PS365 Applied Behavior Analysis II SEMINAR #3 Dr. Edward Cumella

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AGENDA Observing and Recording Behavior Functional Assessment

Chapter 2 Observing and Recording Behavior

Purpose of Behavioral Assessment Baseline Decide if a problem exists Define problem precisely Decide if treatment is necessary Decide on the best treatment Measure treatment effects Reactivity, aka observer effects

Types of Behavioral Assessment Indirect Assessment Interviews Questionnaires Rating scales Direct Assessment Direct observation Recording the target behavior as it occurs

GROUP EXERCISE: Matching Assessment Type with Purpose Baseline Decide if a problem exists Define problem precisely Decide if treatment is necessary Decide on the best treatment Measure treatment effects Reactivity, aka observer effects Indirect Assessment Interviews Questionnaires Rating scales Direct Assessment Direct observation Recording the target behavior as it occurs

Recording Behavior 1. Define the target behavior 2. Identify who, when, and where to record (the logistics of recording) 3. Choose a recording method (what to record) 4. Choose a recording instrument (how to record) 5. Reliability assessment 6. Consider reactivity of recording

Defining the Target Behavior Describe what the person does and says (avoid labels) Use active verbs (objective and unambiguous) NO inference about internal states or motivation Defined so that two people can agree Give an example of a precisely defined behavior amenable to ABA

Who Should Record? Self-monitoring Independent observer When is this appropriate? Independent observer When is this necessary?

When and Where to Record Define observation periods Record in: Natural settings What is an example of a natural setting? Contrived settings What is an example of a contrived setting? Why would you choose one vs. the other? Structured vs. unstructured

Recording Methods 1. Continuous recording – records every instance of the behavior during the observation period, and may include: Frequency Duration Real time recording Intensity Latency Percentage of opportunities 2. Product recording – record what is produced by the behavior - examples? 3. Interval recording – record behavior during each pre-determined interval of time 4. Time sample recording – record behavior only during pre-selected parts of the observation period Why would you use this method?

Choose a Recording Instrument Data sheet (paper and pencil) Others Stop watch for duration PDA Laptop computer Golf stroke counter for frequency Coin transfer for frequency Recording must be immediate and practical

Frequency Data Sheet

Duration Data Sheet

Interval Data Sheet

Reducing Reactivity Wait until the person being observed becomes accustomed to the observer or to self-monitoring Record surreptitiously through observation windows or with participant observers

Interobserver Reliability For interval or time sample recording Number of intervals with agreement divided by the total number of intervals – yields a % For frequency within interval recording Calculate % agreement in each interval; sum the percentages and divide by the number of intervals

Functional Assessment Chapter 13 Functional Assessment

Treatment Process: Decreasing Problem Behaviors 1. Identify and define problem behavior(s) 2. Initiate data collection 3. Complete functional assessment - Hypotheses about antecedents and consequences 4. Treatment development & implementation 5. Evaluation

Step 3. Functional Assessment Begin with an interview or other indirect assessment method Develop a hypothesis about the antecedents and consequences (the function of the behavior using the Behavioral Model – see next slide) Conduct direct observation assessments Confirm or modify original hypothesis based on direct observation assessment If assessments are consistent, develop and implement treatment that addresses the function of the behavior If indirect and direct assessments are not consistent, conduct further functional assessments Conduct functional analysis to confirm hypothesis or resolve inconsistency between indirect and direct assessment

Behavioral Model Behavior is influenced by antecedents and consequences: A  B  C Antecedents: EOs SD SΔ When, where, with whom, what circumstances or situations does the behavior occur? Consequences: Positive or negative reinforcement What does the person get or get out of following the behavior? What is sustaining the behavior—why does it keep happening? Establishing operations – event that increases potency of a reinforcer at a particular time and thus evokes the behavior that produced the reinforcer Sd – discriminative stimulus – the stimulus that is present when a particular behavior is reinforced S delta – stimuli that are present when the behavior is not reinforced

Categories of Reinforcement (Functions of Problem Behaviors) Social positive reinforcement (mediated by others) attention, praise, reactions, activities, things Social negative reinforcement (mediated by others) escape from tasks, activities, interactions Automatic positive reinforcement (not mediated by others) sensory stimulation Automatic negative reinforcement (not mediated by others) relief from pain, anxiety, or other aversive stimulation

Examples 4 year old’s tantrums 6 year old autistic child’s hand waving antecedents: requests during preferred activities consequences: escape from requested activity antecedents: told he can’t have something consequences: gets the thing he asked for 6 year old autistic child’s hand waving antecedents: not engaged in a task or interaction consequences: visual stimulation 10 year old’s hair pulling antecedents: alone, negative thoughts and emotions consequences: relief from negative thoughts/emotions

Examples 17 year old’s hair pulling/hair manipulation Antecedents: Alone, watching TV Consequences: tactile stimulation 17 year old’s hair pulling Antecedents: watching TV, mom busy in the room Consequences: attention 18 year old’s binge eating Antecedents: alone, sad, negative thinking Consequences: relief from negative feeling/thoughts

GROUP EXERCISE: ABCs 15 year old’s binge eating Antecedents? Consequences?

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