PS 522: Behavioral Measures and Interpretation of DataLisa R. Jackson, Ph.D.

Methods to identify and define targets for behavior change

Identify relevant factors that may inform or influence intervention

Research helps determine whether these assessments actually work and helps create effective assessments

1. Screening2. Defining problem or criteria for

achievement3. Pinpointing target behaviors4. Monitoring progress5. Following-up

When selecting target behaviors, gathering useful information is crucial

Interviewing the individual Identify potential list of target behaviors

◦ What and when◦ Avoid why questions that presumes clients know

why Whom does the behavior change benefit?

Identify primary concerns Verified through further data collection

◦ Direct observation◦ Use of questionnaires or self-monitoring Interviewing significant others Develop behavioral descriptions

◦ What, when, how; moving from general to specific Determine participation

Descriptions of specific behaviors and conditions under which each should occur

Alone or with interview Typically Likert-scale assessments Ask about antecedents and consequences

◦ Child Behavior Checklist◦ Adaptive Behavior Scale - School◦ Adaptive Behavior Scale - Residential and

Community

Features of ABC recording◦ Descriptive◦ Temporally sequenced◦ Provides an overall description of behavior

patterns, antecedents and consequences◦ Observations only, no interpretations

See also Figure 3.3

Recognizes the complex interrelationships between the environment and behavior

Data on individual and environment◦ Physical features◦ Interactions with others◦ Home◦ Reinforcement history

Provides a huge amount of descriptive data The key is knowing when to use this

assessment

So, let’s consider the Smith and Elder article

What were their conclusions about siblings and family members of people with autism?

When are ecological assessments useful? When are ecological assessments

inappropriate?

Behavior change in response to being observed

Effects of assessment on behavior being assessed◦ Obtrusive assessment great impact◦ Self-monitoring most obtrusive

To reduce reactivity:◦ Use unobtrusive methods: videotape, 2 way mirrors◦ Repeat observations to diminish novelty◦ Take effects into account

Consider why behavior is being assessed◦ Unacceptable to change behavior primarily for

benefit of others To what extent will proposed change improve

the person’s life? Will the change increase appropriate

behaviors? Will the change facilitate more complex skills?

The 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

How useful or functional will a behavior change be?

Any behavior targeted for change must benefit the person directly or indirectly.

Relevance of behavior after intervention Necessary prerequisite skills Increased access Impact on behavior of others A target behavior should be selected only

when it can be determined that the behavior is likely to produce reinforcement in the person’s natural environment

Is it a behavior cusp or a pivotal behavior?

A behavior that has consequences beyond the change itself

Behaviors that open person’s world to new contingencies◦ Crawling, reading

Satisfies one of more of these criteria: Provides access to new reinforcers, social

validity, generativeness, competition with inappropriate responses

Degree that others are affected

Behaviors that, once learned, produce changes in other untrained behaviors

Example: teaching children with autism to self-initiate may be pivotal because it appears to result in wide-spread positive changes in a number of areas

Advantages for both interventionist and client Behaviors can be taught in relatively few sessions,

but can be used in new settings; would shorten intervention and give the client new tools with which to interact in the environment

Age appropriateness◦ Inappropriate: teaching 35 yr old to play with dolls

Normalization◦ Achieving greatest possible integration into more

typical environments and expectations Least restrictive environment

Replacement behaviors◦ Cannot eliminate or reduce a behavior without

teaching a replacement, adaptive behavior◦ Constructional approach: creating, rather than

eliminating repertoires

Does the behavior pose any danger?How important will this target behavior be to future skill development?Will changing this behavior reduce negative or unwanted attention from others?How likely is success?What is the cost-benefit?

◦Costs include client’s time and effort

Objective◦ Refer only to the observable

Clear◦ Readable and unambiguous

Complete◦ Delineate boundaries of definition

Operationalized ◦ Easily understood in order to discriminate from

other, similar behaviors Aggression is not helpful, but kicking, hitting, biting

is more specific

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”

Selected because of importance to clients◦ Increase, maintain, generalize desirable behaviors◦ Decrease undesirable behaviors

Valued and meaningful behaviors have social validity

Assess performance of highly competent people

Experimentally manipulate different performance levels to determine optimal results

I am sure you have been asking questions here in seminar! Great job!

But, if you have more, email me: Ljackson2@kaplan.edu

These slides will always be posted in the Doc Sharing area for your review.