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97 Cards in this Set
- Front
- Back
- 3rd side (hint)
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What is behaviour |
Anything a person says or does |
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What are the 2 kinds of behaviour |
Overt behaviour ( physical) Covert behaviour (mental) |
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What is behaviour modification (7 points) |
1) strong emphasis on -definging problems in terms of behavior that can be measured -Strong emphasis on using changes in behavioural measure of the problem as the best indicator for the extent the problem is being helped |
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2 |
Its treatment procedures and techniques are ways if altering an individual's current environment |
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3 |
Its methods and rationales can be described precisely |
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4 |
Its techniques are often applied by individuals in everyday life |
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5 |
Techniques stem from -basic and applied research in the science of learning in general -the principles of operant and pavlovian conditioning in particular |
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6 |
It emphasizes scientific demonstration that a particular intervention was responsible for a particular behaviour change |
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7 |
It places high value on accountability for everyone involved in behaviour modification programs |
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What does behaviour modification do |
-involves the systematic application of learning principles and techniques -to assess and improve individuals covert and overt behaviours -in order to enhance their functioning |
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The collection and analysis of information in order to |
1) identify and describe target behaviors 2) identify possible causes of behavior 3) guide the selection of an app behavioural treatment 4) evaluate treatment outcomes |
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What is behaviour analysis |
The scientific study of laws that govern the behavior of human beings and other animals |
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What is applied behaviour analysis |
Is analysis or clear demonstration of controlling variables of the behavior of concern to change behavior |
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What is cognitive behavior therapy |
Typically is behaviour modification used to recognize maladaptive thinking and replace it with adaptive thinking |
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What r some myths |
-rewards is bribery -involes drugs, electroconvulsive therapy -only changes symptoms -doesnt apply to changing complex problems like depression -modifiers are cold with no empathy -deals only with observable behaviour (no thoughts or feelings) -deny the importance of genetics -is outdated - |
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What is behaviour that someone would like to improve |
-behaviour deficits behavioural excesses |
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What is learning |
A relatively permanent change in behaviour that occurs as a result of experience |
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ABC analysis |
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What is a stimulus |
Any environmental event which controls a response or may come to control a response |
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What is a response |
Any behavioural act that happens in a small span of time and that can be measured either in terms of frequency or duration |
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How has behavioural techniques helped parents |
-better teach their kids to walk -,develop language skills - provide effective toilet training - influence their children to do household chores |
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Intellectual disabilities |
IQ scores 70-75 or lower -replaced mental retardation |
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Childhood autism shows a combination of what? |
-impaired social behaviour -impaired communication -abnornal play behaviours -repetivite self stimulatory behaviors |
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Schizophrenia symptoms |
(affects 1%) -may hear voices -may believe that others read their mind -may not make sence when talking -sit for hours without moving or talking -seem fine till they say what's on their mind
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Behavioural treatment focus on.... |
-social skills -use of cognitive behavioral techniques to reduce delusions/ hallucinations |
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When are Behaviour therapy procedure are superior |
Phobias Obsessive compulsive disorders Addictions |
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What does self modification require |
A set of skills that can be learned -involves ways of rearranging your environment to control your behavior |
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5 major areas health psychologists have applied behavioral principals |
1) direct treatment of medical problems (Migraines, stomach problems) 2)establishing treatment compliance 3) promotion of healthy living (Exercise, alcohol) 4) management of caregivers 5) stress management (Strategies for coping with stress) |
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What is gerontology |
- study of the social, cognitive, biological aspect of aging -behaviour modification can help with developing and learning new routines and disruptive behavior |
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5 trends in behaviour community applications |
1) greater involvement of the target populations in all aspects of the intervention process
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2 |
Increased filtering of the target individuals personal control |
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3 |
Increased inclusion of subjective assessments when evaluating treatment outcomes |
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4 |
Increased emphasis on antecedent events versus consequent events |
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5 |
Greater interdisciplinary collaboration among professionals |
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What is organizational behavior management (OBM) |
The application of behavioral principles and methods to the study and control of individual or group behaviour within organizational settings (Improve productivity; reduce tardiness, increase sales) |
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What is behavioral sport psychology |
The use of behaviour analysis principles and techniques to enhance the performance and satisfaction of athletes and others associated with sports |
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Examples of Behavioral sport psychology |
-techniques for improving skills of athletes -strategies for motivating practice -changing the behaviour of coaches -sports psyching ( prepare for competition) |
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What is Personalized system of instruction (PSI) |
behaviour modification approach to teaching |
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Some things the PSI does |
- identifies the target behaviour or learning requirements for a course in form of study questions -required students to study only a small amount of material before mastery -frequent tests -must shoe mastery at a particular label before moving on to-go at your own pace -non punitive |
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What are the 2 types of learning |
Classical conditioning (respondent or pavlovian conditioning) Operant conditioning (instrumental conditioning) |
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When is classical conditions important |
For antecendent events (ABC analysis) |
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Elements of classical conditioning |
Unconditioned respondent/reflex UCS (unconditioned stimulus) UCR (uncondtioned response) NS (neutral stimulus) Conditioned respondent/reflex CS (conditioned stimulus) CR (conditioned response |
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Ex of classical conditioning |
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What is respondent extinction |
Used to eliminate a response by presenting the CS repeatedly without the UCS (CS will lose ability to elicit CR) |
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When is operant conditioning important |
Important for consequences -reinforcement -punishment -extinction |
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What are contingencies |
Relationship between the antecedent, behaviour and consequences |
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Look at differences |
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Some factors that influence respondent conditioning |
1) number of paintings of CS and UCS 2) duration between CS and UCS (1/2 second) 3) frequency of pairing CS with UCS 4) consistency of pairing of CS with UCS 5) intensity of CS and UCS |
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What is operant extinction |
Withholding the reinforcer after the occurrence of a previously reinforced response |
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What Is stimulus generalization and discrimination |
Generalization -stimuli similar to CS will cause CR Discrimination -stimuli different from CS will not cause CR |
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Look at |
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The process of higher order conditioning |
1) -pair NS to US = UR -CS1 will produce CR 2) -pair NS and CS1 = CR -produces new CS2 which creates CR |
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What is counter conditioning |
When a new responed is conditioned to the CS at the same time the former CR is being extinguished |
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What is aversion therapy |
Used to counteract the effect of undesirable reinforces (that cause harm) -uses aversive stimuli -potentially dangerous |
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What does aversion therapy involve |
The prepeatrf pairing if an undesirable reinforcer with and aversive event (Based on counter conditioning) |
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What is a reinforcement |
Is a consequence of behavior that results in an increase in the behavior which preceded it (Increase in behaviour is a reinforcer) |
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What are the 2 kinds of reinforcement |
Positive (response is followed by the presentation or increase in intensity of a reinforcing stimulus) Negative (response is followed by the removal, delay or decrease in intensity of an unpleasant stimulus) |
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What is positive reineforment |
- effect on behaviour is to increase behavior -consequence that is presented after a response that increases that response |
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How to increase the effectiveness of positive reinforcement (6) |
1) selecting the behaviour to be increased -be specific -select behaviour that will come under the control of natural reinforces -measure behavior before and after to see effectiveness |
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2 |
Selecting reinforces -readily available -can be presenter after desired behavior -,can be used repeatedly -doesnt require great deal of time to consume - use many reinforces ( reinforcer menu) |
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3 |
Motivating operations -reinforcer only works if it is deprived -not too severe |
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4 |
Applying positive reinforcement - tell individual about the plan before -give reunforcer right after desired behavior -verbally describe the desired behaviour to individual while reinforcer is being delivered -use praise and physical contact |
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5 |
Instructions -will speed up process for those who understand - will help teach individuals to follow instructions |
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6 |
Changing to natural reinforces -once established, go from tangible ruenforcers to social reinforcement -look for other natural reinforces -after complete, check periodically |
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How to increase the effectiveness of conditioned reinforcement |
1) strength of backup reinforcers 2) variety of back up rienforcers 3) number of pairings with back up reinforcer 4) loss of value of conditioned reinforcer ( paired with backup reinforcers to remain effective) |
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What Is negative reinforcement |
Is a consequence that is removed following a response to increase the response |
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What does a schedule of reinforcement identify |
1)the frequency of reinforcement 2) the pattern if reinforcement |
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What are the 2 main types of reinforcement schedules |
1) continuous reinforcement (each instance a response is reinforced) 2) intermittent reinforcement(a behaviour is positively reinforced only occasionally) |
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What is a cumulative graph |
Each data point represent the total number of responses across all sessions up to that point -you can know something about the rate of response -make comparisons about effectiveness |
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What are frequency graphs |
Each data point represents the number of responses for that particular session |
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Parts if intermittent reinforcement |
1) fixed ratio (with or without limited hold) 2) variable ratio 3) fixed interval(with or without limited hold) 4) variable interval(with or without limited hold) 5) fixed duration 6) variable duration 7) differential reinforcement of high rates |
Limited hold (deadline for meeting the response) |
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Fixed ratio (FR) |
Reinforcer happens each time a fixed number of responses happens |
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Fixed ratio effects |
-generates high steady response rate - post reinforcement pause |
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Variable ratio (VR) |
reinforcer happens after a certain number of particular responses -number of responses changes unpredictability |
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Variable ratio effects |
-generates high steady response rate -no post reinforcement pause |
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Fixed interval (FI) |
Reinforcer happens after the first instance of a specific response after a fixed period of time
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Fixed interval effects |
-generates a response rate that increases gradually throughout the interval until reinforcement is delivered -post reinforcement pause |
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Variable interval (FI) |
Reinforcer happens after the first instance of a specific response after an interval time -lenght changes unpredictability |
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Effects of variable interval |
-generates moderate steady response rate -no post reinforcement pause |
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Cumulative graphs |
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Fixed duration (FD) |
-reinforcer is presented only if a behaviour occurs continuously for a fixed period of time |
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Fixed duration effects |
-generates resounding that happens continuously between reinforcers -post reinforcement pause |
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Variable duration (VD) |
Reinforcer happens only if behaviour happens continuously for a fixed period of time -time is unpredictable (How long you have to read a bedtime story before kid goes to bed) |
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Variable duration effects |
Generates responding that happens continuously between reinforcers -no post reinforcement pause |
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Differential reinforcement of high rates procedure |
Reinforcement is delivered at the end if a specified period of time if the minimum or greater number of responses specified had happened (High rates of keyboarding) |
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What a differential reinforcement of high rates what must u specify |
-a period of time -,a minimum number of responses (45/60) |
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differential reinforcement of high rates effects |
Generates a high rate of responses -post reinforcement pause |
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What is concurrent schedules of reinforcement |
Each of two or more behaviours is reinforced on different schedules at the same time -the matching law |
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What is the matching law |
The response rate or time devoted to an activity schedule is proportional to the rate of reinforcement of that activity |
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What are the pitfalls of intermittent reinforcement |
-can be described as inconsistent use of extinction -produces behaviour that occurs at a higher rate and that is more resistant to extinction than a behaviour that is continuously reinforced |
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What is shaping |
The development of a new behaviour by the successive reinforcement of closer and closer approximations to the target behaviour and the extinction of preceding approximations |
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What does shaping incorporate |
Reinforcement Extinction |
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What are the 5 aspects of behaviour that can be shaped |
1) topography (specific movements involved) 2) frequency (# of instances in a time period) 3) duration (length of time response lasts) 4) latency (time between occurrence of stimulus and the response evoked) 5) intensity (force of response) |
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What are the 3 steps of shaping |
1) identify the target behaviour 2) identify the starting behaviour 3a) reienfore the starting behaviour then reinforce closer and closer approximations to the target behaviour 3b) extinguish previous approximations |
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What are some factor in the effective application of shaping |
1) clearly identifying target behaviour (be specific so its delivered consistently) 2) select an appropriate starting behaviour (Should approximate final desired behavior) 3) select appropriate shaping steps (dont more too quickly, small steps) 4) pace of movement through the shaping steps (dont more too quickly, small steps) 5) select appropriate reinforcers (are readily available, dont take a long time to consume) |
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Implementing shaping |
1) tell the individual about the program before starting 2) deliver reinforcement right after staring behaviour 3) never move to a new approximation until the individual has mastered the other(6 out of 10) 4)dont over reinforce at 1 step or under reinforce 5) if the individual stops working (you moved too fast; steps not the right size or reinforcer is ineffective) |
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What are the pitfalls of shaping |
1) if you are unaware of shaping, a harmful behavior may be inadvertently developed 2) if unaware of shaping an individual may fail to apply shaping when it should be |
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