Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
41 Cards in this Set
- Front
- Back
|
Behaviourism |
view that behaviour can be understood by studying/ analyzing the observable relationship between environment and the behaviour - not a theory but a perspective a science |
|
|
Why do people behave the way that they do? |
-because of who they are- disposition/genetics, or because of the situation they are in- environment |
|
|
4 Approaches to Understanding Behaviour 1. Biological |
- genetic, physiological and neurological factors "NORMALITY"- properly functioning central nervous system - causes of abnormal behaviour: genetic dx, organic dx, brain disease or injury, chemical imbalance, mentally illness GOAL of TREATMENT: to alleviate symptoms or to reverse underlying cause |
|
|
2.Psychodynamic/ Psychoanalytic |
-behaviour determined by inherited personality, based on childhood experiences, unconscious forces/drives etc - "NORMALITY"- is reasonable balance between drives, urges, personality traits but always some conflict - causes of abnormal behaviour: emotional disturbance/ neurosis caused by unresolved conflicts -GOAL of treatment: uncover unconscious conflict and achieve balance, treatment involves relive their trauma bring it into conscious |
|
|
3. Cognitive (Mentalistic) |
- human mind/brain is an information processor- -get control of your mind then you can control your behaviour- if can't control mind, can't control behaviour "NORMALITY": proper functioning of cognitive processes, use them effectively to monitor and control behaviour - Causes of abnormal behaviour: unrealistic/irrational ideas about self and others and inability to monitor behaviour through cognitive processes GOAL of treatment: correct unrealistic ideas so that thinking becomes an effective means of controlling behaviour |
|
|
4. Behavioural (ism) |
- behaviour best understood by an interaction between organism and the environment- ONLY concerned with observable behaviour - thoughts and feelings have been shaped and YOU observe them because it is your body "NORMALITY": adequately large repertoire of socially appropriate learned responses, NO distinction between symptoms and behaviour disorder -GOALS of treatment: eliminate maladaptive responses and teach new skills and or appropriate alternatives |
|
|
4 Major Figures of Behaviour Modification 1. Ivan Pavlov |
-uncovered basic process of respondent conditioning - demonstrated reflect could be conditioned to a neutral stimulus -stimulus stimulus pairing, classical conditioning - neutral stim (metronome) at same time as food, and dog eventually learned to salivate to metronome alone |
|
|
2. Edward Thorndike |
Law of Effect: a behaviour that produces a favourable effect on the environment is more likely to be repeated in the future - Cat in cage with food outside the cage: to open the age door, cat had to hit lever with paw. - Cat learned to hit the lever and open door more and more bc it produced a favourable effect on environment: allowed cat to get food |
|
|
3. John Watson |
-Psychology as the Behaviourist Views it- OBSERVABLE behaviour was the proper subject matter of psychology -Stimulus- response psychology in which environmental events (stimuli) elicited responses -He started the movement of BEHAVIOURISM |
|
|
4.BF Skinner |
-Expanded the field of behaviourism from Watson - He distinguished between responded conditioning (watson and pavlov) and operant conditioning (consequences of behaviour controls the future occurrence of behaviour) -He elaborated on the basic principles of operant behaviour -he applied the principles of behaviour analysis to human behaviour - SKINNERS WORK is the foundation of behaviour modification |
|
|
History in Development of ABA |
Described in 1968 by Wolf, Baer and Risley as the - Science from the behaviourism framework to study, understand, develop and apply technology (derived from basic principles of behaviour) to improve socially significant human behaviour - |
|
|
Basic Principles of Behaviour (By Wolf, Baer, Risky) |
are: described by a behaviour- environmental relation that has been demonstrated repeatedly in hundreds and thousands of experiments |
|
|
What is Behaviour |
- behaviour is what people do and say - can be positive, negative or neutral -or in other words: adaptive/functional or maladaptive/inappropriate - human behaviour is the subject matter of behaviour modification |
|
|
Characteristics of Behaviour 1. 4 Dimensions of Behaviour A) Frequency B)Duration |
Behaviours have dimensions that can be measured. Dimension is a measurable aspect of behaviour A) frequency- the number of times a behaviour occurs (Eg. soph bites her nails 5 times B)Duration- time from when an instance of the behaviour starts until it stops (Eg. rita jogs for 15 min) |
|
|
C) Intensity D)Latency |
C) The physical force involved in the behaviour (Eg. garth bench pressed 225 lbs) D) the speed of the behaviour. from some event to the start of a behaviour |
|
|
2. Observable |
- behaviours can be observed, described, recorded by others or the person engaging in the behaviour - behaviour is an action and can be observed and recorded by the people who see the behaviour |
|
|
3. Impact |
- behaviour has an impact on environment, including physical or the socio environment (other people and ourselves) -behaviour involves movement through space and time, it has SOME effect on enviro- - can be obvious like turning on a light or sometimes it is not obvious -ALL human behaviour operates on the physical or social environment in some way |
|
|
4. Lawful |
- behaviours occurrence is systematically influenced by environmental events -functional relationships between our behaviour and environmental events - our behaviour is influenced by or occurs as a function of environmental events |
|
|
5. Overt vs. Covert |
- overt: action that can be observed and recorded by a person other than the one engaging in the behaviour covert: private events, not observable by others (thinking, thoughts, feelings, emotions) |
|
|
6. Respondent vs. Operant |
Respondent: reflexes, you blink when a puff of air goes into your eye. fight or flight, innate, genetic disposition - survival physiology Operant: learned behaviour through consequences |
|
|
7. Topography vs. Function |
Top: the action that occurs. she HITS her brother either to get his attention or to get him to leave her alone, the actual HIT is the same Function: the function of the hit is different- to get attention or leave her alone |
|
|
What is Behaviour modification |
The applied science and professional practice concerned with analyzing and modifying human behaviour - developed by professionals and used to change socially significant behaviours with the goal of improving some aspect of a person's life. |
|
|
Analyze |
-identifying the functional relationship between environmental events and a particular behaviour to understand the reasons for the behaviour or to determine why a person behaved as they did |
|
|
MODIFY |
Cdeveloping and implementing procedures to help people change their behaviour. - involves altering environmental events as to influence behaviour |
|
|
Characteristics of Behaviour Modification |
1. Focus on target behaviour 2. Guided by the theory and philosophy of behaviourism 3. Based on behavioural principles 4. Emphasis on current environmental events 5. Precise description of procedures are applied 6. Training necessary- measurements taken 6. Implemented by ppl in everyday life 7. measurement of behaviour change 8. de-emphasis on past events as causes of behaviour 9. rejection of hypothetical underlying causes/ explanatory fictions of behaviour |
|
|
Behaviour Change procedures will: |
analyze and target behaviours to INCREASE eg. independence, discrimination, communication, self management, etc Analyze and target behaviours to REDUCE- e.g. hitting, screaming, self stimulatory behaviour) what replaces the problem behaviour is some skills |
|
|
Characteristics 1. Focus on behaviour |
- designed to change a abehviour not personality characteristic or trait - de emphasize labelling - change problem behaviours of autism not change autism |
|
|
Target behaviour |
- behaviour to be modified.
Behavioural excess: undesirable target behaviour person wants to decrease in frequency, duration, intensity, latency. (SMOKING) behavioural deficit: desirable target behaviour want to increase (studying, exercise) |
|
|
2. Guided by theory and philosophy of behaviourism |
- core tenets are that behaviour is lawful and controlled by environmental events occurring in close temporal relation to the behaviour |
|
|
3. Procedures based on behavioural principles |
-scientific study of behaviour is called the experimental analysis of behaviour or behaviour analysis -scientific study of HUMAN behaviour to help change behaviour in meaningful ways is called APPLIED behaviour analysis |
|
|
4. Emphasis on current environmental events |
- assess and modify current environmental events that are functionally related to the behaviour -human behaviour is controlled by events in the immediate environment and goal of BM is to identify those events -successful BM alter the functional relationships between the behaviour and the controlling variables in the environment to produce a desired change in behaviour |
|
|
5. Precise description of behaviour modification procedures |
- procedures involve specific changes in environmental events that are functionally related to the behaviour -specific changes in environmental events must occur EACH time to be effective |
|
|
6. treatment implemented by people in everyday lie |
-procedures developed by professionals however can be implemented by teachers, parents, supervisors |
|
|
7. measurement of behaviour change |
-emphasis on measuring the behaviour before and after intervention to document the behaviour change resulting from the behaviour modification procedures.
|
|
|
8. De emphasis on past events as cause of behaviour |
- emphasis on recent environmental events as the causes of behaviour
- knowledge of current controlling variables is most relevant to developing effective BM interventions because those variables can still be changed |
|
|
9. Rejection of Hypothetical underlying causes of behaviour |
- explanatory fictions can never be proved or disproved and are thus unscientific - underlying causes can never be measured or manipulated to demonstrate a functional relationship to the behaviour they are intended to explain |
|
|
Two verbal Repertoires 1. Technical Dialect |
- prevents conceptual misunderstandings ** stay here when writing papers and being professional |
|
|
2. Colloquial dialect |
-what society uses but be aware of embedded misunderstanding - what you use with friends, family, parents -use the words that they use |
|
|
Areas of Application |
1. Developmental Disabilities 2. Mental Illness 3. Education and Special Education 4. Rehabilitation 5. Community Psychology 6. Clinical Psychology 7 Business, industry and Human Services 8. Self Management 9. Child behaviour management 10. Prevention 11. Sports performance 12. Health Related Behaviours 13. Gerontology |
|
|
BACB- Behaviour Analyst Certification Board |
- established in 1998- certification procedures and undergo regular psychometric review and validation -13,684 worldwide- less than 1000 OUTSIDE US, 458 in Canada, 7 in Alberta, 307 in Ontario |
|
|
BCBA |
- worldwide designation - masters degree in an approved curriculum -supervised experience -write and pass an exam -analyzing reasons for behaviour within the current environment and developing procedures for behaviour change |
