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(207)the Cipani behavioral classification system

已有 1178 次阅读 2019-5-1 09:39 |系统分类:科研笔记

Functional Behavioral Assessment, Diagnosis, and Treatment

Third Edition

Ennio Cipani, PhD

pages 111-120

we have all seen children at the supermarket whine,cry,and throw a tantrum,are they possessed by demons?many people will comment that they probably wnat something from their parent,very often,they are right,they have accessed the motivational condition correctly,what is also true is that this set of behaviors have been successful in the past in obtaining such desired items or activities,as a result of the adult's mediation of such undersirable behaviors,they become more probable,and more appropriate behaviors that are ineffective at getting the desired item become less likely.

the problem behavior may have to occur over some period of time before the adult provides the event or activity,in the case of children,the care provider or parent may initially attempt to ignore such behavior and not "feed into it",the parent refuses to give the child what he or she wants.such initial attempts at ignoring the behavior do not result in the problem behavior ceasing,rather ,the problem behavior escalates in form and duration,as a result of the child's behavior worsening,the adult,under pressure(and wanting to now stop the behavior at all costs),gives the child the object or activity.

questions to consider for an socially mediated access diagnosis

1.is there a reliable,somewhat frequent relation between the problem behavior and socially mediated access to the tangible item or event?what is the form of the behavior?

2.are the target behaviors more likely to produce access to the item or event than appropriate behaviors?

3.does the behavior occur under a sufficient state of deprivation,that is,relatively protracted absence of item,or activity?


if you calm down,i will give you a cracker or candy bar.although some staff may not realize that such a contingency is strenghtening aggressive behavior,it is the entire chain of behaviors that is reinforced,not simply calm down,in order to get to a condition where a candy bar becomes available,aggression must occur first,if aggression does not occur,one cannot proceed with calming down after the fact,if this person is calm without engaging in aggression,it is highly likely that no candy bar will be rendered.

上次茵茵想喝奶茶,我们说她没钱,不可以喝,她就扁嘴想哭,我们说哭更不可能喝,不哭还有可能,后来她静下来就让她去把餐具收拾好,回头给她买了杯奶茶

很多时候孩子哭闹,大人都习惯说,如果你不哭,我就怎么怎么滴(给点啥好处)

老师在吃🥜,柔柔也想吃,老师教她说我要吃,柔柔说不对,老师纠正她的发音,柔柔用手打老师,老师把🥜收走,老师跟柔柔说想吃必须要说对(这个操作应该是☑的)链接是说对才有🥜吃

老师在吃🥜,柔柔也想吃,老师教她说我要吃,柔柔说不对,老师纠正她的发音,柔柔用手打老师,老师说你不打人才有得吃,柔柔安静下来,老师把🥜放进柔柔嘴里(这个操作应该是❌的)链接是打人后可以吃🥜

老师在过塑,柔柔走过来想看,老师说不可以,让她回座位坐好,柔柔哭着跑过来,老师把她摁回座位,柔柔安静下来后,老师允许柔柔过来看(这个操作应该是❌的)

老师在过塑,柔柔走过来想看,老师说不可以,让她回座位坐好,柔柔哭着跑过来,老师把她摁回座位,柔柔安静下来后,老师叫柔柔过来帮忙把过塑胶扔掉,然后让她站着看一会(这个操作应该是可以的)

要想需求得到满足,先做一件好事?


direct escape behaviors that can occur under unpleasant social situations can include leaving the facility,home,or classroom without permission;running away,or moving to another area.

the following circumstances can sonstitute aversive social situations:

simple compliance with adult requests,criticism(with respect to behavior,work performance, or criticism of appearance by peers),adult disapproval statements,social interaction(with a certain peer or adult,having an argument,having a large number of people in a room,havin just a few people in a room,lengthly conversations) and threatened or implemented intended punishment consequences for behavior(removal to time-out,removal of privilege,fines involving points,etc.)


questions to consider for a direct escape diagnosis

1.is there a reliable,somewhat frequent,direct relation between the problem behavior and termination of the undesired social situation(involvement in the task or chore)?what is the form of the escape behavior that directly terminates the aversive event?

2.are the target behaviors more likely to produce escape from the situation(from the instructional tasks or chore) than other more appropriate behaviors to terminate a social interaction?

3.does the behavior occur when the aversive social situation is presented(or about to be presented)?does a wacky contingency exist(thus setting up an aversive EO)


when someone finished the assignment,he received praise and more work!note that the completion of the assignment results in more work. he does not receive any additional reinforcer or incentive for completing his work,but rather is given more work(a nonpreferred task),he may learn that finishing work usually results in more work,he eventually begins to complete his assignment less frequently.

what is the wacky contingency?complete your work-get more!fail to complete your work-get less!靜靜和婷婷姐他們幾個很喜歡看視頻,我說想看視頻必須要完成練習,之前一個小朋友做完練習全班小朋友都能看,靜靜姊做練習的勁頭不足,反正做不做都能看,雖然不是看自己最喜歡的視頻,不過也比做練習舒服,後來我們換成誰做完誰就用我們的手機看,其他沒做練習的沒得看,靜靜做練習的積極性明顯提高,嗯嗯









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