PSYC214 - LEARNING AND BEHAVIOUR WEEK TEN LECTURE COOPER ET AL., (2007) CHAPTER 24

Page 1: Course Overview

• Focus on applied behaviour analysis and its components.

Page 2: Overview of Topics

• Introduction to Applied Behaviour Analysis (ABA)

• Key Concepts:

  • Functions of behaviour

  • Topography and intervention

  • Functional Behavioural Assessment (FBA)

  • Prevention and intervention strategies

  • Understanding antecedents, reinforcers, and alternatives

  • Importance of reinforcement-based techniques

  • Methods of FBA: functional analysis, descriptive assessment, and indirect FA

  • Steps involved in FBA: gather data, interpret/hypothesis formation, testing, intervention

  • Real-life case examples

Page 3: Functionally-Based Interventions

• Initial focus on part one of the series, followed by parts two and three.

Page 4: Definition of ABA

• ABA is a scientific approach aimed at understanding and changing behaviours.

• Link: What is ABA?

Page 5: Components of ABA

• Uses systematic applications based on behaviour principles to effect change in significant behaviours.

• Demonstrates causal relationships between interventions and behavioural improvements.

Page 6: Seven Key Features of ABA (Baer, Wolf, and Risley, 1968)

1. Applied

2. Behavioural

3. Analytic

4. Technological

5. Conceptual

6. Effective

7. Generalisable

Page 7: 1. Applied Behaviour

• Selection of target behaviours based on social significance and impact on the learner’s life in various domains:

  • Social, language, academic, daily living, self-care, vocational, recreational.

Page 8: 2. Behavioural

• Target is actual, observable behaviour.

• Data collection should focus on measurable behaviours rather than verbal reports.

Page 9: 3. Analytic

• A science-practitioner approach is critical to demonstrate that interventions lead to behaviour changes.

• Use of single-case designs to validate treatment effectiveness.

Page 10: 4. Conceptually Systematic

• Interventions based on evidence and relevant principles, avoiding random techniques.

Page 11: 5. Technological

• Procedures must be defined and detailed to allow replication by others in the field.

Page 12: 6. Effective

• Behaviour change must be clinically significant, improving outcomes for participants.

Page 13: 7. Generality

• Interventions should lead to lasting changes that are observable across different times and settings or extend to other behaviours.

Page 15: Bases of Intervention

• Behavioural interventions target the reduction or increase of selected behaviours.

• Two Approaches:

  • Pathological: focus on eliminating challenging behaviours.

  • Constructional: building new repertoires rather than only focusing on elimination.

Page 17: Dimensions of Behaviour

• Key behaviours are measured by various dimensions:

  • Frequency, rate, latency, intensity, topography, duration, and accuracy.

Page 18: Functional Perspective on Behaviour Change

• Interventions should address the causal or maintaining factors of target behaviours, distinguishing their form from function.

Page 19: Importance of Functional Assessment

• A functional assessment provides a comprehensive understanding of a behaviour's circumstances and underlying functions.

Page 20: Use of Identified Functions

• Knowing the function allows the use of natural reinforcers and decreases ineffective behaviours without competition.

Page 21: STAR Model

• Modelling interactions: Settings, Triggers, Actions, and Results (also includes ABC models).

  • Elements broken down to analyze behaviours effectively.

Page 23: Functional Behaviour Assessment (FBA)

• Designed to establish connections between environmental events and behaviours.

• It helps identify the purpose served by behaviours.

Page 24: Benefits of FBA

• A proactive approach to understanding and addressing problem behaviours, influencing intervention design.

Page 25: Positive Reinforcement Types

• Social Positive: Immediate attention from others.

• Tangible Reinforcement: Access to materials or stimuli upon behaviour completion.

• Automatic Positive: Behaviours are self-reinforcing.

Page 26: Negative Reinforcement

• Can be social (escape from aversive interactions) or automatic (relief from physical discomfort).

Page 27: Function versus Topography

• Topography does not inform causal factors, leading to understanding the need for behaviour changes.

Page 28: Functional Behaviour Assessment in Prevention

• FBA approaches focus on altering antecedent variables, consequence variables, and teaching replacement behaviours.

Page 29: Default Technologies vs. FBA

• FBA reduces reliance on punitive measures and incentivizes understanding motivations behind behaviours.

Page 31: FBA Methods Overview

• Three main methods of assessment: Functional analysis, descriptive assessment, and indirect assessment.

Page 32-34: Functional Analysis

• Arranges antecedents/consequences to evaluate behaviours and identify functions.

• Limitations include the potential to escalate behaviours and the need for expertise.

Page 35-38: Descriptive Behaviour Assessment

• Utilizes direct observations in natural settings to correlate behaviours with environmental events through various formats (ABC continuous/narrative recording and scatterplots).

Page 39-40: Indirect Functional Behaviour Assessment

• Includes interviews and rating scales; provides useful but sometimes biased information to form hypotheses.

Page 41-46: Conducting FBA

1. Gather Info: Use diverse assessments and observations to understand behaviours.

2. Interpret Info: Analyze data for patterns.

3. Test Hypothesis: Validate the formulated hypotheses through functional analysis.

4. Develop Intervention Options: Tailor strategies based on the identified functions of behaviours.

Page 47: Areas of Application in ABA

• Diverse applications in conditions like Autism, ADHD, Schizophrenia, anxiety, and educational settings among others.

Page 48-56: Case Examples

• Individualized case studies emphasizing unique behaviours and targeted interventions leading to improved outcomes:

  • Case One: Brian: Focuses on aggression and property destruction linked to attention and escape functions.

  • Case Two: Kaitlyn: Off-task behaviours investigated for attention-seeking.

  • Case Three: Deshawn: Automatic reinforcement behaviours analyzed through various interventions.

  • Case Four: Lorraine: Complex behaviours requiring multi-faceted intervention strategies.