Assessment
• Direct observation of problem behavior under natural conditions.
• Events are not arranged in a systematic manner.
• Provides data on the occurrence of the behavior within the context of the natural environment in which it occurs and also the environmental events that surround it.
• Direct assessments, like indirect assessments, are approximations of functional analyses.
• Involves baseline data collection:
1) ABA continuous recording
2) ABC narrative recording
3) Scatterplot
INDIRECT FBA
• Identifying potential events in the natural setting that correlate with the challenging behavior.
• By gathering information from others who know the individual displaying the challenging behavior very well.
• Via methods, such as rating scales, checklists, structured interviews.
• Motivation Assessment Scales (MAS)
• Motivation Analysis Rating Scale (MARS)
• Problem Behavior Questionnaire (PBQ)
• Functional Analysis Screening Tool (FAST)
• Questions About Behavioral Function (QABF)
TREATMENT DEVELOPMENT
Selecting an intervention
Modifying antecedents
Selecting consequences
Once you’ve identified the function of the behavior, you must
select and teach a replacement behavior.
REINFORCEMENT
• For reinforcement to be effective we must consider:
• Quality
• Timing
• Quantity
• Density
• Intensity
• Frequency
• Schedule
• Antecedents
• MOs
REINFORCEMENT SCHEDULES
Continuous Reinforcement (CRF)
Best to increase behaviors
Intermittent Reinforcement
Best to maintain behaviors
GENERALIZATION OF REINFORCEMENT
• Reinforcement should be delivered across different people, different settings, objects, events, etc.
• Daily Reports
• Behavioral contracts
COMPETING CONTINGENCIES
EAB4764MayerChapter1011IdentifyingEffectiveReinforcers_JAM-2.pdf
Mayer Chapter 10: Identifying Effective Reinforcers Mayer Chapter 11: Implementing Effective Reinforcement
PURPOSE OF FBAS
(1) identify probable function the behavior serves the individual
(2) create a behavior intervention plan based on the function
FUNCTIONS OF BEHAVIOR
• Sensory (Automatic)
• Escape
• Attention
• Tangible
APPROACHES TO CONDUCTING FUNCTIONAL BEHAVIOR ASSESSMENTS
(FBAS)
Assessing antecedents (SD, setting events, or other activators), the
behavior, and the consequences.
Indirect (anecdotal) assessments
Descriptive Assessments Functional Analyses
FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)
INDIRECT ASSESSMENTS (HARDEST; YIELDS MOST PRECISE INFORMATION)
DESCRIPTIVE ASSESSMENTS FUNCTIONAL ANALYSIS (EASIEST; YIELDS LEAST PRECISE
INFORMATION)
FUNCTIONAL ANALYSIS (FAs)
The only FBA method that allows us to confirm hypotheses regarding functional relations between behaviors and environmental events.
Antecedents and consequences are arranged, or manipulated, so that their separate effects on behavior can be observed.
The “gold standard” of assessment procedures.
ANALOGS = The arrangement of variables (not the setting in which assessment occurs). Analog conditions allow for better control of variables.
Research shows the functional analyses done in natural settings (e.g., classrooms) yield the same results as those done in simulated settings.
4 COMMON CONDITIONS OF
FUNCTIONAL ANALYSIS
Contingent Attention (Social Disapproval Condition)
Contingent Escape (Academic Demand Condition)
Alone
Control (Play Condition)
Contingent Tangible Condition
DESCRIPTIVE DIRECT ASSESSMENT
• AKA: Descriptive Assessment; Direct Assessment
• Direct observation of problem behavior under natural conditions.
• Events are not arranged in a systematic manner.
• Provides data on the occurrence of the behavior within the context of the natural environment in which it occurs and also the environmental events that surround it.
• Direct assessments, like indirect assessments, are approximations of functional analyses.
• Involves baseline data collection:
1) ABA continuous recording
2) ABC narrative recording
3) Scatterplot
INDIRECT FBA
• Identifying potential events in the natural setting that correlate with the challenging behavior.
• By gathering information from others who know the individual displaying the challenging behavior very well.
• Via methods, such as rating scales, checklists, structured interviews.
• Motivation Assessment Scales (MAS)
• Motivation Analysis Rating Scale (MARS)
• Problem Behavior Questionnaire (PBQ)
• Functional Analysis Screening Tool (FAST)
• Questions About Behavioral Function (QABF)
TREATMENT DEVELOPMENT
Selecting an intervention
Modifying antecedents
Selecting consequences
Once you’ve identified the function of the behavior, you must
select and teach a replacement behavior.
REINFORCEMENT
• For reinforcement to be effective we must consider:
• Quality
• Timing
• Quantity
• Density
• Intensity
• Frequency
• Schedule
• Antecedents
• MOs
REINFORCEMENT SCHEDULES
Continuous Reinforcement (CRF)
Best to increase behaviors
Intermittent Reinforcement
Best to maintain behaviors
GENERALIZATION OF REINFORCEMENT
• Reinforcement should be delivered across different people, different settings, objects, events, etc.
• Daily Reports
• Behavioral contracts
COMPETING CONTINGENCIES