3117 Midterm

Indirect Assessment

Relies on information from others, no direct observation of behavior

Direct Assessment

direct observation and recording of the behavior as it occurs.

Analogue Setting

not part of the client’s normal daily routine.

Structured Ovservation

provides instructions or arranges for specific events

Unstructured

no specific events, activities, or instructions are given

Natural Setting

part of the client’s normal daily routine.

Interobserver Agreement (IOA)

two observers independently observe and record a behavior at the same time and agree on occurrence.

Reactivity

when the process of recording behavior causes the behavior to change before treatment.

Rate

frequency divided by time

Latency

time from a stimulus to the onset of the behavior

Intensity

physical force or magnitude of the behavior

Duration

time from the onset to the offset of behavior.

Frequency

number of times the behavior occurs

Interval Recording

record whether the behavior occurred during consecutive time periods or intervals.

Time Sample Recording

divide the observation period into intervals of time but observe and record the behavior during only part of each interval.

Whole-interval Recording

behavior is recorded only if it occurs during the entire interval

Continuous Recording

record each occurrence of behavior

Momentary Time Sample Recording

behavior is recorded only if it occurs at the exact instant the interval ends.

Partial-interval Recording

behavior is recorded if it occurs at any time during the interval

Product Recording

the outcome or permanent product of the behavior is recorded

Real-time Recording

the exact time of each onset and offset of the target behavior is recorded

Self-Monitoring

the client observes and records their own behavior.

Social Positive Reinforcement

A consequence is delivered by another person after the behavior, and it is more likely to occur.

Social Negative Reinforcement

A person terminates an aversive consequence after the behavior, and it is more likely to occur.

Automatic Positive Reinforcement

A consequence is delivered automatically (not by another person) and the behavior is more likely to occur.

Automatic Negative Reinforcement

The behavior automatically reduces or eliminates an aversive consequence and it is more likely to occur.

Intellectual Disability

significant limitations in both intellectual functioning and adaptive behavior, which covers many everyday social and practical skills

Autism Spectrum Disorder

significant impairment of social communication and interaction with repetitive behavioral aspects or restricted range of interest

Cerebral Palsy

non-progressive, permanent brain damage that affects muscle movement, balance, and/or posture

Seizure Disorder

sudden disruption of the brain’s electrical activity accompanied by altered consciousness or behavior.

ABC Observation

A functional assessment method involving direct observation of antecedents and consequences of the behavior in the natural environment

Scatter Plot

In this assessment the practitioner records behavior frequency across time period to identify patterns

ABC Descriptive Recording

ABC data is recorded in brief descriptions

ABC Checklist

Direct observation method with checklists for possible antecedents, behaviors, and consequences

Interval/Real-Time ABC Recording

ABC data is recorded in intervals or at the exact time it occurs

Sensory Function

occurs when a behavior produces its own reinforcing consequences without needing another person

Escape Function

a behavior used to avoid. delay, or terminate an unpleasant, overwhelming, or difficult situation

Attention Function

engaging in a behavior to gain a social response or acknowledgment from others

Tangible/ Access Function

engages in a specific behavior to obtain a desired item or activity

Antecendent-Based Treatment

Methods of addressing challenging behavior where stimuli that occur before the challenging behavior are altered

Nonconteingent Reinforcement (NCR)

Noncontingent delivery of reinforcer

Environmental Enrichment

Increasing individuals’ access to preferred activities, people, or objects and providing a variety of choices available in their everyday environment

Demand Fading

Demands are initially removed, then, as the challenging behavior remains low, demands are gradually reintroduced

Functionally Equivalent Replacement Behavior

Reinforcing a desirable behavior that serves the same purpose as the challenging behavior

Functional Communication Training (FCT)

Teaching the individual to mand for stimuli to serve the same function as the behavior to be decreased

Reinforcer Test

Teaching the individual to mand for stimuli to serve the same function as the behavior to be decreased

Preference Assessment

Formal methods to identify potential reinforcers

Differential Reinforcement of Alternative Behaviors (DRA)

Reinforce a desirable alternative behavior instead of the problem behavior; problem behavior is placed on extinction

Differential Reinforcement of Incompatible Behavior (DRI)

Reinforce a behavior that is physically incompatible with the problem behavior (both cannot happen at the same time)

Differential Reinforcement of Other Behaviors (DRO)

Reinforce the absence of the problem behavior during a specific period of time (zero occurrences)

Differential Reinforcement of Low Rates (DRL)

Reinforce a behavior only when it occurs at a lower frequency than before (to reduce but not eliminate)

Differential Reinforcement of High Rates (DRH)

Reinforce a behavior only when it occurs at or above a higher rate than before (to increase frequency)

Differential Reinforcement of Diminishing Rates (DRD)

Reinforce behavior when it occurs at or below a gradually decreasing rate criterion, lowering the allowed frequency over time until the desired rate is reached

Conditional Probability Analysis

Calculation of the likelihood of a behavior given specific antecedents or consequences, ranging from 0.0 to 1.0

A-B-A-B Research Design

Miltiemelement Research Design

Four-phase design including a baseline, an intervention, and a withdrawal condition, and a second intervention condition

AIM - Accept, Identify, Move

Mindfulness, ACT and ABA are combined to promote psychological flexibility within children

characteristics:

• behavioral assessment

ABLLS-R The Assessment of Basic Learning and Language Skillis

Focuses on early language development and some basic social skills

characteristics:

• skills assessment

• 0-12 years old

AFLS - The Assessment of Functional Living Skills

Targets functional, adaptive and self help skills across different contexts.

characteristics:

• skills assessment

• 2 years and older

Functional Analysis

a step by step process used to identify the function of a challenging or maladaptive behavior

• behavioral assessment

PEAK

Teaches how to learn through the use of derived relational responding as opposed to directly teaching every skill needed.

characteristics:

• skill assessment

• 18 months to 18 years

Preference Assessments

a systematic process used to identify items, activities, or stimuli that highly motivate a client

• behavioral assessment

VB-Mapp - Verbal Behavior Milestones Assessment and Placement Program

Targets early communication and social skills needed to prepare the learner for a transition to an educational setting.

characteristics:

• skill assessment

• 0-4 years old