Csds 117 Exam 2 analog functional analysis conditions

Typical Conditions of an Analog FA

Contingent attention/Contingent escape/Alone/Control (i.e., free play)

Contingent attention

(positive reinforcement) Present a demand on child, provide attention (typically negative when engaging in behavior), take data

Contingent escape

(negative reinforcement) Present a demand on child, remove task without providing attention, take data

Alone

(automatic reinforcement) child monitored, but left alone

Control

child allowed access to toys, clinician does not engage with them

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Design Strategies

ABAB design;Multi-element/alternating treatment design

ABAB Design

First "A"phase, First "B" phase, Second "A" phase, Second "B" phase

First "A" phase/Involves gathering baseline data(tested antecedent/consequence not present)

First "B" phase

Variable of interest is manipulated and the effect on behavior is measured

Second "A" phase

Return to baseline

Second "B" phase

Reintroduce the variable of interest to demonstrate control

Multi-Element/Alternating Treatment Design

Presents several different conditions within a short period of time;Conditions presented involve manipulation of antecedents/consequences to measure behavior effect; design typically used in analog functional analyses

Determining Maintaining Functions

Use your data to define functional relationship;Within an analog FA, potential identifiqble main functions are; attention, escape, automatic reinforcement, undifferentiated/inconclusive results

Advantages of Functional Analysis

Yields clear demonstration of variable(s) related to problem behavior occurrence; standard to which all other forms of FBA are evaluated;Enables development of effective reinforcement-based treatment

Disadvantages of Functional Analysis

Maybe;temporarily strengthen problem behavior; result in behavior acquiring new functions;Acceptability low;Difficult for serious/low frequency behaviors;If conducted in contrived settings, not identify idiosyncratic variables related to problem behavior;Requires time.effort/professional expertise;Analog functional analysis not in SLPs scope

Guidelines for Conducting Functional Analyses

Determine; variables to be assessed for manipulations;risk level;relevant variables controllable/manipulated; Obtain appropriate reviews/approvals; enough people to maintain safety during sessions; specific criteria for terminating sessions; protective equipment for individuals/teaching/support staff; precursor behaviors as signals for terminating sessions; Employ appropriate data collection/procedures

Assessment of Verbal Operants

Antecedents/consequences can be manipulated to measure their effect on verbal behavior; Observe/record behavior; Consequence manipulation;

Assessment of Verbal Operant Goal: evoke different verbal operants/take data on communicative methods used

Assessment of Mands; Antecedent manipulation

Ensure that there is a motivating operation, Place preferred items out of reach

Assessment of Mands; Consequence manipulation

Provide specified reinforcer to client

Assessment of Tacts; Antecedent manipulation

Present novel non-verbal stimulus

Assessment of Tacts; Consequence manipulation

Provide social praise

Assessment of Echoics; Antecedent manipulation

Provide verbal stimulus with point-to-point correspondence/formal similarity

Assessment of Echoics; Consequence manipulation

Provide social praise

Assessment of Intraverbals; Antecedent manipulation

Provide a verbal stimulus without point-to-point correspondence or formal similarity

Assessment of Intraverbals; Consequence manipulation

Provide social praise

Assessment of Autoclitics; Antecedent manipulation

Set up multiple opportunities for client to use grammatical markers

Assessment of Autoclitics; Consequence manipulation

Provide reinforcement relative to the client's response

Additional antecedent variables applications

Manipulation in assessment of stuttering; Applications to articulation/phonology assessment;Applications to adult population

Receptive Language Assessment definition

informal, behaviorally-based receptive language assessment should examine a client's skills as a "listener"/includes examination of how well the client "reinforcers" the clinician's behavior

Receptive Language Assessment should

select specific skills and then gradually increase the complexity of the antecedent stimulus