#5 Assessment + Target Behaviors

What is a target behavior?

A behavior chosen for change.

What is a deceleration target?

Behavior chosen to decrease.

What is an acquisition/acceleration target?

Behavior chosen to increase or teach.

How should target behaviors be chosen?

Through assessment, not guesses or hearsay.

Main behavior assessment methods?

Interviews, checklists, direct observation, ecological assessment.

General assessment process?

Assess → Identify → Intervene → Monitor → Re-evaluate

Who should be interviewed?

People who directly observe the student (parents, teachers, specialists, the child themselves).

Good interview question types?

What, when, how (avoid why, may be an assumption).

Why avoid asking “why?”

Responses may be assumptions.

Why interview multiple people?

Behavior can differ across settings.

What are checklists/questionnaires useful for?

Identifying and prioritizing behaviors.

Limitation of checklists?

They can miss important context/details.

What is direct observation?

Watching behavior as it happens.

What is narrative recording?

Written description of events and environment.

What is ABC recording?

Record antecedent → behavior → consequence.

Main goal of direct observation?

Collect measurable behavioral data.

What is an ecological assessment?

Examines the person’s physical and social environment.

Physical environment factors?

Noise, glare, seating, crowding, materials, reinforcers.

What is social significance?

Whether changing the behavior matters to the individual.

What should be considered for social significance?

Goals, preferences, culture, learning history.

Should behavior be targeted just because someone dislikes it?

No, must be assessed.

Why consider personal biases?

Target selection should reflect meaningful needs, not personal preference.

What is a behavioral cusp?

Skill opening that once learned, opens new environments, reinforcers, or learning.

What is pivotal behavior?

Behavior producing improvement in other untrained behaviors (e.g., learning to self-regulate or make eye contact improves overall social and academic actions)