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E-grāmata: Functional Behavioral Assessment, Diagnosis, and Treatment, Second Edition: A Complete System for Education and Mental Health Settings

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  • Formāts: 336 pages
  • Izdošanas datums: 20-Nov-2010
  • Izdevniecība: Springer Publishing Co Inc
  • Valoda: eng
  • ISBN-13: 9780826106056
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  • Formāts: 336 pages
  • Izdošanas datums: 20-Nov-2010
  • Izdevniecība: Springer Publishing Co Inc
  • Valoda: eng
  • ISBN-13: 9780826106056

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For graduate students in applied behavior analysis and personnel who design programs for persons with challenging behaviors in a variety of settings, Cipani (special education, National U.) and Schock, a behavior analyst and independent consultant, provide a comprehensive approach to designing behavioral treatments for children in homes and residential facilities, students in special and general education settings, and adults in inpatient units and facilities. They explain the three phases: functional behavior assessment, a function-based diagnostic classification system of the target problem, and functional behavioral treatment. This edition incorporates new case studies from the authors' experiences, more analysis of the role of establishing and abolishing operations, and additional methods for assessing the feasibility of reinforcing the replacement behavior instead of the problem behavior. Multimedia presentations are available online. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)

Cipani and Schock present this comprehensive guide for mental health practitioners working with clients with problem-behaviors. Aggression, self-injury, stereotypic behavior, tantrums, and non-compliance are just 5 of the broad spectrum of topics discussed. In this book, the editors demonstrate how functional behavioral analytic treatment (FBAT) is the most effective therapeutic method to treat these problem behaviors.

They emphasize the use of FBAT in special and general education, in institutions serving clients with developmental and mental disabilities, brain trauma, residential facilities for children with behavior and conduct disorders, and in parent and day care facilities with younger children.

This new edition features online resources for both students and instructors, including powerpoint slides, videos, and an instructor's guide.

Preface xi
Acknowledgments xv
1 Basic Concepts and Principles
1(32)
Why Does He Do That?
1(2)
The Cornerstone for Understanding Why
3(1)
Maintaining Contingencies Involving Positive Reinforcement
4(1)
Maintaining Contingencies Involving Negative Reinforcement
5(2)
Contrasting the Two Types of Maintaining Contingencies
7(2)
Direct Versus Socially Mediated Contingencies
9(3)
Direct Access
9(1)
Socially Mediated Access
10(1)
Direct Escape
11(1)
Socially Mediated Escape Behaviors
11(1)
What Makes a Reinforcer a Reinforcer?
12(2)
Types of Motivating Operations
14(7)
Motivating Operations Are Idiosyncratic
15(1)
Establishing Operations for Access Diagnosis
15(3)
Establishing Operations for Escape Diagnosis
18(2)
How Do Other Antecedent Stimuli Interact With the MO?
20(1)
Is It an MO or an SD?
21(1)
Changing Behavior by Altering the Motivating Operation
21(3)
Decreasing Targeted Behaviors by Altering Motivating Operations
22(1)
Increasing Behavior by Altering Motivating Operations
23(1)
Contrived Contingencies Produce a Function
24(2)
Summary
26(7)
2 Functional Behavioral Assessment of Problem Behavior
33(48)
Determining the Need for Intervention
33(3)
Baseline Measurement of Observable Problem Behaviors
36(2)
Measuring Observable Behavior
38(6)
What Is Baseline Data?
44(1)
Conducting a Functional Behavior Assessment (FBA)
44(28)
Behavioral Interviewing
45(5)
A-B-C Descriptive Analysis
50(3)
Problems With Descriptive Data
53(1)
Trigger Analysis With Behavioral Description
54(2)
Head Start and the Tricycles
56(1)
Trigger Analysis During Language Tasks
57(2)
Scatter Plot
59(3)
Analogue Assessment
62(4)
When I Say "NO"
66(3)
In-Situ Hypothesis Testing
69(3)
Why Did You Do That?
72(1)
What Is Not an FBA?
72(1)
Eco-Systemic Assessment
73(1)
Conduct a Performance Discrepancy Analysis
74(2)
Review Previous Treatments Implemented
76(1)
Review of Health and Medical Records
77(2)
Summary
79(2)
3 A Function-Based, Diagnostic Classification System for Problem Behaviors
81(52)
Characteristics of Function-Based Classification Systems
81(2)
Diagnose Behavior, Not Client
81(1)
Prescriptive Differential Treatment
82(1)
Assess Context Variables
82(1)
Assessment Phase Concludes With a Differential Diagnosis Phase
83(1)
What Is the Utility of a Function-Based Diagnostic Classification System?
83(1)
The Function-Based Diagnostic Classification System
84(43)
Category 1.0 Direct Access (DA)
85(1)
(1.1) DA Immediate Sensory Stimuli
85(6)
(1.2) DA Tangible Reinforcers
91(2)
Category 2.0 Socially Mediated Access (SMA)
93(1)
(2.1) SMA Adult/Staff Attention
94(5)
(2.2) SMA Peer Attention
99(2)
(2.3) SMA Tangible Reinforcer Hypothesis
101(5)
Category 3.0 Direct Escape (DE)
106(2)
(3.1) DE Unpleasant Social Situations
108(1)
(3.2) DE Relatively Lengthy Task, Chore, Instruction
109(3)
(3.3) DE Relatively Difficult Task, Chore, Instruction
112(1)
(3.4) DE Aversive Physical Stimuli
113(2)
Category 4.0 Socially Mediated Escape (SME)
115(1)
(4.1) SME Escape of Unpleasant Social Situations
115(3)
(4.2) SME Relatively Lengthy Task, Chore, Instruction
118(5)
(4.3) SME Relatively Difficult Task, Chore, Instruction
123(3)
(4.4) SME Aversive Physical Stimuli/Events
126(1)
Multifunctional Behavior
127(5)
Summary
132(1)
4 Replacement Behavior Options
133(38)
What Is a Replacement Behavior?
133(2)
Disable One Function, Enable Another
135(1)
Replacement Behavior Options for DA Problem Behaviors
136(9)
Chain Interruption Strategy
136(1)
Alternate Direct Access Form Option
137(3)
Access Mand (Request) Option
140(2)
Omission Training (DRO) Option
142(1)
Premack Contingency Option
143(2)
Replacement Behavior Options for SMA Problem Behaviors
145(10)
Extinction
145(1)
Direct Access to Tangible Reinforcer
146(1)
Access Mand (Request) Option
147(2)
DRL Group Contingencies for Peer Attention
149(2)
Omission Training Option
151(2)
Premack Contingency Option
153(2)
Replacement Behavior Options for DE Problem Behaviors
155(5)
Alternate Direct Escape Form
155(1)
Escape Mand
156(2)
Tolerance Training (DNRO) Option
158(1)
Premack Principle (Escape)
159(1)
Replacement Behavior Options for SME Problem Behaviors
160(9)
Extinction Burst for SME Problem Behaviors
161(2)
Alternate Direct Escape Form
163(1)
Escape Mand (Protest or Negotiation Behavior)
164(1)
Tolerance Training Option
165(3)
Premack Principle (Escape)
168(1)
Summary
169(2)
5 Functional Behavioral Treatment Protocols
171(114)
Protocols for 2.0 SMA Problem Behaviors
173(1)
2.0 SMA Functions Alternate Direct Access Form
173(9)
Brief Description
173(1)
Terms
173(1)
Apparatus
173(1)
Baseline Measurement
173(1)
Trigger Analysis (see Form 5.2)
174(1)
Direct Access Procedures
174(1)
Discrete Trials
174(1)
Incidental Teaching
174(1)
Ensure Access to Reinforcement!
175(1)
How It Works
175(1)
Hypothetical Example
175(4)
What If?
179(1)
Forms: Direct Access
180(2)
More Information
182(1)
2.0 SMA Functions DRL Group Contingencies for Peer Attention
182(8)
Brief Description
182(1)
Terms
183(1)
Apparatus
183(1)
Baseline Measurement
183(1)
DRL Procedures
184(1)
Changing the Criterion
184(1)
How It Works
184(1)
Hypothetical Example
184(3)
What If?
187(1)
Forms: Differential Reinforcement of Other Behaviors With Extinction
188(1)
More Information
189(1)
2.0 SMA Functions Omission Training (Differential Reinforcement of Other Behavior, or DRO)
190(10)
Brief Description
190(1)
Terms
190(1)
Apparatus
190(1)
Baseline Measurement
190(1)
Calculating the Interbehavior Interval
191(1)
DRO With Extinction Procedures
191(1)
Thinning the Schedule of Delivery of Maintaining Reinforcer
191(1)
How It Works
192(1)
Hypothetical Example
192(4)
What If?
196(1)
Forms: Differential Reinforcement of Other Behaviors With Extinction
197(2)
More Information
199(1)
2.0 SMA Functions Noncontingent Reinforcement (NCR) With Extinction
200(14)
Brief Description
200(1)
Terms
200(1)
Apparatus
201(1)
Baseline Measurement
201(1)
Steps to Collect Baseline Data Using Partial Interval Recording
201(1)
Recording Method: Partial Interval
202(1)
NCR With Extinction Procedures
203(1)
Thinning the Schedule of Delivery of Maintaining Reinforcer
203(1)
How It Works
203(1)
Hypothetical Example
204(4)
What If?
208(1)
Forms: Noncontingent Reinforcement With Extinction
209(4)
More Information
213(1)
2.0 SMA Functions Premack Contingency Option
214(9)
Brief Description
214(1)
Apparatus
214(1)
Baseline Measurement
214(1)
Procedures for Premack Contingency
215(1)
Procedures for Premack Contingency When Used as a Supplement for an SMA Requesting (Mand) Program
215(1)
Thinning the Schedule of Delivery of Maintaining Reinforcer
215(1)
How It Works
215(1)
Hypothetical Example
216(4)
What If?
220(1)
Forms: Premack Contingency
221(1)
More Information
222(1)
2.0 SMA Functions Access Mand (Request) Option
223(12)
Brief Description
223(1)
Terms
223(1)
Apparatus
223(1)
Baseline Measurement
223(1)
Procedures
224(1)
How It Works
224(1)
Hypothetical Example
225(4)
What If?
229(1)
Forms: Differential Reinforcement of Other Behaviors With Extinction
230(3)
More Information
233(2)
Protocols for 4.0 SME Problem Behaviors
235(1)
4.0 SME Functions Premack Contingency Option
235(7)
Brief Description
235(1)
Apparatus
235(1)
Baseline Measurement
235(1)
Procedures for Premack Contingency
235(1)
Procedures for Premack Contingency When Used as a Supplement for Requesting Program
236(1)
Thinning the Schedule of Delivery of Maintaining Reinforcer
236(1)
How It Works
236(1)
Hypothetical Example
237(3)
What If?
240(1)
Forms: Premack Contingency
240(2)
More Information
242(1)
4.0 SME Functions Tolerance Training Option (or Differential Negative Reinforcement of All Other Behaviors)
242(10)
Brief Description
242(1)
Terms
242(1)
Apparatus
243(1)
Baseline Measurement
243(1)
Calculating the Interbehavior Interval
243(1)
DNRO With Extinction Procedures
244(1)
Thinning the Schedule of Removal of the Negative Reinforcer
244(1)
How It Works
244(1)
Hypothetical Example
245(2)
What If?
247(1)
Forms: Differential Negative Reinforcement of Other Behaviors
248(3)
More Information
251(1)
4.0 SME Functions Escape Mand (Protest or Negotiating Behavior) Option
252(10)
Brief Description
252(1)
Terms
252(1)
Apparatus
253(1)
Baseline Measurement
253(1)
Procedures
253(1)
Modification for Use with Direct Escape Behaviors
254(1)
How It Works
254(1)
Hypothetical Example
254(4)
What If?
258(1)
Forms: Differential Negative Reinforcement of Other Behaviors
259(3)
More Information
262(1)
4.0 SME Functions Alternate Direct Escape Form
262(10)
Brief Description
262(1)
Terms
263(1)
Apparatus
263(1)
Baseline Measurement
263(1)
Trigger Analysis (see Form 5.29)
263(1)
Discrete Trials
264(1)
Incidental Teaching
264(1)
Ensure Escape or Avoidance of the Negative Reinforcer!
264(1)
How It Works
265(1)
Hypothetical Example
265(4)
What If?
269(1)
Forms: Direct Escape
270(2)
More Information
272(1)
4.0 SME Functions Noncontingent Escape (NCE) Option
272(13)
Brief Description
272(1)
Terms
273(1)
Apparatus
273(1)
Baseline Measurement
273(1)
Steps to Collect Baseline Data Using Partial Interval Recording
273(1)
NCE Procedures
274(1)
Thinning the Schedule of Delivery of Maintaining Reinforcer
275(1)
How It Works
275(1)
Hypothetical Example
275(5)
What If?
280(1)
Forms: Noncontingent Escape
280(4)
More Information
284(1)
Appendix A Diagnostic Classification System for the Replacement Behavior (DCS-RB) 285(11)
Appendix B Why Artie Can't Learn 296(5)
Appendix C Errorless Learning 301(14)
References 315(4)
Index 319
Ennio Cipani, PhD is a full professor at National University in Fresno, California. He is licensed psychologist in California and works with teachers and families providing behavioral consultations for children with disabilities. He has written numerous books, book chapters, and articles on behavioral management and also has extensive experience providing behavioral in-home services to families with children with developmental disabilities.|Keven M. Schock, MA, a graduate of California State University, Stanislaus, is a Board Certified Behavior Analyst and an independent consultant. He has worked with a wide variety of child and adult populations, including people diagnosed with mental illness, people with developmental disabilities, people with brain injuries, and runaway and foster children. He has served as an administrator, applied program developer, and direct service provider. He has presented applied programs and research findings at numerous conferences as well as designing and implementing pragmatic staff trainings. His specialty is in developing pragmatic solutions for people with extremely challenging behaviors that have been resistive to previous treatment.