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23 Cards in this Set
- Front
- Back
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Operant Functions of Problem Behavior |
-Socially mediated positive reinforcement -Socially mediated negative reinforcement -Automatic positive reinforcement -Automatic negative reinforcement |
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Sources of socially mediated positive reinforcement
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-Attention -Tangible Items |
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Sources ofsocially mediated negative reinforcement |
-Escape (or avoidance) from instructional/other undesirable activity
-Escape/avoidance of close physical proximity |
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Sources of automatic positive reinforcement |
-Sensory Stimulation -Endorphin Release |
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Sources of automatic negative reinforcement
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-Pain attenuation -Attenuation of other potentially aversive stimulation (e.g., scratching an itch) |
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Functional Assessment Methods |
-Direct Observation: ABC observation, scatter plot analysis -Indirect Assessments: Interviews, Scales/checklists -Experimental Manipulations (Functional Analysis) |
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Limitations of indirect and descriptive assessments |
Requires verbal report which is not reliable -They depend on correlation which doesn't help with the true cause and effect |
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Experimental Manipulation (Functional Analysis) |
You manipulate antecedents and consequences to show a functional relationship between behavior and environmental events |
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Functional Analysis |
Function determined by the difference in some dimensions of behavior between test conditions and control conditions. Main reason is to show a direct relationship between cause and effect. |
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Prep for FA |
-Id the setting, the people involved (observer and therapist), and data collection -Set the duration and termination criteria -Talk to parents: consent and cooperation -Define schedule of reinforcement |
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Social Positive Reinforcement (Graph) |
Attention would be high |
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Social Negative Reinforcement |
Escape would be high |
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Automatic Reinforcement |
Everything would be high-ish evenly |
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Trial Based FAs |
Test period of time followed by control period of time |
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Skill Deficit |
The aren't capable of doing the skill. |
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Performance Deficit |
The are capable of doing the skill but aren't preforming it because of the contingencies surrounding it. |
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PBIS |
Positive Behavioral Interventions and Supports- this is the tier system |
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Tier 1 (PBIS) |
This one includes everyone: it is the instruction that works for most people and it is given school wide. |
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Tier 2 (PBIS) |
Small group instructions: this would be like a resource classroom |
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Tier 3 (PBIS) |
Individualized Plan: so this is our kids, they all need an IEP |
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When is PBIS needed? |
It helps define the behavior this includes defining when and where it occurs. Helps define the function of the behavior. |
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Problem Behavior: Antecedent Strategies |
-Non contingent reinforcement- reduce the EO for problem behavior -Support strategies that make appropriate behavior more likely this includes prompts |
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Problem Behavior: Consequence Strategies |
-Differential reinforcement- provide better reinforces for appropriate behavior -Extinction- stop reinforcing previously reinforced behaviors -Punishment- presentation or removal of a stimulus immediately following a response it decreases the behavior |
