Week 2 Cooper et al. CH03 PDF

Chapter 3: Selecting and Defining Target Behaviors Cooper, Heron, and Heward Copyright © 2007 by Pearson Applied Behavior Analysis, Education, Inc. Second Edition All rights reserv...

Chapter 3: Selecting and Defining Target Behaviors Cooper, Heron, and Heward Copyright © 2007 by Pearson Applied Behavior Analysis, Education, Inc. Second Edition All rights reserved Baer, Wolf, and Risley (1968) recommended the following 7 defining dimensions for research or behavior change programs: B A T C A G E Key Learnings https://www.strivebehavioralsolutions.com/what-is-aba/7-dimensions-of-aba-1 Key Learnings Key Learnings  Characteristics of Science 1.Description 2.Prediction 3.Control Key Learnings Attitudes of Science Scientific attitudes that guide the work of all scientists include: ◦ Determinism ◦ Empiricism ◦ Experimentation ◦ Replication ◦ Parsimony ◦ Philosophic doubt  Determinism: The idea that the universe is orderly and lawful, and that behavior is predictable and systematic. Empiricism: The idea that data should be observable, measurable, and evidence-based, and that decisions should be based on facts. Experimentation: Controlled comparison of some measure of the phenomenon of interest (dependent variable) under two of more different conditions in which only one factor at a time (independent variable) differs from one condition to another. Replication: The repetition of experiments to determine the reliability and usefulness of findings. Includes the repetition of independent variable conditions within experiments Parsimony: The idea that simple, logical explanations should be considered before more complex ones. Philosophic doubt: The idea that scientists should always question the truthfulness of what is considered fact, and that there is always room for error and improvement. Key Learnings  Role of Assessment in Applied Behavior Analysis ▪ Methods to identify and define targets for behavior change ▪ Identify relevant factors that may inform or influence intervention Cooper, Heron, and Heward Copyright © 2007 by Pearson Applied Behavior Analysis, Education, Inc. Second Edition All rights reserved  Five Phases of Assessment 1. Screening 2. Defining problem or criteria for achievement 3. Pinpointing target behaviors 4. Monitoring progress 5. Following-up Cooper, Heron, and Heward Copyright © 2007 by Pearson Applied Behavior Analysis, Education, Inc. Second Edition All rights reserved  Pre-assessment Considerations Ethical considerations ◦ Authority ◦ Permission ◦ Resources ◦ Social validity Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Assessment Methods Indirect measures ◦ Interviews ◦ Checklists Direct measures ◦ Tests ◦ Direct Observation Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Interviewing the Individual Identify list of potential target behaviors ◦ What and when ◦ Avoid ‘why’ Identify primary concerns Verified through further data collection ◦ Direct observation ◦ Use of questionnaires or self-monitoring Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Interviewing Significant Others Develop behavioral descriptions ◦ What, when, how ◦ Avoid ‘why’ ◦ Move from general to specific Determine participation Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Checklists ▪ Descriptions of specific behaviors and conditions under which each should occur ▪ Alone or with interview Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Checklists ▪ Typically Likert-scale assessments ▪ Ask about antecedents and consequences ◦ Child Behavior Checklist ◦ Adaptive Behavior Scale - School ◦ Adaptive Behavior Scale - Residential and Community Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Standardized Tests ▪ Consistent administration ◦ Compares performance to specified criteria ◦ Norm-referenced ▪ Limitations ◦ Do not specify target behaviors ◦ Do not provide direct measure of behavior ◦ Licensing requirements Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Direct Observation ▪ Direct and repeated ▪ Natural environment ▪ Identifies potential target behaviors ▪ Preferred method Cooper, Heron, and Heward Copyright © 2007 by Pearson Applied Behavior Analysis, Education, Inc. Second Edition All rights reserved  Anecdotal observation Features of ABC recording ◦ Descriptive ◦ Temporally sequenced ◦ Description of behavior patterns ◦ Full attention, 20 - 30 min ◦ Observations only, no interpretations ◦ Repeat over several days Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Ecological Assessment ▪ Data on individual and environment ◦ Physical features ◦ Interactions with others ◦ Home ◦ Reinforcement history ▪ Evaluate amount of descriptive data required to address current need Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Reactivity ▪ Effects of assessment on behavior being assessed ◦ Obtrusive assessment great impact ◦ Self-monitoring most obtrusive ▪ Reduce reactivity ◦ Unobtrusive methods ◦ Repeat observations ◦ Take effects into account Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc.  Assessing Social Significance ▪ Consider whose behavior is being assessed and why ◦ Unacceptable to change behavior primarily for benefit of others ▪ To what extent will proposed change improve the person’s life? Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Habilitation ▪ Degree to which a person’s behavior repertoire maximizes short and long term reinforcers and minimizes short and long term punishers ▪ Use to assess meaningfulness of behavior change Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc.  Determining Habilitation ▪ Relevance of behavior after intervention ▪ Necessary prerequisite skills ▪ Increased access ▪ Impact on behavior of others ▪ Behavior cusp ▪ Pivotal Behavior Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Behavior Cusp ▪ Behaviors that open person’s world to new contingencies ◦ Crawling, reading ▪ Socially valid ▪ Generativeness ▪ Competes with inappropriate responses ▪ Degree that others are affected Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. All rights reserved  Pivotal Behaviors ▪ Once learned produces changes in other untrained behaviors ◦ Self-initiation, joint attention ▪ Advantages for both interventionist and client Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Determining Habilitation ▪ Age appropriateness ◦ Normalization ◦ Philosophy of achieving greatest possible integration of people with disabilities into society ▪ Replacement behaviors ◦ Cannot eliminate or reduce a behavior without teaching a replacement Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Determining Habilitation ▪ Actual target goal or indirectly related ◦ On-task vs. work completion ▪ Talk v. Behavior of interest ◦ Primary importance is actual behavior ▪ Focus on behavior, not end product ◦ Weight loss or exercise and diet? Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Prioritizing Target Behaviors 1. Threat to health or safety 2. Frequency ◦ Opportunities to use new behavior ◦ Occurrence of problem 3. Longevity 4. Potential for higher rates of reinforcement Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Prioritizing Target Behaviors 5. Importance ◦ Skill development ◦ Independence 6. Reduction of negative attention 7. Reinforcement for significant others ◦ Social validity ◦ Exercise caution when considering Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition  Prioritizing Target Behaviors 8. Likelihood of success ◦ Research ◦ Practitioner’s experience ◦ Environmental variables ◦ Available resources 9. Cost-benefit ◦ Costs include client’s time and effort Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Target Behavior Ranking Matrix ▪ Numerical rating of potential target behaviors ▪ Increase client, parent, and staff participation ◦ Resolve conflict ◦ Build consensus Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition  Sample Ranking Matrix Behaviors #1 #2 #3 Does this behavior pose a 01234 01234 01234 danger? How long-standing is this 01234 01234 01234 problem or deficit? Will changing this behavior 01234 01234 01234 produce higher rate of reinforcement? How likely is success in 01234 01234 01234 changing this behavior? Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Defining Target Behaviors Role and Importance of Definitions ◦ Definitions required for replication ◦ Replication required to determine usefulness of data in other situations ◦ Necessary for research Cooper, Heron, and Heward Copyright © 2007 by Pearson Applied Behavior Analysis, Education, Inc.  Importance of Definitions to Practitioner ▪ Accurate, on-going evaluation requires explicit definition of behavior ▪ Operational definition ◦ Complete information ▪ Accurate and believable evaluation of effectiveness Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Two Types of Definitions ▪ Function-based ◦ Designated according to effect on the environment ▪ Topography-based ◦ Identifies the shape or form of the behavior Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Reasons to Use Function-based Definitions ▪ Includes all members of response class ▪ The function of behavior is most important feature ▪ Simpler and more concise definitions ◦ Easier to measure accurately and reliably Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Other Uses ▪ When natural outcome is not within control of behavior analyst ◦ Logistical, ethical, or safety reasons ◦ E.g., Function of elopement is a lost child ▪ In these cases, function-based definition by proxy ◦ More restrictive definition that keeps behavior within control of analyst Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Reasons to Use Topography- based Definitions ▪ Behavior analyst does not have direct, reliable, or easy access to functional outcomes ▪ Cannot rely on function of behavior because each occurrence does not produce relevant outcome Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Other Uses ▪ When the relevant outcome is sometimes produced by undesirable variations of the response class ◦ E.g., A basketball player scores with a sloppy shot from the free throw line ▪ Definition should encompass all response forms that produce relevant outcomes Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Writing Target Behavior Definitions ▪ Accurate ▪ Complete ▪ Concise ▪ Inclusions ▪ Exclusions Cooper, Heron, and Heward Copyright © 2007 by Pearson Applied Behavior Analysis, Education, Inc.  Characteristics of Good Definitions Objective ◦ Refer only to the observable Clear ◦ Readable and unambiguous Complete ◦ Delineate boundaries of definition Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Purpose of Good Definitions ▪ Precise and concise description ▪ Reliable observation ▪ Accurate recording ▪ Agreement and replication Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition  Testing a Definition ▪ Can you count number of occurrences? ◦ Should answer “Yes” ▪ Will a stranger know what to look for based on definition alone? ◦ Should answer “Yes” ▪ Can you break the target behavior down to smaller, more specific components? ◦ Should answer “No” Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Setting Criteria for Behavior Change ▪ Selected because of importance to clients ◦ Increase, maintain, generalize desirable behaviors ◦ Decrease undesirable behaviors ▪ Valued and meaningful behaviors have social validity Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Set Criteria Before Modifying ▪ Setting criteria as important as defining ▪ Range of acceptability ▪ Must identify optimum range prior to modifying ▪ Must know when to terminate treatment ▪ Eliminate disagreements on effectiveness Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition All rights reserved  Two Approaches for Setting Criteria ▪ Assess performance of highly competent people ▪ Experimentally manipulate different performance levels to determine optimal results Cooper, Heron, and Heward Copyright © 2007 by Applied Behavior Analysis, Pearson Education, Inc. Second Edition