Test 3 SPCE610 - Four diagnostic categories for classifying the environmental function of problem behaviors 1.0 Direct Access*Positive reinforcement is

Test 3 SPCE610 - Four diagnostic categories for classifying...

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Four diagnostic categories for classifying the environmental function of problem behaviors 1.0 Direct Access *Positive reinforcement is produced directly though the problem behavior (Automatic reinforcement) Reinforcement is within .5seconds 1.1-immediate sensory stimuli (86 ?) Repetitive movements Tapping Sensory events= visual, tactile, auditory, gustatory, and olfactory stimuli --Usually can rule out socially mediated when they do it alone Socially reinforcing when it isn’t to terminate or avoid a situation Ex: biting nails 1.2-direct chain to tangible reinforces (92 ?) Want drink, get up, walk to fridge, get juice, poor in cup, and drink -The desired item, activity, or event is currently unavailable to the client and is in a state of relative deprivation prior to behavior -Carter pilfering others food in the lunchroom Stealing 2.0 Socially mediated access Access positive reinforcement through the behavior of another individual 2.1-Adult/staff attention (95 ?) Positive or negative attention A traditional view on “I might kill myself” would be anti depressants and increased professional services. Short-term effect-Feel better and less depressed long-term effect- going to say that more often to get the pills and attention from others. Not an overall effective treatment A functional analysis will add to this is development of social skills and local community support for better overall therapeutic needs 2.2-Peer attention Peers have to be physically present of able to hear about the story Maintaining contingency=relation between the problem behavior and the access to desired peer attention 2.3-Tangible reinforcers (103 ?) The clients target behavior does not directly produce the item, mediated by someone else Access a desired-tangible item, object, event, or activity Misdiagnosed usually for adult attention (2.1) Adult attention in this case is the incidental variable and the item is the “driving force” Can be tested in an in-vivo hypothesis test comparing 2 conditions, half the session present only praise and the other half only item 3.0 Direct escape Directly terminate an aversive event (itching your leg) (Eloping) Task demands, aversive social or physical environments, discomfort, lengthy tasks
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3.1-unpleseant social situations (109 ?) MO would be aversive social situation Behavior becomes functional when it is successful at escape or avoiding a situation Creates a reliable direct relation between the problem behavior and the escape or avoidance 3.2-relatively lengthy tasks/chores (111 ?) Encompasses behaviors that postpone or terminate the child’s engagement with instructional, chore, task or demand Social responses following the behavior are often misdiagnosed as the primary function of the behavior 3.3-relatively difficult tasks/chores (113 ?) The aversive state is created because the task or chore is relatively difficult Much passive off-task behavior is direct escape 3.4-aversive physical stimuli/events Discrete physical stimuli Uncomfortable clothes so rips them off Toothache so bangs head 4.0 Socially mediated escape
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  • Fall '14
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