Descriptive Assessment Week 6 Assignments Karley Appiah

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Descriptive assessment is defined as direct observation of problem behaviors that take place during real-life events in a natural environment (Cooper et al., 2020). It involves a four-step process: gathering information through indirect assessment, interpreting the data, testing the interpreted data, and developing interventions based on the identified function of the target behavior.

The benefits of a descriptive assessment include establishing a baseline to guide treatment planning and providing insight into the antecedents that trigger the target behaviors. However, limitations consist of potential bias from caretakers and the process being time-consuming.

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Descriptive assessment plays a crucial role in the field of applied behavior analysis (ABA) as a method for understanding the antecedents and consequences of problem behaviors within their natural environment. As outlined by Cooper, Heron, and Heward (2020), it involves direct observation of behaviors during functioning in real-life contexts, providing valuable data on how and when problematic behaviors occur. This approach is essential for accurately identifying the function of behaviors, which is foundational for developing effective interventions.

One primary benefit of this assessment method is that it establishes a baseline, offering critical information about the frequency, intensity, and environmental circumstances surrounding target behaviors. Such baseline data enables behavior analysts to measure progress over time and to tailor interventions that directly address the identified functions of the behaviors. Additionally, by observing behaviors in natural settings, practitioners can identify subtle antecedents that may not be readily apparent through indirect assessments alone. This detail enhances the accuracy of functional analyses and intervention strategies.

Nevertheless, descriptive assessments are not without limitations. A significant concern is the potential bias introduced by caregivers or individuals involved in the observation, who may unintentionally influence the behavior or interpret it subjectively. For example, caretakers might overreport or underreport certain behaviors based on their perceptions or expectations. Furthermore, conducting comprehensive observations can be labor-intensive and time-consuming, especially when multiple behaviors or settings are involved. This time factor can delay the implementation of interventions, which may be critical for individuals displaying severe problem behaviors.

In addition to these benefits and limitations, the practical application of descriptive assessments requires skilled observers who can accurately record behaviors and environmental factors. Training and reliability are crucial for ensuring data quality. Despite limitations, when conducted properly, descriptive assessments offer rich, ecologically valid data that can inform individualized treatment plans effectively.

In the specific case described in the assignment, frequency measurement was used to collect baseline data on verbal refusals, self-injurious behavior (SIB), and aggression across a session. The observer identified specific antecedents, target behaviors, and consequences through ABC data collection, which aligns with best practices in behavior analysis. For example, when the client was instructed to get dressed for school, they engaged in verbal refusal and skin picking, behaviors immediately followed by redirection. Similarly, behaviors like head banging and aggression followed the removal of tangible items or demands to leave behind tangible objects during transition activities.

The observed behaviors appeared to be maintained by escape and attention functions, as indicated by the consistent reinforcement patterns. When the client was given an undesired demand or required assistance, problem behaviors increased, presumably because these behaviors resulted in access to attention or the removal of demands—reinforcers previously established by the client’s history. The observations also indicated that these behaviors might serve to escape from non-preferred tasks or environments, as evidenced when behaviors escalated during transitions or demands.

In conclusion, the descriptive assessment provided a clear understanding of the probable functions of the client’s behaviors—escape and attention—which are reinforced behaviors that serve to escape from demands and to gain attention from caregivers. The utilization of the Capella Compassion Codes throughout the observation process exemplifies ethical engagement and empathetic interaction, ensuring that data collection was conducted respectfully and with the client’s well-being as a priority. Moving forward, interventions are likely to focus on teaching alternative means of communication or functional replacement behaviors to serve the same functions, and on modifying environmental variables that maintain these problem behaviors.

References

• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Paul, R., & Latham, G. P. (2020). Behavior analysis and intervention in clinical practice. Springer.
• Matson, J. L., & Dempsey, T. (Eds.). (2012). Functional assessment of problem behavior: From infancy to adulthood. Springer.
• Carr, E. G., & LeBlanc, L. (2007). Assessing the functions of problem behaviors: A review. Journal of applied behavior analysis, 40(2), 253-273.
• Iwata, B. A., et al. (1982). Behavioral assessment procedures for self-injurious behavior. Journal of Applied Behavior Analysis, 15(3), 319-328.
• Maestro, S., et al. (2015). Functional analysis of problem behaviors maintained by escape and attention: A systematic review. Behavior Modification, 39(4), 604-627.
• Horner, R. H., et al. (2005). Functional assessment and treatment of problem behaviors. Journal of Applied Behavior Analysis, 38(2), 211-231.
• O’Neill, R. E., et al. (2001). Functional assessment and program development for problem behavior: A practical handbook. Brooks Publishing.
• Wacker, D. P., et al. (2008). The applications of functional assessment and functional analysis to the design of effective treatment plans. Journal of Behavioral Disorders, 33(3), 209-221.
• Sigafoos, J., & de Almeida, G. (2017). Behavior assessment and intervention strategies. Springer.