Applied Behavior Analysis Selecting & Defining Target Behavior
This set explains methods for selecting and defining target behaviors in ABA, focusing on anecdotal observation and ABC recording, which involve detailed, temporally sequenced documentation of behavior, antecedents, and consequences without interpretation.
anecdotal observation
ABC observation
Descriptive
Temporally sequenced (A-B-C)
Description of behavior patterns
Full attention, 20 - 30 min
Observations only, no interpretations
Repeat over several days
Key Terms
anecdotal observation
ABC observation
Descriptive
Temporally sequenced (A-B-...
ABC recording
observer records a descriptive, temporally sequenced account of all behaviors of interest and the antecedent conditions and consequences in the cli...
assessment methods
Methods to identify and define targets for behavior change
Identify relevant factors th...
behavior checklist
provides descriptions of specific behaviors and the conditions under which each behavior should occur
Behavior Definition Importance
Definitions required for replication
Replication required to determine usefulness of da...
behavioral assessment
variety of methods including direct observations, interviews, checklist and test to identify and define targets for behavior change
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| Term | Definition |
|---|---|
anecdotal observation | ABC observation Descriptive Temporally sequenced (A-B-C) Description of behavior patterns Full attention, 20 - 30 min Observations only, no interpretations Repeat over several days |
ABC recording | observer records a descriptive, temporally sequenced account of all behaviors of interest and the antecedent conditions and consequences in the clients natural environment |
assessment methods | Methods to identify and define targets for behavior change Identify relevant factors that may inform or influence intervention interviews, checklist, test, direct observation |
behavior checklist | provides descriptions of specific behaviors and the conditions under which each behavior should occur |
Behavior Definition Importance | Definitions required for replication Replication required to determine usefulness of data in other situations Necessary for research Two Types: |
behavioral assessment | variety of methods including direct observations, interviews, checklist and test to identify and define targets for behavior change |
behavioral cusp | a behavior that has consequences beyond the change itself, some of which may be considered important. Behaviors that open person’s world to new contingencies, stimuli and consequences: Crawling, reading Importance determined by: Socially valid Generativeness Competes with inappropriate responses Degree that others are affected |
checklist | Descriptions of specific behaviors and conditions under which each should occur Alone or with interview Typically Likert-scale assessments Ask about antecedents and consequences |
Direct assessment measures | Tests Data collected in real time |
direct observation | Direct and repeated |
ecological assesment | information gathered about the person adn the various environments in which that person lives and works. |
ecological assessment | Data on individual and environment Affecting factors: Physical features Interactions with others Home Reinforcement history Evaluate amount of descriptive data required to address current need Cons: time consuming costly too much data |
Ethical considerations for assessment | Authority |
Five Phases of Assessment |
|
function-based definition | definition that designates responses as members of the targeted response class solely by their common effect on the environment Includes all members of response class The function of behavior is most important feature Simpler and more concise definitions Easier to measure accurately and reliably When natural outcome is not within control of behavior analyst Logistical, ethical, or safety reasons E.g., Function of elopement is a lost child In these cases, function-based definition by proxy More restrictive definition that keeps behavior within control of analyst |
habilitation | Degree to which a person’s behavior repertoire maximizes short and long term reinforcers and minimizes short and long term punishers Use to assess meaningfulness of behavior change Necessary considerations: Relevance of behavior after intervention Necessary prerequisite skills Increased access Impact on behavior of others Behavior cusp Pivotal Behavior (functionally significant for the client?) |
Indirect assessment measures | Interviews Based on recollection of events |
Individual Interview | Identify list of potential target behaviors What and when Identify primary concerns Verified through further data collection Direct observation Use of questionnaires or self-monitoring |
normalization | use of progressivley more typical environments, expectations and procedures to establish away/ or maintain personal behaviors which are as culturally normal as possible Age appropriateness Philosophy of achieving greatest possible integration of people with disabilities into society |
pivotal behavior | a behavior that once learned, produces corresponding modifications or covariations in other adaptive untrained behaviors. Self-initiation, joint attention Advantages for both interventionist and client |
prioritizing behaviors | 1. Threat to Health or Safety – Behaviors that endanger self/others take top priority. 2. Frequency & Opportunity – Focus on behaviors that occur often or have many opportunities to change. 3. Longevity – Long-standing behaviors may need more immediate attention. 4. Potential for Reinforcement – Choose behaviors likely to contact frequent or natural reinforcement. 5. Importance – Target behaviors that build skills, independence, and reduce negative attention. 6. Social Validity – Ensure goals are meaningful and valued by the client and others. 7. Likelihood of Success – Consider research, practitioner experience, environment, and resources. 8. Cost-Benefit – Balance expected outcomes with the effort, time, and resources required. |
reactivity | Effects of assessment on behavior being assessed Obtrusive assessment great impact To reduce reactivity: |
relevance of behavior rule | target behaviors should be selected only when it can determined that the behavior is likely to produce reinforcement in the person’s natural environment |
SO Interview | Develop behavioral descriptions Move from general to specific Determine participation |
social validity | change behaviors to an extent that a person's life is changed in a positive and meaningful way Consider whose behavior is being assessed and why Unacceptable to change behavior primarily for benefit of others To what extent will proposed change improve the person’s life? |
Standardized tests | Consistent administration Compares performance to specified criteria Norm-referenced Limitations |
target behavior | the specific behavior selected for change |
Target Behavior Ranking Matrix | Numerical rating of potential target behaviors Increase client, parent, and staff participation Resolve conflict Build consensus |
topography-based definition | definition identifies instances of the target by the shape or form of the behavior used when behavior analyst does not have direct, reliable, or easy access to functional outcomes Cannot rely on function of behavior because each occurrence does not produce relevant outcome When the relevant outcome is sometimes produced by undesirable variations of the response class E.g., A basketball player scores with a sloppy shot from the free throw line Definition should encompass all response forms that produce relevant outcomes |