PLANNING, APPLYING, AND EVALUATING A BEHAVIORAL PROGRAM

Answers to [and Levels of] Questions for Learning

1 Q: How does a behavior modifier evaluate the importance of a problem? [Level 2/C]

A: On the basis of answers to such questions as: Will solvingthe problem lead to lessaversivenessor more positive reinforcement for the client or others? Will solving the problem likely stimulate other desirable behaviors, either directly or indirectly?

2. Q: What does a behavior modifier do when given a vague problem such as “aggression” to work on? [Level 2/C] Illustrate with an example. [Level 3/App]

A: Specifies component behavior(s) that can be assessed behaviorally and determines whether dealing with the component(s) will solve the problem to the satisfaction of the referring agent or agencies. Any appropriate example is acceptable.

3 Q: How does a behavior modifier evaluate the ease with which a problem might be solved? [Level 2/C]

A: If it is an undesirable behavior to be decreased, the behavior analyst should consider its stimulus control (narrow or broad), its schedule of reinforcement (degree of intermittency), the length of its history, and whether there are desirable behaviors that can replace it. If the problem is to teach a new behavior, does the client have the prerequisite skills? The answer to such questions will determine whether or not the problem will be easily manageable.

4. Q: How does a behavior modifier evaluate the ease with which the desired behavioral change might be generalized to and maintained in the natural environment? [Level 2/C]

A: Consider whether the improved behavior can be managed in the natural environment, whether it is possible to devise a special training setting that can be faded easily into the natural environment, whether there are natural contingencies that will likely maintain the behavioral objective after it has been achieved, whether the behavior modifier can change the people in the natural environment so that they will help maintain the desired behavior, and whether it is possible for the client to learn a self-control program.

5. Q: Assume that you are a professional behavior modifier. List four possible conditions under which you would not treat a behavior problem that has been referred to you. [Level 2/C]

A: An answer of “no” to any of the 8 questions listed under the subsection “Deciding Whether to Design a Program Following a Referral.” Student should list at least four of these, and state them in a way that indicates that the referral would not be accepted.

6. Q: What five variables should an appropriate baseline procedure enable you to monitor or identify? [Level 2/C]

A: An appropriate Baseline procedure should enable you to: (a) monitor the problem behavior, (b) identify its current stimulus control, (c) identify its maintaining consequences, (d) monitor relevant medical/health/personal variables, and (e) identify an alternative desirable behavior.

7. Q: What six questions should a behavior modifier answer during the pretreatment assessment phase? [Level 2/C]

A: (a) What daily times can the mediators schedule for this project? (b) Will others in the situation help or hinder data collection? (c) Will the surroundings make your assessment difficult? (d) How frequent is the problem behavior? (e) How rapidly should the behavior change? (f) Is the presenting problema behavioral deficit or can it be reformulated as such?

8. Q: You are about to design a treatment program. After defining the target behavior and identifying its desired level of occurrence and stimulus control, what six questions should you answer before proceeding to the design? [Level 2/C]

A: (a) Is the description precise? (b) On what grounds was the goal chosen, and how is that in the client’s best interests? (c) Has the client been given all possible information about the goal? (d) Have steps been taken to increase the client’s commitment to accomplish the goal?

(e) What are potential side effects of accomplishing the goal, for both the client and others?

(f) Do the answers to the above questions suggest that you should proceed? If so, then continue

9. Q: If you are thinking of capitalizing on antecedent control, what six categories should you consider? [Level 2/C] ]

A: Rules, goal setting, modelling, physical guidance, situational inducement, and motivating operations.

10. Q: If you are decreasing a behavioral excess, what five questions should you ask? [Level 2/C] A: (a) Can you remove SDs for the problem behavior? (b) Can you withhold reinforcers that are maintaining the problem behavior, or present abolishing operations (MAOs) for those reinforcers? (c) Can you apply DRL to reduce the rate of the behavior to a low, but acceptable rate? (d) Can you apply DRO, DRI, or DRA?(e) Should punishment be used?

11.Q: List five considerations for programming stimulus generalization. [Level 2/C] i) training in the test situation ii) varying the training conditions iii) programming common stimuli iv) training sufficient stimulus exemplars v) establishing a stimulus equivalence class

A: Can you apply any of the following?

12 Q: List three considerations for programming response generalization. [Level 2/C] i) training sufficient response exemplars ii) varying the acceptable responses during training iii) using behavioral momentum to increase low probability responses within a response class

A: Can you apply any of the following?

13 Q: List four considerations for programming behavior maintenance. [Level 2/C] i) using natural contingencies of reinforcement ii) training the people in the natural environment iii) using schedules of reinforcement in the natural environment iv) giving the control to the individual

A: Can you apply any of the following?

14 Q: What is a behavioral contract? [Level 2/C]

A: A behavioral contract is a written agreement that provides a clear statement of what behaviors of what individuals will produce what reinforcers and who will deliver those reinforcers.

15 Q: What is a treatment contract, and what should it clearly outline? [Level 2/C]

A: A treatment contract is a written agreement between the client and behavior analyst that clearly outlines the objectives and methods of treatment, the framework of the service to be provided, and contingencies for remuneration that may be forthcoming to the behavior analyst

16. Q: What are two steps for implementing a program? [Level 2/C]

A: First you must be sure that those carrying out the program understand and agree with their roles and responsibilities. Second, the program must be started in a manner that will enhance the clients’ commitment to the program.

17. Q: What five questions should be answered affirmatively to increase the client’s commitment to the program? [Level 2/C]

A: (a) Does the client fully understand and agree with the goals of the program? (b) Is the client aware of how the program will benefit him or her? (c) Has the mediator spent sufficient time with the client so as to gain the client’s trust and confidence? (d) Has the program been designed so that the client will experience some success early? and (e) Will the client come into contact with reinforcers early in the program?

18 Q: After a program has been implemented, what three things should be done to determine whether it is producing satisfactory results? (See Guidelines 1, 2, and 3.) [Level 2/C]

A: Main points: Monitor the data, consult people who must deal with the behavioral handicap, and consult the behavioral journals and experienced behavior analysts concerning related cases. (See guidelines 1, 2, and 3 under “Program Maintenance and Evaluation.”)

19 Q: Describe in detail the steps that should be followed if a program is not producing satisfactory results (see Guidelines 5, 6, and 7). [Level 2/C]

A: Answer the following questions and make the appropriate adjustment for any “yes” answer: (a) Have the reinforcers lost their effectiveness? (b) Are competing responses being reinforced? (c) Are the procedures being applied correctly? (d) Is there outside interference disrupting the program? (e) Are there any subjective variables (e.g., staff enthusiasm) that might be adversely affecting the program? If none of the answers is “yes,” then check to see if additional programming steps need to be added or removed. Another option is to consult with a colleague and to consider redesigning a major aspect of the program.

20. Q: If a program is producing satisfactory results, what two things should be done prior to successfully terminating it? (See Guidelines 8 and 9.) [Level 2/C]

A: Main points: Identify a strategy to provide program maintenance until the objective is reached, and conduct follow-up observations and social validity assessments. (See guidelines 8 and 9 under “Program Maintenance and Evaluation.”)

Answers to [and Levels of] Questions for Further Learning

1. Q: As a behavior modifier, how might the geographic setting affect your decision to accept a referral? [Level 2/C]

A: In an urban setting, there are likely to be a number of behavior analysts available to help clients. In a rural setting, however, although you might not be the ideal person to treat the problem, you may be the best person available.

2. Q: How did Israel and colleagues demonstrate that utilizing significant others in a program can enhance generality? [Level 3/App]

A: They introduced two groups of overweight children to a behavioral weight reduction program. At the end of the eight-week treatment program, both groups of children had lost approximately the same amount of weight. However, after a one-year follow-up, the children whose parents had been introduced to the child management procedures showed better maintenance of improved weight status.