Sally Shaywitz

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Millersville University of PA

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“ This research suggests that fMRIs could someday be a part of routine educational assessment, allowing educators to better understand student’s cognitive profiles and the effect of specific interventions on those profiles” (Tracey and Marrow 2006) Lenses on Reading

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A PROCEDURE FOR IDENTIFYING PRECURSORS TO PROBLEM BEHAVIOR BRANDON HERSCOVITCH, EILEEN M. ROSCOE, MYRNA E. LIBBY, JASON C. BOURRET, AND WILLIAM H. AHEARN NEW ENGLAND CENTER FOR CHILDREN NORTHEASTERN UNIVERSITY We describe a procedure for differentiating among potential precursor responses for use in a functional analysis. Conditional probability analysis of descriptive assessment data identified three potential precursors. Results from the indirect assessment corresponded with those obtained from the descriptive assessment. The top-ranked response identified as a precursor according to the indirect assessment had the strongest relation according to the probability analysis. When contingencies were arranged for the precursor in a functional analysis, the same function was identified as for target behavior, supporting the utility of indirect and descriptive methods to identify precursor behavior empirically. DESCRIPTORS: descriptive assessment, functional analysis, precursors, problem behavior, response-class hierarchies _______________________________________________________________________________ Functional analysis (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) involves manipulating antecedents and consequences for the target behavior of interest. Because a functional analysis requires the repeated occur- rence of a target response, it may not be appropriate for response topographies that pose risk of harm to others (e.g., severe aggression) or the client (e.g., self-injury). One modification that has addressed this concern involves a functional analysis of precursor behavior (i.e., arranging contingencies for responses that reliably precede the target behavior) based on previous research showing that response topographies that occur in close temporal proximity are often members of the same response class, and by providing differential reinforcement for earlier responses in the response-class hierarchy, later more severe responses occur less often (Harding et al., 2001; Lalli, Mace, Wohn, & Livezey, 1995; Richman, Wacker, Asmus, Casey, & Andelman, 1999). Smith and Churchill (2002) conducted a functional analysis of precursor behavior and found similar outcomes from a functional analysis of the target behavior and a functional analysis of the hypothesized precursor behavior. A study by Najdowski, Wallace, Ellsworth, MacAleese, and Cleveland (2008) extended this work by demonstrating that an intervention based on a functional analysis of precursor behavior was effective in eliminating partici- pants’ precursor behavior. The implication of these findings is that outcomes from functional analyses of precursor responses may be used to infer the function of more severe topographies that occur later in the response-class hierarchy. A potential limitation associated with both of these studies is that indirect assessments alone were used to identify precursor responses. Such assessments have sometimes been found to have poor reliab.

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The Stroop Effect And Visual Perception Overview Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long. One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world. Show More By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: • Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology. ▪ Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test. ▪ Discuss the results of the Stroop test. • Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology. ▪ Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area. • Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology. ▪ Define the problem of final integration of visual information. ▪ Discuss whether there is a problem with final integration of visual information. • Competency 6: Communicate effectively in a variety of formats. ▪ Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. ▪ Use APA style and format. Context Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca's and Wernicke's areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists. Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, .

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Sally Shaywitz

1. http://www.cpbn.org/files/images/Sally%20HEH%20111606-3.img_assist_custom.jpg By: Ingrid Barnhart

2.

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7. “ This research suggests that fMRIs could someday be a part of routine educational assessment, allowing educators to better understand student’s cognitive profiles and the effect of specific interventions on those profiles” (Tracey and Marrow 2006) Lenses on Reading

8.