analisis del comportamiento humano (1)

8/14/2019 Analisis del comportamiento humano (1)

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SP 400

Introduction & Basic Concepts


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Today Review syllabus

ANGEL tutorial

Introductions

Baseline Quiz

Lecture

Activities

Behavior change project preparation

SAFMEDS (flash cards)


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Objectives:

Be familiar with the basic characteristics ofscience

Be able to identify and define the basiccharacteristics of applied behavior analysis

Know the difference between operant and

respondent conditioning Look over new terms and definitions thatare introduced in this lecture


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Introduction

Applied Behavior Analysis (ABA)Discipline devoted to the understanding and

improvement of human behavior


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Dimensions of ABA

Applied the behavior in question is important to the subject and/orsociety.

Behavioral in need of improvement, measurable, and whosebehavior is changed.

Analytic when the experimenter has demonstrated a functionalrelation

Effective improved to a practical degree Conceptually systematic procedures are related to basic principles

of behavior Technological procedures are completely identified and described Generality lasts over time, appears in other environments, or

spreads to other behaviors


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The science of behavior

Behaviorism the philosophical and

theoretical foundations

Experimental analysis of behavior (EAB)

basic research

Applied behavior analysis (ABA)

practical application and analysis


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Basic characteristics of science

Determinism the universe is a lawful andorderly place

Empiricism the practice of objectiveobservation

Parsimony the simplest explanation Scientific manipulation - research Philosophic doubt continually questioning what

is regarded as fact


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The science of behavior

Seeks to discover laws or statements that

describe functional behavior environment

relationships

Or

Basic principles of behavior a basic

functional relationship between behaviorand

its controlling variables


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Basically....

We can encourage appropriate behavior or

discourage inappropriate behavior just by

making changes in our environment


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By understanding basic principles of

behavior, you can produce better

outcomes because you will be skilled at

increasing and decreasing behaviors


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The force is strong in each of

you

Behavior principles you

need to know

On the way your Jedi

training is


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Use the force and you will

see

Jedi masters of behavior principles

you will be

Behavior Analytic Jediknights is what I see


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A Brief History Lesson...

Pavlov (1903)Respondent conditioning

Watson (1913)Stimulus-Response psychology

Skinner (1938)Operant conditioning


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Some terms and definitions

Stimulus(S) specific aspects of the environment

that can be differentiated from one another

Response(R) a specific instance of a particular

behavior


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Respondent Behavior

Respondent behavior provides each

organism with a set of built-in responses to

specific stimuli; these are behaviors theindividual organism would not have time to

learn.

Respondent behavior is defined as behaviorthat is elicited by antecedent stimuli(SR)


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Examples of respondent

behavior

Pupil contraction

Changes in heart rate and respiration

Blinking

Knee-jerk


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http://chiron.valdosta.edu/whuitt/col/behsys/classcnd.html

Respondent Conditioning


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Respondent Conditioning (cont)


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www.awa.com/norton/figures/fig0404.gif



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In summary,

Respondent behavior is elicited by astimulus

New stimuli acquire control overrespondent behaviors through pairing ofan unconditioned stimulus with a neutralstimulus

Respondents make up only a smallpercentage of behaviors of interest


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Some more terms and

definitions... Antecedent(A) what occur immediately

before a behavior

Behavior(B)- anything an organismdoesthat can be counted

Consequence (C) what occurs

immediately aftera behavior


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Operant Behavior

The effects orconsequences of an

operant behavior on the environment are

responsible for determining the behaviorsfuture rate of occurrence

Operant behavior is learnedbehavior

Operant behavior is behaviorevoked bythe environment(S-RSR or A-BC)


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Operant Behavior (cont)

Topography vs. FunctionTopography description or form

Function determined by the effects on theenvironment or the consequence


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Operant Conditioning

Contingency an if-then relationship

The three term contingency

Antecedent -- Behavior Consequence


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Operant Conditioning (cont)

Antecedent - what occurs immediately

before

the behavior.


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Antecedent characteristicsLooks at the when, where, who, and what

immediately before a behavior occurs.Can influence behavior change when

manipulated.


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Behavior- anything an organismdoes that

can be counted


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Behavior CharacteristicsMeasurable

Observable If a dead man can do itits not a behavior!


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Exercise 1

Is it a behavior?


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Behavior:

__________

__________ __________

__________

__________

NOT a Behavior:

___________

___________ ___________

___________

___________


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Consequence - what occurs immediately

after a behavior


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Consequence characteristics Immediate

Determines whether or not the behavior islikely to reoccur in the future.


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Different Types of Consequences

Reinforcement - increases future probability ofa behavior reoccurring

Punishment - deceases future probability of abehavior reoccurring


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In summary,

Operant behavior is evoked by the

environment The environment acquires control over

operant behaviors through the three term

contingency


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In summary,

Operant conditioning results in the

formation of aresponse class a set ofbehaviors related by

theirfunctional similarity


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SP 400

Operant Reinforcement


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Study Objectives

Discriminate between positive and negative reinforcement

Describe the difference between unconditioned andconditioned reinforcers

Identify the four functions of behavior Understand variables related to reinforcer effectiveness and

guidelines for using reinforcement

Describe strategies that can be used to identify potentialreinforcers


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The Three Term Contingency

A B

Cor

SD

R

Sr


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Reinforcement

A B Cor

SD

R Sr


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Reinforcement (cont)

Results in an __________ in the future

probability of a behavior reoccurring

Results in an increasein the future

probability of a behavior reoccurring


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Two types of reinforcement

Positive reinforcement

and

Negative reinforcement


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Two types of reinforcement (cont)

Positive refers to the application or delivery

of a stimulus contingent upon a response

Negative refers to the removalof astimulus contingent upon a response

Positive = giving

Negative = taking away


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Two types of reinforcement

Because reinforcement always results in

an increase in behavior, regardless of

whether reinforcement is positive or

negative - behavioralways increases


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Positive Reinforcement

Positive reinforcement thepresentation

of apreferredstimulus that increases the

probability of the behavior occurring again

in the future.


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Negative Reinforcement

Negative reinforcement the removalof

an aversive stimulus that increases the

probability of the behavior occurring again

in the future.


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Is not punishment!

It does not mean badIt does not decrease behavior

Ethical considerationsAversive events can generate undesirable behavior


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Complete the table

What are examples from your own life and

your experience in schools of.

Positive R+Negative R+

Positive punishment

Negative punishment


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Primary Reinforcers

Primaryorunconditioned reinforcers increase the

behavior that precedes them due to theirbiological

importance

Examples

Food

Water

Oxygen

Warmth


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Secondary Reinforcers

Secondaryorconditioned reinforcers

are stimuli that are initially neutralandhave acquired reinforcing capabilities

because of beingpairedwith primary or

unconditioned reinforcers


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Secondary Reinforcers

Tangible reinforcers objects or activities

Activity-oriented reinforcers events or privileges

Social reinforcers physical contact, proximity, or verbalstatements

Generalized reinforcers a type of conditioned reinforcer

that is not dependent upona single kind ofdeprivation


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Four Functions of Behavior

Attention a behavior that is maintained by the attention of others Attention may include a corrective statement, eye contact, body posture,

facial expression, etc.

Tangible - A behavior that is maintained by the presentation of anobject (are you getting something: shopping----get new cloths)

Escape/Avoidance Escape terminates an existing stimulus Avoidance- when a response avoids, rather than terminates, a stimulus

Sensory - a behavior that is maintained by the internal stimulationproduced by the behavior


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Four Functions of Behavior

Attention =


Tangible =Positive Reinforcement

Escape/Avoidance =


Sensory =



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Whats the function?


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Ken presents a worksheet. Barbie begins to talk

about what she did last night. Ken asks Barbie

more questions about her night. What is most likely

to occur next time Ken presents a worksheet?

Barbie will start talking about what she did lastnight

Type of consequence: Negative reinforcement

Function: Escape/avoidance


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Sammy is playing by himself. Sammy begins

to scream loudly. The teacher runs over and tells

Sammy to stop screaming. Sammy stops. What is

most likely to occur next time that Sammy is playing

by himself?

Sammy will start screaming Type of consequence:


Function: Attention


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Dr. McGraw goes to the Chicago School every

day. She gets paychecks every 2 weeks. She

receives money for her work. What is most likely to

occur next time Dr. McGraw goes to work?

Dr. McGraw will receive a paycheck in 2 weeks. Type of consequence:Positive reinforcement

Function:Tangible

Hank is alone without others in the room


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Hank is alone without others in the room.

Hank begins to turn lights on and off rapidly.

He is receiving visual stimulation. What ismost likely to occur next time Hank is alone?

Hank will turn the lights onand off Type of consequence:

Positive reinforcement Function:

Sensory/automatic


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You are sitting in class getting tired. You

start to zone out. You take a break from

thinking. What is most likely to happen nexttime you get tired in class?

You will zone out. Type of consequence: Negative

reinforcement

Function: Escape/avoidance


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Bert is hungry. Bert screams in the kitchen.

Ernie starts offering food items. What is mostlikely to occur next time Bert is hungry?

Bert will start screaming Type of consequence:


Function: Tangible


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Review: Response ClassA set ofbehaviors related by their

functional similarity

Crying, yelling, and rolling around on the floor all lead

to. The teacher coming over and telling the studentto stop. Attention

Swearing at the teacher, hitting another student, orspitting at another student all lead to. The teacher

sending the student to the principals office. Escape from work


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Response Class

Think of a set of your behaviors. Describe

to the person next to you how they look

different, but you still receive the sameconsequence each time one of those

behaviors is displayed.


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SAFMEDS

Review the timeline

Today we will use 10 cards

The goal for today is 10 cards in 20seconds

You will have time to practice before you

check out


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SAFMEDS

Lets make the cards

Cut out each of the terms and definitions

Tape the term on one side Tape the definition on the other side

To save time, we will just make the first 10cards today in class

Make the rest at home


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SAFMEDS

Practice flipping the cards

Hold the cards in your left hand if you are right

handed Pick up the cards quickly with your right hand and flip

Hold the cards in your right hand if you are left

handed

Pick up the cards quickly with your left hand and flip

Make sure it is comfortable for you


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SAFMEDS

Now practice looking at the definitions andsaying the terms

Look at the definition, say the term If you dont know, say PASS

Practice with the 10 cards multiple times Shuffle the cards in between each time


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SP 400

Selecting and defining

problem behaviors


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The Problem-Solving Method

Define the Problem(Screening and Diagnostic Assessments)

What is the problem?


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Problem Identification

Behavioral concern

identified in

observable,

measurable terms

Prioritize concerns

Frequency, duration

intensity Social comparisons

Establish baseline

Identify student

assets Input from multiple

sources

Expected levels of

performance


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Definitions

Target behavior is The behavior of concern

Operational definition A description of the specific, observable, and

measurable characteristics of the target behavior

B h i F tl T t d


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Behaviors Frequently Targeted

for Intervention Harmful behaviors

Stereotypic behaviors

Infrequent or absent desirable behaviors Normal behaviors in inappropriate

contexts

Si C t f


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1. Define the target behavior

2. Select a measurement strategy

3. Determine current level ofperformance (baseline)

4. Write a goal

5. Chart and record data

6. Develop a decision-making plan

Six Components for

Conducting Observations


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Prioritize Concerns

Danger

Social Significance

Most problematic Ease of behavior

change

Ease of

generalization

Beginning of behavior

chain

General utility Acquisition vs.

elimination

Natural reinforcement

Student choice

P bl Id tifi ti d


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Problem Identification and

Behavioral Observation

Operationalize

Validate

Establish baseline

Wh t i


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What is an

Operational Definition? Identifying and defining a specific behavior

so that it will be measured consistently

from observer to observer. An operational definition often includes

active verbs describing specific behaviors

that a person exhibits; it is objective andunambiguous.


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1. Problem Definition

Even the best intervention strategy

is doomed if it is applied to an

improperly defined target behavior(Reynolds, Gutkin, Elliott, & Witt, 1984, p. 186)

Observational Assessment:


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Step 1 Define the Problem Obtain global description of behavior (when happen,when does not)

Describe settings or conditions where behavior seems

to occur Develop (or select) an operational definition of

behavior and setting variables Clear, behavioral, observable description

Examples and non-examples

Check social validity of definitions

Common Referral Problems


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Common Referral Problems

(global descriptions) Lucy talks out all the time

Stella is always off task

Charlie is always disturbing others Maggies lab projects are a mess


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Example: Hand Raising

Generalizable?

Alterable?

Specific?

Observable?

Measurable?

Yes, it has impactacross settings

Yes, it improves with

practice Yes, it can be

specified Yes, it can be seen Yes, it can be counted


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Example: Self-Esteem

Generalizable?

Alterable?

Specific?

Observable?

Measurable?

Yes, it has impact

across settings

Possibly Possibly

No, it cannot be seen

If cant be seen, it

cannot be counted

Standard Format for


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Standard Format for

Writing Behavioral Definition Operational Definition: behavior defined so two observers couldindependently observe same behavior and get similar data

(Target behavior) means that (student) (action verbs).

Examples of (target behavior) include (1) ___, (2) ___, (3), ___

Non-examples of (target behavior) include (1) ___, (2) ___, (3), ___

Directly Observable


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Directly Observable

Action Verbs Observable:

To turn pagesTo climbTo pick upTo catchTo use two hands

To go up the stairs

NOT Directly Observable Action


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NOT Directly Observable Action

Verbs Not Directly Observable:

To participate

To learnTo discover

To know

To move smoothlyTo understand

Example Using the


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Example Using the

Standard Format (Aggression) means that (Rambo) (strikes anotherperson inflicting pain or discomfort)

Examples: Punching someone in the nose Throwing a rock at someone Kicking someone

Non-examples: Patting someone on the back Giving a high five Shaking someones hand


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Another Example (Academic engagement) means that (Gerald) (is

working on assigned academic material) Examples

Looking at materials

Making relevant responses (e.g. writing, computing, raising a hand) Asking for assistance in the instructed manner

Non-Examples Working on a math assignment during science

Talking to a peer about unrelated topic

Combing hair


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One More Example

(Crying) means any (vocal noise made by (Samantha) that isloud enough to be heard outside the childs room and thatdoes not involve recognizable words)

Examples Heard in the hallway Heard in the basement

Heard in the room next door

Non-examples Singing without words

Soft cries that cannot be heard outside the room Talking that can be heard outside the room


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Lets Try One Together

Talking out means

Examples

Non-examples


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Introducing Katie

Concern:Katie is an elementary school student who is

always the last one to line up, making theentire class wait for her

To do:Behavior: to get in line

Develop an operational definition (follow thestandard format)


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Katie: Getting in Line

(Getting in line) means that (Katie) (walks over andstands behind the last person currently in line within 1minute of teacher prompt)

Examples: Lining up for lunch following the teachers direction Lining up for recess within the same time frame as peers

Nonexamples

Standing up more than 2 feet from last kid in line Standing up in line outside of time frame Cutting in line Ran to end of line


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Katie: Getting in Line

Is getting in lineGeneralizable?

Alterable?Specific?

Observable?

Measurable?


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SP 400

Behavior change project

preparation

Behavior Change Project


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Behavior Change Project

Preparation

Think about the students or children you haveaccess to.

Consider possible problem behaviors that they

may display Decide on a problem behavior

2 Systematic Observation:


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2. Systematic Observation:

Selecting Measurement

Quantify behaviors

Clear definition of parameters of behavior

Allows for discrimination of targetbehaviors amongst multiple observers

2 Observational Assessment:


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2. Observational Assessment:

Specify the Measurement Identify critical dimensions of targetbehaviorFrequency -- rate or relative frequency Intensity rate ( how often, and how intense)Duration -- total or mean duration (how long)Latency -- mean delay ( how long does it take

to the student after prompt).Accuracy -- relative frequency or frequency

2. Measurement Strategy Decisions


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2. Measurement Strategy Decisions

a. How will data be collected?

b. What materials will be used to collectdata?

c. Where will data be collected?

d. When will data be collected?

e. Who will collect data?

Dimension: What About the


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Dimension: What About the

Behavior is a Concern? Frequency

Does it happen too little or too often?

Fluency Does the student perform the skill at the correct rate and level of

accuracy?

Latency Does it take too long before the student performs the skill?

Intensity Does the student demonstrate the appropriate level of intensity?

Topography Does the behavior look like it should?

Accuracy Does the student perform the skill accurately? Duration

Does the student perform the skill as long as needed?

Common Behavior Dimensions


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Common Behavior Dimensions

Frequency: behavior happens too much or too little # of talk outs # of bites of food

Duration: behavior is too long or too short time to walk to class

time to dress for recess Accuracy: behavior doesnt happen at all

percent correct on daily assignment

Latency: behavior takes too long to begin after a prompt time to answer when name is called

time to take a bite of food after prompt

Example of


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Example of

Behavior Dimensions Target Behavior: Compliance to teacher

requests/directions

Operational Definition: Compliance to teacherrequests/directions means following the directionwith no more than two verbal prompts

Dimension: Frequency

Example of


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Example of

Behavior Dimension Target Behavior: Compliance to teacher

requests/directions

Operational Definition: Compliance to teacherrequests/directions means completing all steps of a 2-

or 3-step direction with 100% accuracy

Dimension: Accuracy


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SP 400


preparation



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preparation

Work on operationally defining the problembehavior. Is it observable and measurable?

What dimension of FLITAD will you use to observethe problem behavior and why? Frequency Latency

Intensity Topography Accuracy Duration



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Specify the Measurement Time-based

Interval Whole Partial

Duration Time sampling

Event-based Frequency

Duration

F /E R di


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Frequency/Event Recording

Number of target behaviors in specific timeframe

Types: Frequency, Rate, Percent

Use when frequency behaviors is moderate Rates of behavior

More difficult with continuous behaviors

Useful for short duration behaviors that have a

discrete beginning and end.

E t R di


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Event Recording

Frequency count Use when time or

opportunities is constant Percentage

length of time varies and

behavior opportunities vary to convert frequency data to

percentage:

#occurrences

#opportunities

Rate Use when time is not

constant To convert frequency to

rate: #occurrences

time Examples

Number of hand raises(per minute)

Number of sight wordsread correctly (per min.)

Number of tardies % of assignments

completed on time

=%

=rate per

minute


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D ti R di


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Duration Recording

Records length

Useful when length or changes in length of time

for behavior is important

Must have discrete beginning and ending

Calculate total duration and average duration

Percent ratio of duration to observation length


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L t R di


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Latency Recording

Elapsed time between prompt and initiation

Discrete beginnings for signal and target

behavior

Does not calculate amount of time to complete

requests

Calculate average and total latency

Interest in decreasing length of time frominitiation

E l f L t R di


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Examples of Latency Recording

Prompt: bell rings

Behavior: took 50 sec. for student to sit down

Prompt: screech blows Behavior: took 4 min. all students in line at recess

Prompt: Please, get out your math book and turn to

page 14

Behavior: took 3 min. for student to get book on top of

desk and open to correct page


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Time Sampling Inter al Recording


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Time Sampling Interval Recording

Observation period divided into equal time intervals Record whether target behavior has occurred Effective when discrete beginning and end difficult Allows for approximations of behavior

Allows for observing multiple behaviors, high rate behaviors,and steady rate behaviors

Allows calculation of percent of intervals Used to record behaviors that are frequently present and

when there is limited time for observation

Most appropriate for behaviors that are ongoing, frequent(e.g., talking out, standing up on the bus, tantrum)

Whole Interval


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Whole Interval

Target behavior is occurring throughout entire interval Best used with continuous behaviors and/or short intervals Best to use with behaviors wanting to increase Tends to underestimate Useful as an estimate of behaviors in a specified time

period. Dont have a clear onset and offset. Used forbehaviors that continue for longer periods of time andduration recording is not used.


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Partial Interval


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Partial Interval

Target behavior marked if occurs at any time duringan interval

Best with low rates of behavior and/or inconsistent

duration Tends to overestimate low rate behaviors

Best for behaviors attempting to decrease

Useful for recording behaviors in a specified time

period. Dont have a clear onset and offset. Resultsin an estimate.Used for high-frequency behaviors.


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Momentary Time Sampling


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Momentary Time Sampling

Target behavior scored only if occurring at

moment interval begins or ends

Provides least biased estimate of behaviorin real time of the time sampling

procedures


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Activity


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Activity

Problem behaviors:

1. Talking to peers

2. Taking items from peers

3. Scratching self with pencil

4. Body odor

5. Lack of work completion (sitting in seat withhead down during work time)

Measurement Strategy


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Decisions What Materials Will be Used to Collect Data?

Recording form, permanent products

Where Will Data be Collected?

Collect data in all relevant sites Where behavior is displayed and expected

When Will Data be Collected?

Who Will Collect Data and How Often? Reliability

At least once per week

Katie:


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Measurement Strategy How will the data be

collected?

What materials will be usedto collect data?

Where will data becollected?

When will data becollected?

Who will be responsible forcollecting data?

Latency recording: lengthof time from teacherprompt (Please lineup.), until Katie standing

in line Latency recording data

sheet, stop watch Classroom Transition from math to

lunch Classroom teacher

Determine Current Level of


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Performance (Baseline) The behaviorbefore intervention begins Used for comparison to determine intervention effectiveness Need to have established pattern/trend prior to implementation

of plan

Multiple observations prior to intervention Compared to some standard

Research standards Peer comparison Local or national norms Teacher expectations

Developmental expectations Professional judgment

Steps in Describing Current


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Level of Performance Collect baseline data

Use same behavior defined earlier

Make sure collect at least 3 points, consider stability

Summarize the data Use the median

Select a performance standard (yardstick)

Evaluate baseline data

Is there a discrepancy? Is the discrepancy large enough to warrant an intervention?

Katie: Current Level of


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Performance Collect baseline data

Summarize baseline data

Select a performance

standard Evaluate the baseline

data Is there a discrepancy?

Is the discrepancy severe?

Use stopwatch to recordtotal number of seconds Results: 92 sec., 65 sec.,

74 sec.

Median: 74 sec. Peer comparison: 20 sec

Yes: 20 sec. vs. 74 sec. Yes


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SP 400


preparation



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preparation

How will you observe the behavior?

What form will you use?

Make sure that your form matches thedimension of FLITAD that you are

interested in.

Step 3: Determining baseline


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Step 3: Determining baseline

Start thinking about when you can do the

observations

Use the observation tool that matches the

dimension of the behavior you are observing

Collect observation data 3 separate times, on 3

separate days Find the median of the data

Baseline


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Baseline

While you will be using a form, dont be

afraid to take notes in the margins

These notes will be very useful to youlater, as you think about the patterns of

the behavior and WHY it is happening

Baseline


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Baseline

Use the margin notes to think about

patterns in behavior

When did it occur the most?

When was it most intense?

What seemed to elicit the behavior?What happened right after the behavior?

Due date


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Due date

Behavior change progress check 1 is due theday before we meet next time in class

Friday Sept 26th at 9 am. 10 points.

BCP comments/suggestions also due on

Friday Sept 26th at 9 am. 10 points.

SAFMEDS


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SAFMEDS

Practice again.

When you feel ready, you can stop

practicing and check out with me We will sit in a spot in the classroom and I

will record your responses

We will track corrects and in-corrects

Online SAFMEDS


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Online SAFMEDS

Do the next 3 checkouts online

Follow the SAFMEDS timeline and add 10

more cards You now have 20 cards total

The time is 40 seconds

Online SAFMEDS


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Online SAFMEDS

Before you test yourself 3 times and post

the scores, practice!

Use the sheet at the back of the syllabusfor practice ideas

Do it for brief periods of time every day

Online SAFMEDS


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Online SAFMEDS

When youre ready, test yourself 3 times

Post your scores on the checkout sheet in

the drop box Points are awarded according to trend

SAFMEDS next time


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SAFMEDS next time

The next time we meet in class, the goal

will be the same

20 cards correct in 40 seconds You will have time to practice together

before checking out


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analisis del comportamiento humano (1)

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