PSY 550 Final Exam Study Guide 2025

PSY 550 Final Exam Study Guide 2025 What is behavioral assessment? - -A variety of methods used to identify specific behaviors and environmental variables that affect those behaviors *typically used for the purpose of creating behavior change What is function - -the purpose of the behavior What consequences are produced by the behavior--describing the function of a behavior is describing the motivating operation in place What is function-based treatment - -selecting interventions that address the reinforcement produced by existing (typically problematic) behaviors Common Functions - -Social Positive: Attention (desire for attention), Tangible (desire for specific item or activity) Social Negative: Escape/avoidance (desire to avoid or get out of an activity/situation) Automatic: anything that isn't socially mediated Common Context Specific Variables - -Nuanced forms reinforcers varying motivating operations interaction or a combination of multiple reinforcers Functional Behavior Assessments - -evaluation process primarily aimed at identifying the function of challenging behavior for the purpose of intervention *the overall process of conducting assessing the function of behavior Functional Analysis - -refers to a specific form of assessment that is experimental Levels of Assessment - -Indirect (Informative) Assessment -interviews, questionnaires, and rating forms Direct/Descriptive Assessment -directly observing the client without interference -collect data on environmental variables and behaviors Experimental Assessment -manipulation of variables of interest -show experimental control Reliability and validity of FBA - -Indirect assessment: low level of confidence in reliable identification of function Direct assessment: moderate level of confidence in reliable identification of function Experimental assessment: high level of confidence in reliable identification of function What steps/sequence do assessments follow? - - •Depends on need and population. PSY 550 PSY 550 •FBAs are typically done with any population who engages in problem behavior. •Skill assessments are done early to establish baseline for clients receiving skill acquisition services. Cody's FBA Model/Sequence - -•Intake and Planning (Record Review) -Not technically an FBA method •Indirect Assessments (Interviews) •Supplemental Assessments (Preference Assessments) -Not technically an FBA method •Direct Assessments •Functional Analysis -Only done if competent in that area Appropriate use/goals of FBA - -To identify environmental variables that affect behavior so that they can be manipulated to promote adaptive behaviors. Selecting and defining behavior - - 1. Identify the behavior to be measured -observable behaviors; behavior be reliably recorded; behavior socially significant 2. Define the behavior in measurable terms -frequency, duration, time 3. Create an operational definition (observable characteristics) -objective - refer to observable characteristics; clear - should be unambiguous; complete - establish clear boundaries to what is and is not behavior Example of operational definition - -SIB: Any instance in which the child engages in intentional, direct injury of body tissue: hitting self, pinching self, banging head on surface, slapping or biting self with sufficient force to make a sound and/or leave a mark. Supplemental Assessments - -Preference and Reinforcer Assessments Concurrent Operants (Choice Assessments) Skills Assessments Language Assessments Ecological Assessments Records Review - -reviewing clinical and personal history do identify factors that may influence assessment/treatment Relevant variables in Record Reviews - -Target behaviors, setting, caregivers, medical issues, treatment history, basic diagnoses, skill sets/deficits What goes on an intake form? - - 1. Identifying information 2. Contact Information 3. Diagnosis PSY 550 PSY 550 4. Referral Problem (specific behaviors, severity of behaviors, and length of history) 5. Treatment Conditions (communication abilities) 6. Billing Info Goal of intake and planning - -•Make important considerations when accepting a client -Ethical requirements -Logistics •Complete a records review -Identify factors relevant to assessment and treatment •Arrange data collection Creating a data sheet - -Rows: | Date | Behavior 1 | Behavior 2 | Columns: space for data to be recorded Box on the side of table: 1. Instructions on how to record the data (ex. tallies) 2. Operational definitions of the behavior Indirect assessments - -Obtaining information about the behavior of interest through interview/reporting strategies The assessor does not directly interact or observe the student -questionnaires/rating forms + interviews Appropriate use/pros of indirect assessments - -used as a starting point for further assessments Cons of indirect assessment - -NOT reliable -completing multiple DOES NOT improve the reliability VERY few will be conclusive and effective Goals of indirect assessment - - Assist the FBA process Description of the behavior of concern Identification of context most likely to produce behavior Identification of information likely to affect treatment °Cultural variables °Medical history °Preferences °Etc. Benefits of Questionnaires/Rating forms - -Close-ended question produce specific information Typically produces a specific function hypothesis Very easy to implement Negative of Questionnaires/Rating forms - -Close-ended questions typically diminish rapport PSY 550 PSY 550 Not reliable at identifying function Types of Questionnaires/rating forms - -*Function Assessment Screening Tool (FAST) (long questionnaire practiced in class) Questions about Behavioral Functioning (QABF) Scale (rating scale for questions) Problem Behavior Questionnaire (PBQ) Summarizing a questionnaire/rating form - -Include: Informant; Behavior of concern; Results of assessment: "A FAST was completed with Karen, Jack's mother, focused on his physical aggression. The FAST results indicated attention is the most likely function." Benefits of interviews - -open-ended questions typically help build rapport provides an orientation to the case Negatives of interviews - -Open-ended questions may not produce specific information Typically requires experience to do well Not reliable at identifying function Functional Assessment Interview (FAI) - -produces a narrative about the student or individual, treats each behavior separately, evaluates other important factors (reading, math skills), can be cumbersome Client led - do you think any behaviors prevent you from doing things you enjoy, what behaviors you think people are concerned about Summarizing results of FAI - -State who was interview; Summarize information relevant to goals; Description of behavior of concern; Identification of context most likely to produce behavior; Identification of information likely to affect treatment (cultural variables, medical history, preferences) "Karen, Jack's mother, reported physical aggression and property destruction as the behaviors she is most concerned about Jack engaging in. Karen stated that Jack engages in the behavior of concern "constantly" but said it worst in the morning while he gets ready for school. Other important information provided by Karen includes that Jack has difficulty sleeping at night and often wakes before she does." Why care about reinforcers? - -BA's build behavior -needed to create and maintain behaviors Identification of Reinforcers is Essential to Effective Behavioral Treatment Positive reinforcement - -A stimulus is presented following a response and as a result, the future frequency of that response increases in the future. Negative Reinforcement - -A stimulus is removed following a response and as a result, the future frequency of that response increases in the future. Function-based reinforcers - -reinforcers historically produced by target behaviors PSY 550 PSY 550 -attention, tangible, escape from demands, automatic sensory input: only when the consequence is the function of the problem behavior Identify with FBA (problem behavior is involved) Superimposed reinforcers - -reinforcers with no association to target behaviors -attention, tangible, escape from demands, automatic sensory input: only when they are not related to the function of the problem behavior Identify with preference/reinforcer assessments + concurrent operant assessments (for behavior acquisition and problem behavior) Important takeaways about reinforcement - -Do not mix edible stimuli with non-edible stimuli Preference does not equal reinforcement (it only correlates) No universal reinforcers Reinforcers cannot be assumed Reinforcing value and effectiveness are idiosyncratic What are preference assessments - -analysis of the relative partiality to stimuli Assess: suspected reinforcers + idiosyncratic by client *measure relative allocation Single Stimulus Preference Assessment - -1. Structure - make 1 stimulus available at a time, measure approach/interaction, repeat multiple times 2. Evaluation - items that are approached or interacted with reliably may function as reinforcers 3. Utility - identifies preferred items and MAYBE a hierarchy 4. Limitation - time-consuming Paired Choice or Forced Choice - -1. Structure - make 2 stimuli available simultaneously, allow selection of 1, measure selection, repeat with all items 2. Evaluation - items that are selected reliably may function as reinforcers 3. Utility - identifies preferred items and a hierarchy 4. Limitation - time-consuming Multiple Stimulus without Replacement (MSWO) - -1. Structure - present multiple stimuli (5-7 options) available simultaneously, allow selection of 1, remove that item, rearrange the items and repeat until all items are gone or the client doesn't select anything, measure selection 2.Evaluation - items that are selected first reliably may function as reinforcers 3. Utility - identifies preferred items and a hierarchy 4. Limitation - may result in problem behavior *Cody's favorite Free Operant - -1. Structure - make multiple stimuli available to the client in a space, measure time spent with items 2. Evaluation - items that are given attention may function as a reinforcer PSY 550 PSY 550 3. Utility - identifies preferred item 4. Limitation - typically do not get an array of options Activity Restriction - - 1. Structure - same as free operant EXCEPT you remove target stimuli after a set period 2. Evaluation - items that are given attention may function as a reinforcer 3. Utility - identifies preferred items and a hierarchy 4. Limitation - time-consuming Caregiver Report - - 1. Structure - ask caregivers what stimuli are preferred or which stimuli the client spends the most time with 2. Evaluation - whatever stimuli the caregiver rank high may function as a reinforcer 3. Utility - identifies preferred items and maybe a hierarchy 4. Limitation - unreliable Verbal Report - -1. Structure - interview the client, arrange the interview like paired choice except that are only verbally reporting their interests 2. Evaluation - whatever stimuli the client ranks high may function as a reinforcer 3. Utility - identifies preferred items and a hierarchy 4. Limitation - unreliable Reinforcer assessments - -analysis of the relative effects of a stimuli on a response *measure relative effectiveness Progressive-Ratio - -1. Structure - make a putative reinforcer available contingent on targeted number of response, for fading the requirement: arithmetic progressions (increase by constant number) or geometric progressions (increase by proportion), measure breaking point (when responding stops) 2. Evaluation - the reinforcer that produced the highest breaking point is the most reinforcing 3. Utility - identifies reinforcers and a hierarchy 4. Limitation - time-consuming DRA Reversal - - 1. Structure - create ABAB reversal design analysis, make putative reinforcer available contingent on alternative behavior, withhold putative reinforcer 2. Evaluation - if DRA condition increase the alternative behavior, the