chapter i definition and characteristics of applied behavior analysis aba 417 august 27, 2008
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Applied Behavior Analysis: Methods, Focus, Goals Objectively defined behaviors Address behaviors of social significanceTRANSCRIPT
Chapter I Definition and Characteristics of Applied Behavior Analysis
ABA 417 August 27, 2008
Applied Behavior Analysis Is a science Goal of understanding and improving
human behavior Defined as: the science in which tactics
derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change. Cooper, et al. (2007)
Applied Behavior Analysis: Methods, Focus, Goals Objectively defined behaviors Address behaviors of social
significance
Applied Behavior Analysis: Methods, Focus, Goals ABA: scientific approach Discover environmental variables that
influence socially significant behavior Technology of behavior change
Science “Systematic approach for seeking and
organizing knowledge about the natural world.” Cooper et. al. (2007)
Goal of the Science of Applied Behavior Analysis Understanding of socially important
behaviors.
Scientific Investigations Yield 3 Levels of Understanding Description Prediction Control
Description Collection of facts about observed
events Can be quantified Classified Evaluated related to other known
facts Suggests hypotheses/questions for
additional research
Prediction Repeated observations reveal that the presence of
one event will likely predict the presence of another event.
Systematic covariation is termed a correlation Correlation predicts the relative probability of an
event based on the presence of another event No variables are manipulated in correlational studies
so you can not determine if observed relationships are responsible for changes in other variables.
Results suggest possible causal relationships. These results can be explored in later studies.
Control Functional relations: provide scientific
information that is most useful to changing behavior.
Functional relation: Well controlled experiment reveals that a change in the dependent variable can be produced by manipulations of the independent variable.
The change in the dependent variable is unlikely to be the result of a confounding variable.
Attitudes of Science Determinism Empiricism Experimentation Replication Parsimony Philosophic Doubt
Determinism Science presumes determinism The presumption that events studied
are lawful and occur as the result of other events.
Empiricism
Empiricism: objective observation independent of individual prejudices/private opinions, subjective beliefs
In ABA Empiricism guides the Behavior Analyst to operationally define the behavior of interest, to systematically observe occurrence and to reliably measure occurrence or non occurrence of the behavior of interest.
Experimentation Determines if events observed to
covary in a close sequence are functionally related.
An experiment compares the dependent variable under two or more different conditions (independent variable), varying only one variable at a time.
Replication Replication: The repeating of
experiments or repeating of independent variable conditions within an experiment.
A primary method for determining reliability and usefulness of findings.
Parsimony Simple, logical explanations are ruled
out before more complex or abstract explanations are considered.
Choose the simplest explanation/the one that requires the fewest assumptions.
Philosophic Doubt Scientists continue to question what
is regarded as fact. Maintain skepticism Practitioners should be skeptical Extraordinary claims are cause for
philosophic doubt
Behaviorism The philosophy of the science of
behavior.
Stimulus-Response Behaviorism: Watson John B. Watson: subject matter for
psychology should be observable behavior.
Study of behavior as a natural science should be of environmental stimuli and the responses they evoke.
S-R psychology Watson made a case for the study of
behavior to be a natural science.
Experimental Analysis of Behavior Began in 1938 with publication of The
Behavior of Organisms by B. F. Skinner.
Respondent behavior: reflexive behavior/elicited by stimuli that immediately precede the behavior
Found that the S-R paradigm couldn’t explain much of behavior
Experimental Analysis of Behavior Rather than reflexive, much behavior
appeared voluntary Described operant behavior Described the three term contingency S-R-S Manipulated stimuli that preceded
and followed behavior systematically and generated many of the principles of behavior.
Mentalism Many theories of psychology study behavior
that is assumed to be mental or an inner dimension, different from the behavioral dimension.
Mentalism uses hypothetical constructs to refer to possibly existing but unobserved processes.
Mentalism is key to much of psychological theory and western thought.
Structuralism and Methodological Behaviorism Reject events not defined by objective
assessment Structuralists describe behavior only Methodological behaviorists do not
consider inner variables Methodological behaviors
acknowledge mental events but only are concerned with public events
Radical Behaviorism: Skinner Seeks to understand all human behavior,
not just that which is observed, but that which is under the skin.
Skinner described these events as private events.
Skinner said private events are behavior, it is distinguished from other behavior only that it takes place within the skin so is inaccessible, private behavior is a function of the same kinds of variables as public behavior.
Radical Behaviorism Observe: Defined by Skinner as come
into contact/which can be done with private events.
Does not describe hypothetical constructs but describes behavior that can be observed.
Responses to private stimuli are responsive to the laws of behavior.
Applied Behavior Analysis
Study in 1949 with young man with profound multiple disabilities was one of the first published studies of human application of operant behavior
1950-1960’s EAB principles replicated with human subjects
Early researchers established that the principles of behavior are applicable to humans
Applied Behavior Analysis Roots in paper by Ayllon and Michael “The
Psychiatric Nurse as a Behavioral Engineer” Pioneering applications of ABA in education
in the 1960’s and 1970’s included contingent teacher praise and attention, token reinforcement systems, curriculum design, programmed instruction
University programs in ABA began in 1970’s 1968 JABA and Some Current Dimensions of
Applied Behavior Analysis
Defining Characteristics of ABA Applied Behavioral Analytic Technological Conceptually Systematic Effective Generality
Applied Select behaviors to change that are
socially significant/enhance and improve the persons life
Examples: social skills, language, academic skills, daily living, self care, recreation and leisure behaviors
Behavioral Behavior: in need of improvement Behavior: must be measurable,
precise and reliable measurement is critical in applied research
When behavior is observed to change, must ask whose behavior has changed/must assess the reliability of the measures.
Analytic Demonstrate a functional relation
between the manipulated variables and the target behavior.
The experimenter can control the occurrence or non-occurrence of the behavior.
ABA demonstrates control to the greatest extent possible.
Technological Operant procedures are described so
they can be replicated. Procedures are not valuable unless
they can be replicated. Check for technological soundness
Conceptually Systematic Procedures for changing behavior
need to be related to the basic principles.
Conceptual systems are needed so that there is an integrated discipline.
Effective The behavior under study must be
improved to clinical or social significance.
Generality Lasts over time Appears in environments where it was
not taught Spreads to other behaviors not
directly addressed Continues after treatment is
withdrawn
Additional Characteristics Accountable Public Doable Empowering Optimistic
Accountable Commitment to being effective Detect successes and failures through
direct and continuous measurement and make changes based on data.
Public Explicit and straight forward No hidden treatments and no magic
Doable Parents, teachers, coaches,
supervisors and participants can implement procedures themselves.
Empowering Provides real tools for changing
behavior Data raises confidence
Optimistic Environmental view Direct and continuous measures show
small changes More often there are positive
outcomes, the more optimistic the practitioner
Some still current dimensions of Applied Behavior Analysis Changes in numbers of practitioners
from more EAB to ABA Changes in data from continuous
measures of discrete behaviors to interval measures
Applied What social problems are now of
concern Stimulus control in problem displays Counter control
Behavioral Invitations of non-behavioral
approaches to behavior analysts Standard of measurement: direct
observation and recording Codes/training of observers Problems of Self-reports and
Participant observer
Behavioral Assessment Use of IQ tests and achievement tests Address precursors to behaviors:
accidents and delinquency These have led to behavioral
assessments Need for direct observation studies to
evaluate behavioral assessments
Analytic and Conceptual Behavior change now should be both analytic and
conceptual It is not ok to change behavior and clearly
demonstrate the change without how to make the change in a way that makes sense conceptually
Behavior Analysts are not just studying and managing behavior but also managed by behavior
Manage and program around contextual controls Extending designs to evaluate behavior control in
different contexts: multielement design Design questions to fit known designs vs design to
answer the question
Technological Generally journals and text described procedures
adequately Criticism of incidental teaching and praise
descriptions in literature and need to empirically validate procedures used
Applications of procedures and their recording are recorded like subject behaviors/how the field addresses or discusses the presentation or lack of presentation of such information
Should program procedures disseminated be followed exactly or should they be revised
Capable of Appropriate Generalized Outcomes The field has demonstrated the ability
to produce generalized outcomes Need for development of a
technology for generalization System for matching generalization
programming to the target
Effectiveness Reference to the applied discussion and counter
control Study of behavior change: a) measure of changed
target behavior b) measure of problems displays and explanations that have decreased
Absence of the second measure may reflect a weakness in ABA
The field needs to measure effectiveness of interventions beyond the intervention
Measures of social validity Measure consumer goals before program
development so that programs are socially valid