Chapter 2

Specifying and Assessing What You Want to Change

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

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

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

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

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

Four Levels of Retardation

• mild (IQ from 53-69)• moderate (IQ from 38-52)• severe (IQ from 22-37)• profound (IQ below 22)

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)

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

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

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

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)

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

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

Developmental and Normative Comparisons (continued)

• children may be wary of observers and therapists who are strangers

• appropriate testing procedures tend to change with age

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

Graphing Data

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

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

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

Functional Analysis (continued)

– the emotional and behavioral reaction to the CR is the behavior

– the consequence is the result of the behavior

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

ABC Log

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

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

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

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