Experimental Analysis

Karley Appiah

Part 1: Benefits and Limitations of a Descriptive Assessment

A descriptive assessment is defined as direct observation of problem behaviors that take place during real-life events in a natural environment (Cooper et al., 2020) It is a four step process that includes events to assist a behavior analyst to assist with coming to a conclusion on the function of the behavior. These four steps include gathering information through indirect assessment, interpreting the data from the indirect assessments, testing the results from the interpreted data, and finally developing interventions based on results of the function of the target behavior ) (Cooper et al., 2020). The benefits to a descriptive assessment are that they assist with creating a baseline to create a treatment and also allow the observer to have more insight on the antecedents of the target behavior. A few limitations of a descriptive assessment is the possible biasness that could be provided by the caretakers of the client and it can be time consuming.

Part 2: Obtaining Baseline Data

Frequency is the measurement procedure that was used to identify baseline data. A frequency chart is provided below for verbal refusals, SIB, and aggression during one session.

Part 3: Collect and Analyze Data

Five observations were provided via indirect assessment and ABC data was collected. ABC data provides the antecedent (which is what takes place in the natural environment before the target behavior occurs), followed by the target behavior, and then the consequence (which is what takes place immediately after the target behavior has been displayed) (Cooper et al., 2020). The first observation was when the client was instructed to get dress for school. Because the client did not want to get dress, the client engaged in verbal refusal and self-injurious behaviors (SIB), such as skin picking. Immediately following the target behavior the client was verbally redirected. During the second observation the client was provided with a task demand. Following the given demand, the client engaged in head banging. Immediately following the crying and SIB, the consequence of that behavior was the client was given physical redirection, adult attention, and verbal redirection to get the client to calm down and redirect their attention elsewhere. The third observation took place when the client’s tangible was removed when it was time to return to work. Following the removal, the client engaged in head banging and aggression. The consequence for those target behaviors were attention provided and tangible returned. The fourth observation took place during transitioning from the inside of the home to the bus outside of the house. The client was demanded to leave behind tangible. Following the demand, the client engaged in severe skin picking. The consequence following the behavior was attention from parent and tangible returned. The last antecedent for the fifth observation was giving the demand to tie shoes. The client engaged in clawing skin towards the feet to removes shoes. The consequence was attention provided, verbal redirecting, and assistance with shoe tying.

Part 4: Conclusion of the Descriptive Assessment

The hypothesized functions of the problem behavior are escape and attention. It seems that every time the client was provided with an undesired demand or needed assistance, the client engaged in problem behaviors. It is hypothesized that the client has been previously reinforced by receiving the desired attention and removal of demands. During observation the Capella Compassion Codes where used as a guide to interact with clients. Consent was given before observation took place and compassion was showed through out the entire observation.