Unit 7 Study Questions Spring 2019.edited

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Week 7 Study Questions Crishtine A. Sundar The Chicago School of Professional Psychology AB 564-Behavior Assessment B Scott. Larson-McGuire June 3, 2022

Week 7 Study Questions 1. Bloom et al. (2011 ) -State one limitation of the experimental functional analysis methodology and how/why it is an actual limitation. (2 pts) One limitation of the experimental functional analysis (FA) was that the setting or the environment under which an assessment was conducted was specialized, meaning it would be difficult, or there may be unavailability of such conditions to be contrived in different settings. It is a limitation because it also asks whether FA can be conducted under natural conditions. If in doing so under contrived conditions, what does that say about its real-world validity? 2. Describe at least two ways the implementation of the trial-based functional analysis differed from the implementation of a “standard” experimental functional analysis. (2 pts) The implementation of the trial-based FA differs from the standard in that there is limited exposure to establishing operation (EO) during a 2-min trial and having limited exposure to all relevant consequences. The latter of which was only delivered once per trial. 3. What did the trial-based functional analysis suggest was the function of Bo's aggression? State how you know, with reference to his data. (3 pts) After tangible and attention trials were conducted and observer data collected, Bo was one of the few to be put into tangible trials. After data was collected from his charts on page 25, Bo's aggression was significant at both the demand (escape) and tangible function throughout the sessions observed. The left-hand side showcases in a bar format that demand is around 60 and tangible is around 55, whilst the others are way below 20. The right graph showcases that out of all the trials, tangible and demand were the only ones to cross the threshold of 20 RPM, with almost an eventual plateau forming around session 15. The initial rise alludes to the control happening then there is a considerable jump which showcases the experimental condition.

4. Should trial-based functional analyses be used instead of "standard" functional analysis? Why or why not. (2 pts) I think that trial-based functional analyses should be used in conjunction with standard FA but not instead. One of the reasons for saying this would be that the trial-based format can become an essential resource whenever standard FA is unavailable or as a first contact attempt at understanding some behaviors before a total FA is conducted. Since we know that they are almost 60 percent similar, there can be a significant reduction in miss diagnosis or improper identification of functions. 1. What does Ciapni mean when he says we should diagnose the behavior, not the client? (2 pts) Cipriani states that we can employ a function-based diagnostic classification system by using the moto of diagnosis of the behavior, not the client. This will help examine the problem behavior and how it functions, and it does not take for granted that the behavior is exhibited due to the characteristics of a client. He says that even though the topography or how the behaviors may look is different, the reason or their essential functions may be similar or the same. This is one reason we should focus on removing those maintaining functions instead of focusing on how the behavior looks and removing that. 2. Why is it important to assess contextual variables as part of assessment? Provide an example of a contextual variable and how knowing about it results in better assessment. (2 pts) It is essential to assess contextual variables because a behavior may be displayed under one context but not the other. This also helps paint a picture for the BCBA about what might be

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motivating or limiting the behavior. An example would be a client who displays aggression; upon seeing the contexts in which they display this aggression, you can gauge when or how they will happen and then provide a functionally derived treatment strategy. For example, Voldemort engages in aggression when Harry enters the classroom or when Harry is visible to him at the Quidditch match. Knowing that Voldemort's aggression is maintained by seeing Harry, there are multiple things you can figure out to help change this behavior.

References Bloom, S. E., Iwata, B. A., Fritz, J. N., Roscoe, E. M., & Carreau, A. B. (2011). Classroom application of a trial-based functional analysis. Journal of Applied Behavior Analysis, 44, 19-31. Cipani, E. (2001). Functional behavioral assessment, diagnosis, and treatment: A complete system for education and mental health settings (2nd ed.). New York, NY: Springer Publishing. pp. 81-85.

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