Chapter 3

Role of Assessment in Applied Behavior Analysis
Methods to identify and define __________________for behavior change
Identify relevant factors that may inform or influence ______________________

Five Phases of Assessment
1. Screening
2. Defining problem or criteria for ________________________
3. Pinpointing target behaviors
4. _____________________________progress
5. Following-up

Pre-assessment Considerations
Ethical considerations
Authority
______________________________
Resources
Social ________________________

Assessment Methods
___________________ measures
Interviews
Checklists

__________________ measures
Tests
Direct observation

Interviewing the Individual
Identify list of potential target behaviors
________________ and __________________
Avoid “why”
Identify primary concerns
Verified through further data collection
Direct __________________________
Use of questionnaires or self-monitoring

Interviewing Significant Others
Develop behavioral descriptions
What, when, how
Avoid “why”
Move from _____________________ to _________________________
Determine participation

Checklists
Descriptions of _____________________behaviors and conditions under which each should occur
Alone or with interview
Typically Likert-scale assessments
Ask about ____________________ and _____________________________
Child Behavior Checklist
Adaptive Behavior Scale - School
Adaptive Behavior Scale - Residential and Community

Standardized Tests
_________________________________________ administration
Compares performance to specified criteria
Norm-referenced
Limitations
Do not specify target behaviors
Do not provide __________________ __________________ of behavior
Licensing requirements

Direct Observation
Direct and repeated
_____________________________ environment
Identifies potential target behaviors
___________________________method

Anecdotal observation
Features of ABC recording
Descriptive
Temporally sequenced
Description of behavior ______________________________
Full attention, 20 - 30 min
Observations only, no ______________________________________
Repeat over several days

Ecological Assessment
Data on ___________________________ and ______________________________
Physical features
Interactions with others
Home
Reinforcement history
Evaluate amount of descriptive data required to ____________________ current need

Reactivity
Effects of __________________________ on ______________________ being assessed
Obtrusive assessment great impact
Self-monitoring most obtrusive
Reduce reactivity
_________________________________________ methods
Repeat observations
Take effects into account

Assessing Social Significance
Consider whose behavior is being assessed and why
Unacceptable to change behavior _______________________________ __________________ ______________________ ______________________
To what extent will proposed change improve the person’s life?

Habilitation
Degree to which a person’s behavior repertoire __________________________ short and long term _______________________ and ____________________________ short and long term ______________________________________
Use to assess meaningfulness of behavior change

Determining Habilitation
Relevance of behavior __________________________ intervention
Necessary prerequisite skills
Increased access
Impact on behavior of ___________________________
Behavior cusp
Pivotal Behavior

Behavior Cusp
Behaviors that open person’s world to new ____________________________
Crawling, reading
Socially valid
Generativeness
Competes with inappropriate responses
Degree that others are ______________________________________

Pivotal Behaviors
Once learned produces changes in other _____________________________ behaviors
Self-initiation, joint attention
Advantages for both interventionist and client

Determining Habilitation
Age appropriateness