[Behavioral] Test 3 Study Guide 3/31/26

Ch. 6 – Functional Behavioral Assessment (FBA)

The FBA is a problem-solving process for addressing student problem behavior that relies on a variety of techniques and strategies to identify the purposes of specific behaviors and to help select interventions to directly address the problem behavior.

  • Definition: The "F" in FBA stands for Functional, emphasizing that the assessment seeks to find the "why" or the function behind the action.

  • The 4 Primary Functions: Most studied behaviors serve one of four purposes:

    • Attention: Seeking social interaction.

    • Escape: Avoiding a task or situation.

    • Automatic Reinforcement: Sensory stimulation (e.g., thumb sucking).

    • Tangibles: Seeking a specific item or activity.

  • Assessment Nuances: While interviews are the most common method used in practice , direct observation is considered the "gold standard" or best practice for accuracy.

  • Legal Context (IDEA): Kazdin highlights the Individuals with Disabilities Education Act (1997) because it made FBAs a legal requirement in schools for certain disciplinary situations involving students with disabilities.

  • Philosophy: FBA is described as a "way of thinking" that focuses on the plasticity (changeability) of behavior rather than seeing it as a fixed trait.

Ch. 7 – Positive and Negative Reinforcement

This chapter focuses on the interplay between what is given (positive) and what is removed (negative) to increase a behavior.

  • Types of Positive Reinforcers:

    • Primary: Food, water, and sleep (unlearned).

    • Secondary/Conditioned: Social reinforcers (praise) and tokens.

  • The Power of Schedules:

    • Richness: This refers to how frequent or generous the reinforcement is.

    • Contingency: For reinforcement to be effective, it must be contingent, meaning it is only delivered if and only if the target behavior occurs.

  • Specialized Programs:

    • DRO (Other Behavior): Reinforcement is given if the problem behavior does not occur during a specific time.

    • DRA (Alternative Behavior): Reinforcing a different, more appropriate behavior.

    • DRI (Incompatible Behavior): Reinforcing a behavior that is physically impossible to do at the same time as the bad behavior (e.g., sitting while you are trying to stop jumping).

    • Noncontingent Reinforcement: This involves giving "free" reinforcers to reduce the person's motivation to "act out" for that specific reinforcer.

  • Negative Reinforcement: This increases a behavior by removing something unpleasant. It is less common in applied settings, but Kazdin notes it is innovatively used in dental procedures to help patients cope with anxiety.

Ch. 8 – Punishment

Punishment is any consequence that decreases the likelihood of a behavior.

  • Key Punishment Techniques:

    • Response Cost: This is like a fine; you lose a specific amount of a reinforcer you already have (e.g., losing 5 minutes of recess).

    • Time-Out:

      • Exclusionary: Completely removing the person from the area.

      • Non-exclusionary: Staying in the area but losing the ability to participate.

    • Overcorrection: This involves Restitution (fixing the environment) and Positive Practice (repeating the correct behavior).

  • Effectiveness Factors:

    • Timing: Delay is "bad" because the person may not associate the punishment with the specific behavior.

    • Consistency: A continuous schedule of punishment (punishing every time) is generally more effective than an intermittent one.

    • The Golden Rule: You must always reinforce alternative behaviors; punishment only tells someone what not to do, not what to do.

  • The Spanking Debate: Kazdin strongly opposes spanking because of its side effects, including increased aggression and the fact that it fails to teach the child a positive alternative behavior.