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

2. Basics About Our Seminars
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3. AGENDA
Observing and Recording Behavior
Functional Assessment

4. Chapter 2
Observing and Recording Behavior

5. 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

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

7. 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

8. 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

9. 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

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

11. 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

12. 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?

13. 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

14. Frequency Data Sheet

15. Duration Data Sheet

16. Interval Data Sheet

17. 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

18. 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

19. Functional Assessment
Chapter 13
Functional Assessment

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

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

27. END OF SEMINAR FOR TONIGHT!
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