Applied Behavior Analysis Selecting & Defining Target Behavior

ABC observation

Descriptive

Temporally sequenced (A-B-C)

Description of behavior patterns

Full attention, 20 - 30 min

Observations only, no interpretations

Repeat over several days

observer records a descriptive, temporally sequenced account of all behaviors of interest and the antecedent conditions and consequences in the clients natural environment

Methods to identify and define targets for behavior change

Identify relevant factors that may inform or influence intervention

interviews, checklist, test, direct observation

provides descriptions of specific behaviors and the conditions under which each behavior should occur

Definitions required for replication

Replication required to determine usefulness of data in other situations

Necessary for research

Two Types:
Function-based
Topography-based

variety of methods including direct observations, interviews, checklist and test to identify and define targets for behavior change

a behavior that has consequences beyond the change itself, some of which may be considered important.

Behaviors that open person’s world to new contingencies, stimuli and consequences:

Crawling, reading

Importance determined by:

Socially valid

Generativeness

Competes with inappropriate responses

Degree that others are affected

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

Tests
Direct Observation

Data collected in real time

Direct and repeated
Natural environment
Identifies potential target behaviors
Preferred method

information gathered about the person adn the various environments in which that person lives and works.
-physiological conditions, physical aspects of environment, interactions with others, home environment, past reinforcement history

Data on individual and environment

Affecting factors:

Physical features

Interactions with others

Home

Reinforcement history

Evaluate amount of descriptive data required to address current need

Cons:

time consuming

costly

too much data

Authority
Permission
Resources
Social validity

1. Screening

2. Defining problem or criteria for achievement

3. Pinpointing target behaviors

4. Monitoring progress

5. Following-up

definition that designates responses as members of the targeted response class solely by their common effect on the environment

Includes all members of response class

The function of behavior is most important feature

Simpler and more concise definitions

Easier to measure accurately and reliably

When natural outcome is not within control of behavior analyst

Logistical, ethical, or safety reasons

E.g., Function of elopement is a lost child

In these cases, function-based definition by proxy

More restrictive definition that keeps behavior within control of analyst

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

Necessary considerations:

Relevance of behavior after intervention

Necessary prerequisite skills

Increased access

Impact on behavior of others

Behavior cusp

Pivotal Behavior

(functionally significant for the client?)

Interviews
Checklists

Based on recollection of events

Identify list of potential target behaviors

What and when
Avoid ‘why’

Identify primary concerns

Verified through further data collection

Direct observation

Use of questionnaires or self-monitoring

use of progressivley more typical environments, expectations and procedures to establish away/ or maintain personal behaviors which are as culturally normal as possible

Age appropriateness

Philosophy of achieving greatest possible integration of people with disabilities into society

a behavior that once learned, produces corresponding modifications or covariations in other adaptive untrained behaviors.

Self-initiation, joint attention

Advantages for both interventionist and client

1. Threat to Health or Safety – Behaviors that endanger self/others take top priority.

2. Frequency & Opportunity – Focus on behaviors that occur often or have many opportunities to change.

3. Longevity – Long-standing behaviors may need more immediate attention.

4. Potential for Reinforcement – Choose behaviors likely to contact frequent or natural reinforcement.

5. Importance – Target behaviors that build skills, independence, and reduce negative attention.

6. Social Validity – Ensure goals are meaningful and valued by the client and others.

7. Likelihood of Success – Consider research, practitioner experience, environment, and resources.

8. Cost-Benefit – Balance expected outcomes with the effort, time, and resources required.

Effects of assessment on behavior being assessed

Obtrusive assessment great impact
Self-monitoring most obtrusive

To reduce reactivity:
Unobtrusive methods
Repeat observations
Take effects into account

target behaviors should be selected only when it can determined that the behavior is likely to produce reinforcement in the person’s natural environment

Develop behavioral descriptions
What, when, how
Avoid ‘why’

Move from general to specific

Determine participation

change behaviors to an extent that a person's life is changed in a positive and meaningful way

Consider whose behavior is being assessed and why

Unacceptable to change behavior primarily for benefit of others

To what extent will proposed change improve the person’s life?

Consistent administration

Compares performance to specified criteria

Norm-referenced

Limitations
Do not specify target behaviors
Do not provide direct measure of behavior
Licensing requirements (ex: psychologist only)

the specific behavior selected for change

Numerical rating of potential target behaviors

Increase client, parent, and staff participation

Resolve conflict

Build consensus

definition identifies instances of the target by the shape or form of the behavior

used when behavior analyst does not have direct, reliable, or easy access to functional outcomes

Cannot rely on function of behavior because each occurrence does not produce relevant outcome

When the relevant outcome is sometimes produced by undesirable variations of the response class

E.g., A basketball player scores with a sloppy shot from the free throw line

Definition should encompass all response forms that produce relevant outcomes