Chapter 2 Specifying and Assessing What You Want to Change

1. Chapter 2Specifying and Assessing What You Want to Change

2. Identifying and Defining Behavioral Goals • goals should focus on actions that lead to the target behavior • identify smaller subgoals of more complicated behavior • clearly define goals in measurable terms

3. Defining Operant Target Behaviors • include all behaviors that must be changed • define overt rather than covert behaviors • define more complex behavior as a series of smaller steps • consider the range of situations in which the behavior should occur

4. Defining RespondentTarget Behaviors • identify relevant emotions, feeling, likes, and dislikes • respondent behaviors can be overt, covert, or a combination of the two • consider the range of situations in which the behavior should occur

5. Alternative or Competing Responses identify responses that may be incompatible with the target behavior • to increase a behavior, reduce competing responses • to decrease a behavior, increase an incompatible response

6. Special Populations • mental retardation • caused by a variety of factors • problems include self-help, language, and social skills • autism • develop skills by breaking tasks down into simple steps • problems include behavioral excesses such as self-stimulation

7. Four Levels of Retardation • mild (IQ from 53-69) • moderate (IQ from 38-52) • severe (IQ from 22-37) • profound (IQ below 22)

8. Types of Data • frequency (e.g., number of cigarettes smoked) • duration (e.g., time spent exercising) • latency (e.g., time between when your alarm goes off and when you get up) • quality (e.g., a figure skater’s performance rated on a numerical scale) • percentage (e.g., percent of participants following directions)

9. Direct Assessment • the behavior can be evaluated as it occurs • observation may occur with the observer visible in the same environment • observation may occur with the observer watching but not seen by the subject • scoring may be done from a recording of the behavior

10. Direct Assessment (continued) • behavior exhibited in a structured test can be evaluated • may use instruments to quantify responses • drawbacks include cost and limitations of using these tools in everyday settings

11. Indirect Assessment • interviews • nonclient ratings of the client's behavior • self-report • drawbacks of above are data are only as accurate as the memory of those interviewed • physiological measures

12. Observing Behavior: Behavior Sampling monitoring of all behavior is not always practical; alternatives include: • interval recording records the presence or absence of behavior in short intervals • time sampling continuously records behavior in a sample of short intervals (e.g., the first 10 seconds of each minute)

13. Observing Behavior: Accuracy and Validity observers must ensure accuracy and validity of observations • direct assessment is usually seen as accurate and valid • results of indirect assessment can be suspect • reactivity can reduce the accuracy and validity of observations

14. Developmental and Normative Comparisons • what is considered normal behavior tends to change with age • children may be unable to complete self-report instruments • children may be unable to record their own behavior

15. Developmental and Normative Comparisons (continued) • children may be wary of observers and therapists who are strangers • appropriate testing procedures tend to change with age

16. Evaluating the Effectiveness of Treatment 1. baseline the strength of problem behaviors 2. graph data to show visually the characteristics of the problem 3. introduce treatment 4. graph data to show visually the effectiveness of treatment

17. Graphing Data

18. Research Designs • intrasubject designs compare the behavior of an individual in several settings • between-subject designs compare the average performance of groups responding to different treatment conditions

19. Research Designs (continued) • within-subject designs compare the average performance of a group of subjects responding to one treatment condition to the average performance of the same group under another condition

20. Functional Analysis • functional analysis offers evidence about the relationship between the behavior and its antecedents and consequences • analysis of operant behavior includes identification of behavior, antecedents, and consequences • in analysis of respondents: • the CS is the antecedent

21. Functional Analysis (continued) • the emotional and behavioral reaction to the CR is the behavior • the consequence is the result of the behavior

22. Recording Data for a Functional Analysis • keep separate records for different data • keep records consistent through baseline and treatment • observe long enough to allow patterns to emerge • use an A-B-C Log to characterize the behavior, consequences, and antecedents

23. ABC Log

24. Functional Analysis • should predict antecedents associated with the behavior • should identify how different consequences maintain the behavior • should explain why behavior doesn’t occur when it is expected • reevaluate the functional analysis if above are not addressed

25. Tips on Specifying andAssessing Behavior • carefully define target behavior • specify achievable subgoals • consider overt evidence of covert behavior • find appropriate alternatives for behavioral excesses; for behavioral deficits, evaluate how to make time for newly established behaviors

26. Tips on Specifying and Assessing Behavior (continued) • use direct methods of observation when possible • keep track of emotional behaviors • try out data sheets before using them • use techniques to ensure accuracy of self-monitoring

27. Tips on Specifying and Assessing Behavior (continued) • record data immediately • anticipate potentially embarrassing questions about what you are doing when recording data in social situations