Instruction in Functional Assessment, 2014a

More documents

Recommendations

Info

Instruction in Functional Assessment Chapter 3 Table 14 Example of a preference assessment procedure 1. Identify 5-8 items that you think the individual might prefer based on interviews with that person or people in that person’s life or from observations of activities that the individual engages in most frequently. 2. Design a data sheet that lists all possible pairs of the items and alternate the sides that each item is presented on to counterbalance side preferences the individual might display e.g., A B and B A 3. Sitting at a desk or table, present each pair of items approximately 2 ft apart from each other and 1 ft in front of the person, making sure the person’s hands are not near either item so that a clear test of what the person selects can be made. 4. Wait 5 s for the person to pick one. Do not provide any praise because this may affect the person’s choice on subsequent trials. Allow 5 s to manipulate the item. 5. Once all pairs have been presented, calculate the percent each item was selected by counting the number of times each item was selected by the person and dividing by the total number of times it was presented and multiplying by 100. 6. Rank order the items from most to least preferred and use the most preferred items for training purposes. Note: If the person has never had the item before, allow the person to ‘sample’ the item before the preference assessment is conducted. Note: Preferences will vary from time to time and so conducting a brief preference assessment before every training session will ensure that your preference-based procedures are maximally effective. Reinforcers may vary in their effectiveness in increasing desired behavior depending on whether the individual has had recent access to them (North & Iwata, 2005; McGinnis, Houchins-Juárez, McDaniel, & Kennedy, 2010). Motivating conditions, such as SATIATION (having too much of something) or DEPRIVATION (having too little of something), can alter the probability of behavior that leads to that reinforcer (Michael, 2000). For example, you really liked a particular song when it first came out and used to change the station to locate it, but now that it has been playing on the radio for several weeks, you no longer enjoy listening to it. Instead, you turn to another station to avoid having to listen to it one more time. Likewise, if a child, who typically is disruptive in a certain class to garner the attention of his peers is provided with ample social interaction with peers prior to that class, he may not engage in the disruptive behavior to achieve the same ends. Through use of an FA approach, the reinforcer maintaining the challenging behavior can be identified. Once it is known what that reinforcer is, it can be incorporated into a behavior intervention program to increase desired behavior. However, as Carter (2010) found with an adult male being treated for escape maintained noncompliance, a highly preferred positive reinforcer may also reduce that behavior even without the use of extinction (no longer providing the negative reinforcer). DIFFERENTIAL REINFORCEMENT procedures can be used to eliminate or decrease the individual’s challenging behavior. This type of reinforcement schedule, or rule when to provide reinforcement, consists of the application of both positive reinforcement and extinction 40
Instruction in Functional Assessment Chapter 3 procedures. Extinction refers to the removal of the usual reinforcer following the behavior, which decreases future occurrences of that behavior (Martin & Pear, 2011). DIFFERENTIAL REINFORCEMENT OF ZERO RATES (DRO) involves providing a reinforcer when no instances of the challenging behavior occur during a period of time. For instance, to decrease thumb sucking, every 10 min when the child does not engage in thumb sucking, he gets his favorite toy. DIFFERENTIAL REINFORCEMENT OF INCOMPATIBLE BEHAVIOR (DRI) involves reinforcing a desired behavior that cannot occur at the same time as the challenging behavior (Martin & Pear, 2011). For instance, the therapist can provide a reinforcer when the person speaks in normal conversation level and does not scream. If a specific incompatible behavior that the individual performs cannot be readily identified, DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR (DRA) may be used where a desirable behavior displayed by the individual is reinforced. For example, turning pages of a magazine could be reinforced to decrease the likelihood of an individual engaging in self-injury by hitting her head with her hand. Both turning pages and self-injury could be done at the same time, but that is unlikely to occur. There are also differential reinforcement schedules to reduce, but not necessarily completely eliminate a behavior altogether, that can be used when some amount of behavior is alright. DIFFERENTIAL REINFORCEMENT OF LOW RATES—SPACED RESPONDING (DRL-spaced responding) entails providing the reinforcer after a period of time when no instances of the challenging behavior have occurred and then the behavior occurs. For instance, to slow down someone’s rate of eating, she could be allowed to take a bite after 3 s of the previous bite of food. DIFFERENTIAL REINFORCEMENT OF LOW RATES—LIMITED (DRL-limited) is when the challenging behavior is less than a specified amount following a set time period (Martin & Pear, 2011). A child in the classroom may excessively raise her hand to ask to use the restroom every half hour where instead, once after two hours of not asking is reinforced. Table 15 A summary of schedules of reinforcement to decrease challenging behaviors Schedule Noncontingent Reinforcement (NCR) Differential Reinforcement of Zero Responding (DRO) Differential Reinforcement of Incompatible Responding (DRI) Differential Reinforcement of Alternative Behavior (DRA) Procedure Noncontingent delivery of reinforcer e.g., delivering positive attention every 5 min when no instances of attentionmaintained challenging behavior have occurred. Reinforcer is provided only if the behavior has not occurred within a specific period. e.g., delivering a reinforcer if no instances of aggression occur during the hour. Reinforcer is provided for a behavior that is incompatible, or that cannot occur at the same time as the behavior to be decreased. e.g., reinforcing in-seat behavior to decrease out-of-seat Reinforcer is provided for a desirable behavior that is not necessarily incompatible with the behavior to be decreased. e.g., reinforcing completion of puzzle to reduce head hitting. 41
Page 1 and 2: The Missing Link: An Introduction t
Page 3 and 4: ©2014 Marcie Desrochers & Moira Fa
Page 5 and 6: Reviewer’s Notes Instruction in F
Page 7 and 8: Table of Contents Preface Chapter 1
Page 9 and 10: college students and pre-profession
Page 11 and 12: Chapter 1 Challenging Behaviors of
Page 13 and 14: Instruction in Functional Assessmen
Page 27 and 28: Chapter 2 The Methodology of Functi
Page 49: Instruction in Functional Assessmen
Page 79 and 80: Chapter 5 Teaching Functional Analy
Page 89 and 90: Chapter 6 Functional Analysis Case
Page 101 and 102:
Instruction in Functional Assessmen
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Chapter 7 Resources Focus Questions
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
show all

Instruction in Functional Assessment, 2014a

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?