Analisis del comportamiento humano (2)

8/14/2019 Analisis del comportamiento humano (2)

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SP 400

Introduction to ABAWelcome back!


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ANGEL

BCP dropboxesCheck 1 and comments 1 due today by midnight

BCP rubricsUse these to know what to includeQuizzes

4-6 due October 4 th by midnight7-9 due October 18 th by midnight

Study guides for quizzes


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Review

Classical conditioningOperant conditioning

Positive reinforcementNegative reinforcement

Positive punishmentNegative punishment

Complete the chart


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Another Example(Academic engagement) means that (Gerald) (is working onassigned academic material)

Examples

Looking at materialsMaking relevant responses (e.g. writing, computing, raising a hand)Asking for assistance in the instructed manner

Non-Examples

Working on a math assignment during scienceTalking to a peer about unrelated topicCombing hair


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Your operational definition

Is it one sentence?Does it include directly observable action

verbs?

Three examples?

Three non-examples?


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Dimension : What About the Behavior is a Concern?

FrequencyDoes it happen too little or too often?

FluencyDoes the student perform the skill at the correct rate and levelof accuracy?

LatencyDoes it take too long before the student performs the skill?

IntensityDoes the student demonstrate the appropriate level of intensity?

Topography

Does the behavior look like it should?Accuracy

Does the student perform the skill accurately?Duration

Does the student perform the skill as long as needed?


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Frequency/Event Recording

Counting!Number of target behaviors in specific timeframe

Types: Frequency, Rate, PercentUse when frequency behaviors is moderateUseful for short duration behaviors that have adiscrete beginning and end.

Clear start and stop


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Event RecordingFrequency countUse when time or

opportunities is constant

Percentagelength of time varies andbehavior opportunities varyto convert frequency data topercentage:

#occurrences#opportunities

RateUse when time is not constantTo convert frequency to rate:

#occurrencestime

ExamplesNumber of hand raises (per minute)Number of sight words read

correctly (per min.)Number of tardies% of assignments completedon time

=%


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Examples of LatencyRecording

Prompt: bell ringsBehavior: took 50 sec. for student to sit down

Prompt: whistle blowsBehavior: took 4 min. all students in line at recess

Prompt: Please, get out your math book and turn to page14Behavior: took 3 min. for student to get book on top of deskand open to correct page


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Time Sampling Interval Recording

Observation period divided into equal time intervalsRecord whether target behavior has occurredAllows for approximations of behavior

Allows for observing multiple behaviors, high rate behaviors,and steady rate behaviorsAllows calculation of percent of intervals

Used to record behaviors that are frequently present and whenthere is limited time for observationMost appropriate for behaviors that are ongoing, frequent (e.g.,talking out, standing up on the bus, tantrum)


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Whole IntervalTarget behavior is occurring throughout entire intervalOnly mark a plus (+) if the behavior occurred the ENTIREinterval

Best used with continuous behaviors and/or short intervalsBest to use with behaviors wanting to increaseTends to underestimateUseful as an estimate of behaviors in a specified time period.Used for behaviors that continue for longer periods of time

and duration recording is not used.


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Partial Interval

Target behavior marked if occurs at any time duringan intervalMark a plus (+) if the behavior occurs at any timeduring the interval

Best with low rates of behavior and/or inconsistentdurationTends to overestimate low rate behaviorsBest for behaviors attempting to decreaseResults in an estimate.


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BCP part 1 is done

You have your operational definitionYouve decided how you will measure(observe) it

Now go out and observe! Finish your observations.If you dont see the behavior, what shouldyou do?


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Considerations for observations

What Materials Will be Used to Collect Data?Recording form, permanent products

Where Will Data be Collected?Collect data in all relevant sitesWhere behavior is displayed and expected

When Will Data be Collected?At least 3 times for baseline

Who Will Collect Data and How Often?YouAt least once per week


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The BASELINEThe behavior before intervention beginsOr the current level of performance

Used for comparison to determine intervention effectivenessThree observations prior to intervention

Compared to some standardResearch standards

Peer comparisonLocal or national normsTeacher expectationsDevelopmental expectations

Professional judgment

S i D ibi C L l


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Steps in Describing Current Levelof Performance

Collect baseline dataMake sure collect at least 3 points , consider stability

Summarize the dataUse the median the middle score when the numbers

are lined up in order from lowest to highest

A very important point for practice.A very important point for practice.Evaluate baseline data

Is there a discrepancy?Is the discrepancy large enough to warrant an intervention?


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Graphing your data

X axis: Time in days or weeksY axis: What youre measuring

TitleBaseline data (3 data points)Connect the 3 points with a line


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Graphing your data

Then.Draw a vertical line after the baseline data

This is called the phase change lineThis line separates the baseline data from theintervention data


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Graphing your data

After the vertical phase change line, you willgraph your intervention dataYou will need 3 observations for this phase

In other words, go out and observe 3 more timesonce the intervention is in place

Total of 6 data pointsYou will have a nice visual representation of intervention effectiveness


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Microsoft EXCEL

Graphing on the computer, how fun.


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Using FBA to developBehavior Support Plans


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Lets examine where were at

Youve selected a behavior Youve operationally defined the behavior so itsobservable, measurable, and passes the stranger testYouve selected a method for observationYouve done some observations to determine if thestudent (or yourself) is discrepant from peers

Now we need to figure out why the student (or you)are engaging in the behavior The function

With this information, we can complete a behavior support plan


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Functions of Behavior

GAIN ESCAPE

AttentionObjects

Stimulation

PainAttention

Difficult Tasks


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Basic Steps of an FBA1. Identify and define the target behavior

2. Identify events and circumstances that are regularly associated with the occurrence and nonoccurrence of the behavior

3. Identify potential function(s) of the behavior

4. Develop hypothesis statement(s)

5. Develop an intervention based on the hypothesis


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FBA Procedures

Indirect(review, interview)Descriptive (observation)Brief Functional Analysis (90 min. clinicalevaluation)Extended Functional Analysis (inpatientevaluation)


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Indirect FBA

Review informationInterview teachers to develop a hypothesizedfunction

Go to direct observation if Minimal confidence in the hypothesisOR student is at risk of suspension, expulsion or alternativeplacement (Crone & Horner, 2003).


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Descriptive FBA

Collect additional information to gather convergentdata about your hypothesized functionImprove effectiveness and efficiency of behavior plans.Direct observationExtended Interviews

(Crone & Horner, 2003)


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COMPAREIndirect Methods

Easy to implementUse to generate

hypothesisID function subjectivelyHave 30% reliability

Often results in non-specific functions (i.e..Escape from work)

Descriptive MethodsMay take more timeUse to tighten thehypothesisCan ID functionobjectively

Less reliability withinfrequent behavior


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FBA Tools

Develop HypothesisTeacher Interviews

FACTS

Student InterviewParent InterviewRecord Review

Tighten HypothesisThrough ConvergentData (Observationstighten hypothesisgathered throughreview and interview)

ABC SheetsObservation Tools


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FBA Competing Pathway

SettingEvents

DesiredConsequence

DesiredAlternative

AlternativeBehavior

ConsequenceBehavior of Concern

Antecedent


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Eric - Behavior of Concern

Inappropriate verbal comments/noises: Examplesinclude blurting out, tapping on the table, humming,

tapping his paper, sighing loudly, and singing. Non-examples include providing verbal commentwithout his hand-raised when the teacher is askingfor student input informally and singing in musicclass.


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Eric - TOGETHERBehavior of Concern

SettingEvents

DesiredConsequence

DesiredAlternative

AlternativeBehavior

ConsequenceInappropriate

VerbalComments

Antecedent


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Eric - TOGETHER:

PatternsIs there a pattern over time or acrosssettings?Have changes in behavior occurred over time?


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Eric - TOGETHER:Patterns over time or setting?

Review of Erics BAT referral and Office referralshows the following:

Increasing office referrals every year sincekindergartenBehaviors since kindergarten included general noisemaking, clowning around and disruptionConsequences were typically office referrals, callingparent and detentions starting in 5th.


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The ABC form

Once youve done your discrepancyobservations (dimension of FFLITAD), youuse the ABC formThe ABC form helps you notice patterns inantecedents, behaviors, and consequencesNarrative, complete as you go


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Antecedent

What immediate events predict occurrencesand non-occurrences of the problembehavior?

Examples:TeasingSpecific classroom demandsEtc.

Eric - TOGETHER:


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Eric - TOGETHER:AntecedentLets use our sources

Referral Form Office Referral Document

Interview

ABC Data Analysis

Math and readingDuring class about 10 of 14referrals. Others hallway,lunchroom, assembly

Math & reading independentwork sometimes other independent work timesIndependent work time


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Eric - Antecedent

SettingEvents

DesiredConsequence

DesiredAlternative

AlternativeBehavior


VerbalComments

Independent

Work Time


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Setting EventsThings that occur outside of the immediateenvironment of problem behavior, but still affectwhether the behavior occurs.Examples:

MedicationMedical or physical problemsSleepSocial interaction

Time of day, certain classes, particular adults/peers

Setting events are sometimes hard to identify.You may indicate that none were identified.


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Eric - Setting Events

Math;sometimes

reading

DesiredConsequence

DesiredAlternative

AlternativeBehavior


VerbalComments

IndependentWork Time


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Consequences

What occurs directly after the problembehavior.What consequences are reinforcing theproblem behavior (i.e. make it more likely tooccur in the future)?

Eric - TOGETHER:


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Eric TOGETHER:ConsequencesLets use our sources

Referral Form

Office Referral Document

Interview

ABC Data

Parent calls; answer hisquestions and send him to theofficeOffice referrals, call parent,detention all occurred similarlyWants attention and tries toleave during hard tasks64% of observations followedby adult attention; 18%attention and escape


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Eric - Consequences

Math;sometimes

reading

DesiredConsequence

DesiredAlternative

AlternativeBehavior

AdultAttention?

InappropriateVerbal

CommentsIndependentWork Time


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Creating a Summary Statement

Combining the information you have gainedinto concise summary statementsInclude setting events, antecedents,behavior, and consequences

SettingEvents

Anteced. Behavior Conseq.


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Desired Behavior

Desired behavior Long-term behavioral objectiveWhat we want the student to do in the situation

Desired or typical consequenceHow is this behavior typically reinforced in thesituation?

What happens when the studentdisplays this behavior?


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Competing Pathways

SettingEvents

DesiredConsequence

DesiredAlternative

ConsequenceProblemBehavior

Antecedent

ReplacementBehavior


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Replacement Behavior

Acceptable alternative behavior Must serve the same function as the problembehavior

Must be AS efficient and AS effective as theproblem behavior


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Alternative and Desired


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Alternative and DesiredBehaviors Example 2

Noneidentified

Peer attentionStudent talkswith peersnicely

Student asksdriver aquestion

Driver talks tostudent

Hit peerson bus

Driver givesreprimand &

directive



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Alternative and DesiredBehaviors Example 3

Didntcomplete

previous HW

More workCompletework

Ask for abreak

Avoids workFailure tocomplete

work

Independentwork in math


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Eric: Competing Pathway

Inappropriateverbalcomments/

noises


Raise hishand

AdultAttention?

Raise handand keep

working

Adultattention

Math;Sometimesreading


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The Behavior Support PlanMany variations existMost include the followinginformation:

Target behavior & replacementbehavior FunctionABCs

Intervention strategiesMonitoring method & decisionmaking rule


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Lets look at the examplesBehavior plan from IowaBehavior plan from CPS

What are the similarities?What are the differences?What do you like?What dont you like?

Four main ways to change


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Four main ways to changebehavior

Antecedent strategiesSkill building (teaching)strategies

ReinforcementstrategiesConsequence strategies


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Skill building (teaching) strategies


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Skill building (teaching) strategiesDURING

This is the most crucial partThis is the most crucial partThis is the most crucial part


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Alternative and DesiredBehaviors

Alternative behavior (NOW)Short termStepping stoneAs easy, as effective, and as efficient as the problem behavior

Desired behavior (LATER)Long termEventual goalAs easy, as effective, and as efficient as the problem behavior

Eric - TOGETHER:


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Eric TOGETHER:Competing Pathway

Inappropriateverbalcomments/

noises


Raise hishand

AdultAttention?

Raise handand keep

working

Adultattention

Math;Sometimesreading


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Reinforcement strategies


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Reinforcement strategiesAFTER

How do we reinforce the student whenthey display the alternative or desiredbehavior?

Must be done every time at firstShow student that his/her new behavior isworth it

Do frequentlyAlmost every time

Then fade over timeOccasionally


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Reinforcement strategies


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Reinforcement strategiesAFTER

Think about positive andnegative reinforcement

What can we add to increase the

behavior we want to see?ADDING

What can we take away toincrease the behavior we want tosee?

SUBTRACTING

Consequence strategies


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Consequence strategiesAFTER

How do we respond when we see theproblem behavior?

The specified response

Remains the same across time, settings,situationsHow do we reduce the chances that it willhappen again?

Techniques to make the problem behavior lesseffective

Consequence strategies


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q gAFTER

Think about positive punishmentand negative punishment

What can we add to reduce theproblem behavior?What can we take away to reducethe problem behavior?


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Essential to Effectiveness

On the students endIntervention strategies in eachof the 4 categories must be

MATCHED to function of behavior

AntecedentSkill building (teaching)

ReinforcementConsequence


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On the teachers endFeasibility of implementation

Does the teacher have the

skills?Does the teacher have the time?Does the teacher have personalinvestment?


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Intervention strategies

There are many that exist and they can takemany formsImportant to have 1-2 strategies for each of the four main categories (antecedent, skillbuilding (teaching), reinforcement,consequence)

Important to MATCH to function


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Activity

Look at the list of intervention strategiesBased on what you knowabout your behavior or your student, which ones may youconsider?

Examples of Consequences


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p q

Escape FunctionDo not allow student to escape taskat time of problem behavior Honor replacement behavior (e.g.,break, help) immediately andconsistentlyPrompt use of replacement behavior Complete task during free timeGive positive rewards for complyingwith demand, request, assignment,task, etc.

Teach missing skill

Gain FunctionDo not give desired item or attention (reprimand,redirection) at the time of the

problem behavior Time-out from reinforcementPlanned ignoringReinforce replacementbehavior

Teach alternative replacementbehaviors (e.g., hand raising,asking for help, tolerate delay)


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Simply Speaking

If attention functionProvide attentionfollowing appropriatebehavior Withhold attentionfollowing problembehavior

If escape functionProvide a break followingwork completionProvide continued workfollowing problembehavior


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Implement the Plan

Make sure everyone involvedknows their role

Make sure everyoneimplements the plan asintended (treatment integrity)Collect progress monitoring

data (formative evaluation)

Monitor Progress and Evaluate


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gEffectiveness

Continue to gather dataUse these data to determineif the hypothesis about the

function was correctIf the data do NOT reflectimprovement, gather additional data, consider a

different intervention, and/or re-evaluate the hypothesis

The Four Point Decision


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Making Rule

Need at least 3 weeks of data and 6 datapoints to apply this rule to your graphAny less data results in less reliable and validdecisions



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Making Rule

Consider your goal lineIs it increasing?

Behaviors like raising hand, taking turns, getting in line,sitting quietlyThis is best practiceWe like to write goals positively

Is it decreasing?Behaviors like calling out, hitting, throwing food, saying no,cryingThis is OK to do sometimesTypically when the behavior is severe and a reductionneeds to be documented



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Making Rule

If your goal line is increasingIf the last 4 data points are above the line, youwill raise the goal

If the last 4 data points are below the line, aninstructional change needs to be made (phaseline)If the last 4 data points are above and below the

line, more data needs to be collected before adecision is made



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Making Rule

If your goal line is decreasingIf the last 4 data points are above the line, aninstructional change needs to be made (phaseline)If the last 4 data points are below the line, you willdecrease the goalIf the last 4 data points are above and below theline, more data needs to be collected before adecision is made


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Practice

Use the decision makingrule graphing sheetsWell look at Chloes datatodayWell look at Sams datanext time


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The keys to challenging behavior

Understand the studentUnderstand what the behavior means for the studentHonor the purpose, reason(function) of the behavior(s)Help the student learn moreappropriate ways to get needs

met


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Essential to EffectivenessAnd we see it again.

On the students endIntervention strategies in each of the 4categories must be MATCHED tofunction of behavior

AntecedentSkill building (teaching)

ReinforcementConsequence


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And we see it again.

On the teachers end

Feasibility of implementationDoes the teacher have the skills?Does the teacher have the time?Does the teacher have personal

investment?

Behavior Change Project: Part


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2

Due Oct 4 th by midnight (online class)

The purpose of this project is more aboutassessment than intervention. Thus, you will not

complete a full behavior support plan.

You are asked to select ONE strategy and decidewhat category it falls under.

Implement the strategy yourself or work with theteacher to implement the strategy

Behavior Change Project: Part


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3

Due Oct 11 th (face to face class)Results of your dataGraphAnswer questions in syllabus

What worked?What didnt?Why?


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Check in next time

Each person takes 3-5 minutes

Explain what you found

IncludeSummary statementInterventionResults


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Summary Paper

We will discuss next time in classYou will be provided with a format to followDue midnight on Oct 18 th (last class and itsonline)


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Cartoons

Dont forget about them!Five extra credit points possibleBring to the last day of face to face class

October 11 th

Use format on ANGEL


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SAFMEDS

The same 20 cards youve tested yourself onalreadyGoal: 20 cards in 40 secondsPracticeCheck out


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Online class October 4th

Online quizzes 4-6SAFMEDS progress checkBCP part 2BCP comments/suggestions

Last face to face class Oct


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11th

Potluck?BCP part 3BCP comments/suggestionsLecture/discussionSAFMEDS final check outDescribe your BCP for 2-5 minutes

Analisis del comportamiento humano (2)

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