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76 Cards in this Set
- Front
- Back
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Behaviour |
is anything a person says or does, technically any muscular, glandular or electrical activity |
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Overt Behaviour |
those that are visible and can be observed or recorded by others |
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Covert Behaviours |
private or internal behaviours or within one's skin |
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Labelling |
can describe the behaviour but doesn't tell us why it's happening, based on the presence or absence of behaviours |
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Behavioural Excesses |
engage too much in a behaviour |
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Behavioural Deficits |
too little of a behaviour |
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Behaviour Modification |
procedures that change the consequences of behaviours and the stimulus conditions that elicited behaviours |
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Cognitive Behavioural Therapy (CBT) |
treatments that change cognitions that are influencing psychological problems |
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4 Themes of Behavioural Therapy |
1) Scientific - involves precision and empirical evaluation 2) Active - engage in specific actions to alleviate their problems, homework assignments 3) Present Focus - dealing with problems in the current and not in the past 4) Learning Focus - most problem behaviours develop, are maintained, and change through learning |
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4 Characteristics of Behavioural Therapy |
1) Individualized Therapy - specific reinforcement used for all ages 2) Stepwise Progress - progression --> simple to complex etc 3) Treatment Packages - two or more therapy procedures combined (but not always) 4) Brevity - relatively brief, use of homework, length varies
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Active Participants |
clients help in the choosing, designing and implementing of their treatment
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Triadic Model |
Personal
classical operant conditioning conditioning
Behaviour cognitive - behaviour Environment |
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Self Efficacy |
peoples belief in their own ability to improve life by their actions |
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Traits |
personality characteristics that we attribute to one |
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Modelling & Observational Learning |
1) Attention - to events & significant aspects 2) Symbolic Representation - transform what they see 3) Transformation into Action - put into action what is seen 4) Motivational Incentive - having a good reason to imitate |
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Ways to Develop Strong Efficacy |
1) Mastery - practice, overcoming obstacles, manage failure 2) Social Modelling - looking for others similar, convey knowledge 3) Social Persuasion - persuaded to succeed, more effort --> less doubting 4) Physical & Emotional States - stress, fatigue, frustration, manage lower emotions |
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Classical Conditioning (Pavlov)
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a neutral stimulus is repeatedly paired with a stimulus that naturally elicits a particular response
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Behaviourism (Watson) |
emphasized the importance of objectively studying behaviours by dealing only with directly observable stimuli
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Operant Conditioning (Skinner) |
systematically changing the consequences of strengthening & weakening behaviours
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Psychoanalysis |
exploring early childhood experiences & attempting to uncover unconscious conflicts & desires |
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Antecedents |
events that occur before or may have incurred the behaviour
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Consequences |
the events that occur after, and is a result of the behaviour
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Maintaining Conditions |
specific antecedents and consequences that cause an individual to perform a behaviour (influence or cause)
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ABC Model of Assessment |
Antecedents Behaviour Consequences of Behaviour |
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Discriminative Stimulus (SD's) |
a stimulus in the presence of which a particular response will be reinforced
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S Delta's |
a stimulus in the presence of which a particular response will NOT be reinforced |
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Dead Person Rule (Live Person Rule) |
don't tell somebody to do something a dead person can do (only a live person would do) |
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Characteristics of Good Target Behaviour |
1) narrow scope (part not whole) 2) unambiguously defined (precise can be reliable) 3) measurable (quantifiable) 4) appropriate & adaptive (fit unique problem) |
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Case Studies |
detailed description of what transpires during the treatment of a specific client |
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Reversal Studies |
introduce & withdraw a therapy, examine what happens to client target behaviour
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3 Phases of Reversal Studies |
1) baseline - before treatment 2) treatment - assess behaviour 3) reversal - terminate therapy & assess |
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Multiple Baseline Studies |
is therapy effective for multiple target behaviours & with multiple clients
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Experiments |
used to evaluate general effectiveness of treatment, opposed to its specific effectiveness in particular case |
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Random Assignment |
1) treatment group - receives therapy 2) control group - does not receive therapy |
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Meta - Analysis Studies |
integrates & compares empirical findings from multiple studies regarding a specific research question |
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Premack Principle |
any activity that you are more likely to perform can be used to strengthen a behaviour you are less likely to perform |
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Reversal Replication, Withdrawl Design |
A - baseline B - treatment
design includes reversal back to baseline followed by re-application of treatment (ABAB) |
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Non-Reversal Designs - Multiple Baseline Designs |
Across behaviours (change one behaviour, change/improve another) Across situations (at home, school, swimming etc) Across people (same elements in program, different subjects)
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Changing Criterion Design |
successive changes in the behaviour criterion for application of the treatment (within treatment itself change what's necessary) |
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Alternating Treatments-Multi Element Design |
different treatments on a single person or single behaviour (2 or more treatment conditions) (AB,AB,AB,AB) |
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7 Guidelines to Data Analysis & Interpretation |
1) replication 2) the fewer overlapping points between baseline & treatment phases 3) sooner the effect is observed following into of the IV 4) the larger the effect in comparison to the baseline 5) precise treatment 6) reliable response measures 7) consistency of findings with other data/theory |
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Social Validity |
1) is behaviour important for client & society 2) procedures acceptable to the client 3) clients are satisfied or not |
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Behavioural Interviews |
generally first part of therapy/builds rapport gather info on problems & maintaining conditions focus on present not past (who,what,where,when,how)
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Observational Reports |
usually done with a one way mirror simulated observing (simulate conditions) continuous or interval observations
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Role Playing |
clients role play issues with a therapist imagined situations (reactivity may be a problem) |
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Physiological Measurements |
heart rate blood pressure respiratory rate muscle tension galvanic skin response anxiety related behaviours
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Multimethod Assessment |
yields a balanced assessment |
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Multimodal Assessment |
gives more types of modes |
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Direct Self-Report Inventories |
questionnaires both direct & indirect hundred types of reports to focus on certain problems |
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Self Recording |
client observes and reports own behaviours both overt & covert behaviours (can interrupt ongoing life) |
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Quantative Measures |
frequency and duration |
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Qualative Measures |
time, mood and thoughts |
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Checklists & Rating Scales |
similar in format to self-recording completed by someone else access target behaviour (reactivity is not a concern) |
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Systematic Naturalistic Observation |
observing and recording a clients specific, predetermined overt target behaviours as the client naturally engages in them |
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Simulated Observation |
resembles the natural environment |
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Topography |
description of very specific movements that are involved in a behaviour |
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Cumulative Graph |
each of the responses during a session are added to the total responses of all previous sessions for the condition |
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Characteristics of Behaviour to Be Recorded |
1) amount - frequency & duration 2) duration - length of time the behaviours occur 3) intensity - force of a response 4) latency - time between stimulus & begin of behaviour 5) quality - refinement of above |
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Continuous recording |
every instance of a behaviour during a specified time segment |
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Interval Recording |
specific time block is selected, time is divided into equal intervals of shorter duration (is behaviour occurring or not in each interval) |
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Time Sampling |
behaviour is recorded as occurring or not during brief intervals which are separated by a much longer period of time |
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Positive Punishment |
presenting something that decreases behaviour |
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Negative Punishment |
removal of something that they want strengthens response |
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Positive Reinforcement |
presenting something that strengthens the response |
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Negative Reinforcement |
removal of something after a response that strengthens the response
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Prompting |
provides people with cues (prompts) that remind or instruct them to perform behaviours or indicate that it is appropriate to perform a behaviour |
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Fading |
as client performs ben. prompts becomes less necessary |
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Shaping |
used to accelerate target behaviours that a clients rarely performs (easy beh) |
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Chaining |
used in complex beh stimulus chain consists of a number of stimulus responses |
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4 Types of Differential Reinforcement |
1) incompatible behaviour 2) competing behaviour 3) other behaviours 4) low frequency of undesired |
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Differential Reinforcement |
decelerating an undesirable behaviour is to reinforce an acceleration target behaviour |
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Non-Contingent Reinforcement |
reinforcer identified as maintaining a problem behaviour |
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Extinction |
processes of withdrawing or withholding reinforcers
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Time Out |
temporary withdrawing clients access to reinforcers immediately after dec. target beh.
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Response Cost |
the removal of a valued item or privilege that client possesses
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Overcorrection |
dec. maladaptive beh. by having clients correct the undesirable effects of their actions and then intensively practice an appropriate alternative beh. |
