March 14, 2013 (chapters 23 and 24).docx

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University of Guelph
Family Relations and Human Development
FRHD 3150
Michelle Preyde

Page 1 of 3 March 14, 2013 (chapters 23 and 24) FRHD 3150  Final exam o Cumulative o Only multiple choice  Chapters 23 and 24  Functional assessment o Refers to a set of information gathering strategies to examine what precedes the target behaviour, what follows it o Attempt to identify patterns o Questionnaire assessment  Ie. Functional assessment screen tool (FAST) o Observational assessment o Manipulate the person's environment and observe the effect on behaviour  Factors associated with problem behaviours: positive reinforcement o Problem behaviours maintained by:  Social positive reinforcement  Self-stimulatory  Nonsocial external sensory positive reinforcement  Seen a lot with little children when they like to watch things flush down the toilet  Factors associated with problem behaviours: negative reinforcement (taking away aversive stimuli) o Social negative reinforcement o Self-stimulatory negative reinforcement o Nonsocial negative reinforcement  Some origins of problem behaviours o Medical conditions o Genetics o Intrapersonal  Problems from within o Interpersonal  Family dynamics  Interactions with others  Initial questions: o Will solving the problem benefit the client? o Can the problem and goal be quantified as an objective behaviour? o Are there other issues that necessitate referral to a specialist?  Assessment procedure o Define the target behaviour and goal in precise behavioural terms o Identify significant people in clients life  Can they assist with implementing the program?  Are there people who might hinder the program? 3. Determine the baseline  Monitor the behaviour  Identify current stimulus control (stimuli that either deter or increase the behaviour)  Identify consequences that may be maintaining the behaviour 4. If you are increasing a behaviour with reinforcement  What will be used as a reinforcer? Page 2 of 3  What schedule of reinforcement will be used?  Who will dispense reinforcers?  Who will monitor the effectiveness of the reinforcer? 5. If you are decreasing a behaviour  Can you remove the S for the problem behaviour?  Can you withhold reinforcers that are maintaining the problem behaviour?  Can you apply:  DRL (see January 22 notes)  DRO  DRI  DRA  Should punishment be used? 6. If you're developing a new behaviour, will you use:  Shaping--> successive approximations of behaviours as they're reaching towards the particular goal  Fading--> gradual change of stimulus  Chaining--> sequence of behaviours, stimuli and responses 7. How can you use antecedent control?  Rules  Goals  Modeling  Physical guidance  Situation inducement  Motivating operations 8. How will your program generalize and maintain?  Stimulus
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