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Descriptive Assessment
Capella University
PSY7712 Behavior Analytic Assessments
2
Scientific Rigor(s) Exemplified by Conducting a Descriptive Assessment
A descriptive assessment exemplifies two scientific rigors; description and prediction.
These scientific rigors are exemplified through the direct observation of an individual within
their natural environment, and hypothesizing the function of the behavior based on the
observations (Cooper et al., 2020). The rigor of description is exclusively exemplified through
the accurate description of what happened immediately before the occurrence of behavior (the
antecedent), what the behavior looked like as it is happening, and what happened immediately
after the behavior (the consequence). This process is more widely known as ABC recording
(Tarbox et al., 2009). Tarbox et al. (2009) also details that the rigor of prediction is exemplified
through the use of direct observations and ABC data to formulate if more instances of the
behavior have one function absent prior to the behavior, then present after the behavior in order
to provide a hypothesized function of the target behavior.
Before conducting a descriptive assessment, one must first provide an operational
definition of the target behavior being observed, and describe how it will be measured. Once this
,has been completed, observation can begin on the target behavior within its natural environment,
collecting ABC data based on those observations. The ABC data will help visualize the
antecedents and consequences of the target behavior, which can then be further analyzed through
the AB-QA, which will assist in understanding the function hypothesized based on the data being
collected.
Benefits and Limitations of a Descriptive Assessment
As with any data collection and analyzation method, there are benefits and limitations.
Some benefits of conducting a descriptive assessment are outlined by Tarbox et al., (2009),
which emphasizes the importance of observing the individual within their natural environment.
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By observing within the natural environment, one can better understand the antecedents and
consequences to the behavior, and being able to hypothesize potential functions of the behaviors.
By identifying the potential functions, clinicians are able to provide more detailed, specialized
care that is relevant to the individual and behavior being observed.
Some limitations of conducting a descriptive assessment are that the descriptive
assessment only allows for the correlation of the behaviors and what functions may be
maintaining them. Unfortunately, this means that variables cannot be manipulated to determine if
the potential function is truly maintaining the behavior (Cooper et al., 2020), this would happen
in an experimental phase. Some behaviors will show a higher correlation with attention due to
intensity of the behavior itself, but this may not be the true function of the behavior according to
Tarbox et al (2009). This leads into the functional analysis, as this is the only way to truly
determine the maintaining function of the behavior being observed.
Quantifying the Target Behavior
On the first day of observation, Travis engaged in 3 instances of property destruction.
Travis was triggered in the first instance by another player criticizing Travis and his ability to
play the game. This caused Travis to throw his headphones, breaking the microphone and ending
the chat. Travis then kicked the wall, leaving a crack in it, when he realized the microphone
broke off of his headphones. His mother came into the room and provided a demand to Travis,
telling him to turn off his game, while also scolding Travis for breaking his headphones. Mrs.
Martin took Travis’ headphones and left, without enforcing the demand of having Travis turn off
his game.
The second observation day consisted of 4 instances of behavior. The behaviors began
with Travis coming home from school, asking for a snack. His mother was preoccupied with
Descriptive Assessment
Capella University
PSY7712 Behavior Analytic Assessments
2
Scientific Rigor(s) Exemplified by Conducting a Descriptive Assessment
A descriptive assessment exemplifies two scientific rigors; description and prediction.
These scientific rigors are exemplified through the direct observation of an individual within
their natural environment, and hypothesizing the function of the behavior based on the
observations (Cooper et al., 2020). The rigor of description is exclusively exemplified through
the accurate description of what happened immediately before the occurrence of behavior (the
antecedent), what the behavior looked like as it is happening, and what happened immediately
after the behavior (the consequence). This process is more widely known as ABC recording
(Tarbox et al., 2009). Tarbox et al. (2009) also details that the rigor of prediction is exemplified
through the use of direct observations and ABC data to formulate if more instances of the
behavior have one function absent prior to the behavior, then present after the behavior in order
to provide a hypothesized function of the target behavior.
Before conducting a descriptive assessment, one must first provide an operational
definition of the target behavior being observed, and describe how it will be measured. Once this
,has been completed, observation can begin on the target behavior within its natural environment,
collecting ABC data based on those observations. The ABC data will help visualize the
antecedents and consequences of the target behavior, which can then be further analyzed through
the AB-QA, which will assist in understanding the function hypothesized based on the data being
collected.
Benefits and Limitations of a Descriptive Assessment
As with any data collection and analyzation method, there are benefits and limitations.
Some benefits of conducting a descriptive assessment are outlined by Tarbox et al., (2009),
which emphasizes the importance of observing the individual within their natural environment.
, 3
By observing within the natural environment, one can better understand the antecedents and
consequences to the behavior, and being able to hypothesize potential functions of the behaviors.
By identifying the potential functions, clinicians are able to provide more detailed, specialized
care that is relevant to the individual and behavior being observed.
Some limitations of conducting a descriptive assessment are that the descriptive
assessment only allows for the correlation of the behaviors and what functions may be
maintaining them. Unfortunately, this means that variables cannot be manipulated to determine if
the potential function is truly maintaining the behavior (Cooper et al., 2020), this would happen
in an experimental phase. Some behaviors will show a higher correlation with attention due to
intensity of the behavior itself, but this may not be the true function of the behavior according to
Tarbox et al (2009). This leads into the functional analysis, as this is the only way to truly
determine the maintaining function of the behavior being observed.
Quantifying the Target Behavior
On the first day of observation, Travis engaged in 3 instances of property destruction.
Travis was triggered in the first instance by another player criticizing Travis and his ability to
play the game. This caused Travis to throw his headphones, breaking the microphone and ending
the chat. Travis then kicked the wall, leaving a crack in it, when he realized the microphone
broke off of his headphones. His mother came into the room and provided a demand to Travis,
telling him to turn off his game, while also scolding Travis for breaking his headphones. Mrs.
Martin took Travis’ headphones and left, without enforcing the demand of having Travis turn off
his game.
The second observation day consisted of 4 instances of behavior. The behaviors began
with Travis coming home from school, asking for a snack. His mother was preoccupied with
