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95 Cards in this Set
- Front
- Back
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Why we care about behvaiours, specifically for mental health |
Systematic desensitisation and exposure for anxiety disorders and PTSD, response preventi poll m for OCD, behvaioir activation for depression, functional analysis, goal setting, motivational interviewing, seld monitoring and behvaioural contracting, components of dialectial behvaiour therapy, acceptance commitment therapy, stimulus control for insomnia, positive exchanges, commincation, problem solving |
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Why we care about behaviour, specifically where cognitive approaches are limited |
Intellectual disabilities, dimentia, autism, schizophrenia, children and older adults |
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Why do we care about behvaiour, specifically medical and health care |
Direct treatment of medical problems (biofeedback for pain), establishing treatment compliance, promote healthy living, management of caregivers and health professionals |
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Why do we care about behvaiour, specifoxally self management of personal problems |
Habit forming or chaning |
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Why we care about behaviour, specifically community behavioural analysis |
Reduce littering, increase environmental behaviours |
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Why we care about behvaiours, specifically, Buisness, industry, government |
Increase customer engagement |
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Why we care about behvaiour, specifically sport psychology |
Increase motivation, improve skills...also for game developmemt |
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Behvaiour can be |
Overt (anything a person says or does), covert (private, within ones skin, thoughts feelings, visual image, cognitive behvaiours). Both overt and covert behvaiours |
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Both overt and covert behvaiours |
Can be directly or indirectly observed or measured, can be influenced by behavioural modification strategies, reflect the interaction between the person and environment |
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Behaviours are lawful |
They follow classical, operant conditioning and learning principles |
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Reinforcement... |
Increases behvaiours |
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Punishment... |
Decreases behaviours |
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Negative punishment |
Remove consequences that increase behvaiours (children fighting over a toy, mother takes toy away to stop fighting all together, or, talking on phone in class, phone is taken away |
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Positive punishment |
Apply consequence that decreases behvaiour (undesierable) (child picks nose in class, teacher reprimands child infront of class mates) |
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Positive reinforcement |
Apply consequences that increase behaviours (rewarding child for cleaning their room) |
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Negative reinforcement |
Removal of consequence that decreases behaviours (undesierable) (does dishes to stop mothers nagging) |
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Learning principles |
Positive and negative reinforcement, positive and negative punishment |
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Core assumptions of behvaiours |
Behaviours are lawful, they have multiple causal factors, they are non static, they are empirical, parsimonious, behaviours have philosophical doubt |
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Behaviours have multiple causal factors interacting |
Social, environmental, antecedents and consequences |
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Behvaiours are not static |
They can vary across persons, over time and place |
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Behaviours are empirical |
They rely heavily on observation and measurement |
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Behaviours are parsimonious |
Simple and logical explanations are believed to be the most likely...before considering abstract complex ones (ie people will prefer explanations with the least assumptions) |
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A core assumption of behvaiour is that they have philosophical doubt |
Conclusions are tentative (hesitant, not certian), can be modified or discared in light of new evidence |
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Common misunderstandings that 'thought and feelings are excluded as they are not publicly observerable' |
Skinner 1989, behaviourists are not supposed to have feelings...many ways in which behvaiourism has been misunderstood. How people feel is sometimes as important as what they do |
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Common misunderstandings 'learning principles rule behvaiours, inherit dispositions or personality traits dont matter' |
Individualised assessment and intervention is core to behvaioural approaches |
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Common misunderstandings 'determinism and denies free will' |
Choice of chips or salad is a function kf the interaction between history current context and free will. We cannot always predict behvaiours even if we know all the controlling factors |
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Determinism |
All events and moral choices are determined completely by previously existing causes. Everything is predetermined |
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The focus of a behvaioural assessment |
Treatment orientated, current determinants of behaviour, predict future behvaiour, behvaiour in natural environment, focused on the individual (idiographic), behvaiour in various environments, emphasis on specific problems |
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Select target behvaiours ..complex behvaiours can be partitioned into modes |
Cognitive verbal, physiological-affective, overt-motor |
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Cognitive verbal mode |
Self statements, images, irrational beliefs |
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Physiological affective mode |
Physiological and emotional responses |
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Overt motor mode |
Observerable actions |
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Target behvaiours must be observerable or measurable |
The dimensions: frequency, duration, intensity |
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Behavioural deficiency |
Too little a behaviour |
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Behavioural excess |
Too much a behvaiour |
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Example of inappropriate behvaiours |
Drug taking, drawing on walls, physical violence, smoking on plane, eating dirt |
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Examples of behvaioural excess |
Tantrums at beddtime, overeating, binge eating, swearing, nagging for play |
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Examples of behavioual deficiency |
Not putting toys away, not doing chores, not attending meetings, not doing homework |
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When selecting target behvaiours, is there will in changing this behvaiour |
Is there liklihood of producing reinforcement in the clients natural environment after treatment (ie increased positive social interaction), will help learning a new skill? |
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When selecting target behvaiours.... |
Is the behavior age appropriate?, to reduce the behvaiour what is the alternate replacement? (Ie self harm, distress tolerance), Is something else causing the problem, or is it the behvaiour? (Ie alcoholism, depression) |
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When defining target behvaiours... |
Use operational definition (exactly what was said/done), objective and unambiguous, minimise inferences by the observers, do not use lables (ie tantrum, manipulatiev, aggressive) |
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Do not use labels whe defining target behvaiours.. |
They are convenient for communication but doesnot identify behvaiours, it makes them ambiguous (open to interpretation from diff people), and can be incorrectly used to explain behvaiour |
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Using 'tantrum' as a label of behvaiour |
Lying on the floor crying and kicking the wall and floor OR thumping toys on the floor |
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Using 'stuttering' as a label for behvaiour |
Repeating words or syllables, prolonging the sound of words, or hesitating for greater than 2 sec between words |
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Using 'being a bad sport' as a label for behvaiour |
Swearing at other players, throwing sporting equipment |
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Assess the related factors, the how and why of behvaiour |
What are the contextual factors (external, internal), what are the purpose, function and consequence? |
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External contextual factors of behvaiour |
Social, non social or environmental |
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What are the internal contextual factors of behvaiour |
Intrapersonal: cognitive-verbal, physiological/affective, overt-motor |
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Methods for making connections with behavior: The ABC approach |
Antecedents > Behaviour > Consequences |
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Antecedents |
Stimuli that influences behvaiour. What someone did or didnt say/do, emotional state (anxious, depressed), cognitive (intrusive thought, image), physical state (pain, fatigue), environment (noise, smell, light) |
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Consequences |
Responses that influence the occurance of behvaiour, what happened after?, consider physical/emotional effects on self/others/environment, can increase or decrease probability of behvaiour |
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Example of ABC behvaiour |
A (everyone is working quietly), B (gets up and leaves seat), C (teacher asks him to sit and work) |
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Specific methods for assessing behavior |
Behavioural interviewing (with person or informant), behvaioural observation, behvaioural questionnaires and inventories (self report or informant report), psychophysiological logical assessment. Combo of qualitiative and quantitiative methods |
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Behvaioural interviewing |
Most used, clinical interviewing skills still apply (ie rapport, active listening), differences from clinical interview include: understanding difficulties via learning principles, emphasise current behvaiours and situational influence, collect history only if directly relevant |
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Key tasks in behavioural interviewing |
how problem behvaiour developed since onset, impact on person and others, functionally describe behvaiour and relationship between ABCs, hypothesise purpose and function of behvaiours, formulate the patients problem (predisposing, precipitating, perpetuating, protective factors), obtain baseline measure of behvaiour |
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Behavioral observation |
Systematic observation of target behaviour to obtain its characteristic in context so antecedents and consequences can be identified |
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Settings of behavioural observation |
Natural (where behaviours naturally and typically occur, ie classroom), contrived (not part of normal routine, controlled, easy to manipulate antecedents and consequences, variance in behvaiour althought not representative) |
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The observer in behavioural observation |
A professional (ie psych) or someone in the natural environment (ie teacher). Proximity to behaviour, trained to understand and identify/record behaviour, observe required periods of time |
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Inter rater relaibility in observation |
Multiple independent observers agree on same definition of target behvaiour, 80-90> % aggreement preferred |
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The behavioural observation period |
Time where behvaiour is likely to occur, client and observer availability |
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Informed consent of behavioural observation |
For children, parent consent needed, obs occurs without knowledge on some occasion but always with consent |
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Behavioural observation recording methods |
Continuous recording, interval recording, time sample recording, permanent (product) recording |
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Behvaioural observation: Continuous recording |
Every instance of behvaiour recorded, various dimensions dependent on importance and sensitivity to change (frequency, duration, intensity, latencey: time from stimulus to onset behaviour). |
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Observing and recording multiple dimensions |
Are useful as a behvaiour may decrease in frequency but increase in intensity |
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Behavioural observation: interval recording |
Divides observation period into various smaller time periods, shows when the behvaiour occured |
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Types of interval behavioural recording |
Whole interval recording, partial interval recording, frequency interval recording |
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Whole interval recording |
Behaviour has to occur throughout the antire interval to be scored (ie doing homework) |
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Partial interval recording |
Occurs some.tiem during interval to be scored, less effort. (Ie record desruptive behvaiour in 15 min intervals). When behvaiour occurs mark the interval, once marked no need to observe till next interval |
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Frequency within interval recording |
Frequency of behvaiour within consecutive intervals, when and how behaviour occurs |
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Behavioural observations: time sample recording |
Divide observation period into intervals only observe part of each interval. Time efficient, reported as % of intervals against total number of intervals |
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Two different time sample recordings |
Point (scored when occuring at specific time during interval, record behvaiour for 1 min during each 15min interval), momentary (behvaiour scored only if occured at the moment interval ends, check every 15min to see if child is asleep) |
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Behavioural ovservation: permanent/product recording |
Record tangible outcomes of behvaiour. (Ie no of units assembled to measure job performance, height of piles emply floor space to measure hoarding). |
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Advantage and diadvantage of permanent/product recording |
Onserver doesnt always have to be present but you cant always dtermine who did the behaviour |
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Reactivity of behavioural observation |
Observation affects behaviour (not representative: ie student may pay attention knowing they are recorded) |
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Strategies for reducing reactivity |
Have an adjustment period (observer present but not recording), observe without knowledge, encourage self monitoring ( although reactivity still possible) |
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Psychophysiological assessment |
How motor/cognitive domains interact with physiology (heart rate, blood pressure etc) |
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Inventories and questionnaires |
More retrospective and global, advantage of providing normative data, often likert scales for rating behvaiour |
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Strengths and limitations of inventories and questionnares for assessing behvaiour |
Relevant to design and evaluate treatment, useful.when behvaiour is determined by environmental factors although difficult when not. Can be demanding on resources, some meet psychometric standards (traditional views of reliabilitt irrelivant as they are often individually tailored, focus on validity of current context and reliable across methods) |
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Behvaiour modification |
Rearrange environment and activities to improve function, relies on learning principles, manipulates anticedents and consequences, dont forget individual characteristics (ie age, intell etc) and uniqueness of environment |
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Behavioural modification, focusing on antecedent |
Stimulus discrimination (what context a behvaiour is appropriate: ie friends> swearing> approval> reinforcement, but not with parents). Stimulus generalisation (produce behvaiour in response to stimuli that differ but have common characteristics, ie parents> thankyou> approval> reinforcement, saying thankyou is appropriate in family and social settings.) |
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Focus on consequence, reinforcers.. |
Consumable (food, drinks), activity (play), manipulative (wearing ones fav clothing, preffered work assignment), possessional (acquiring access to pay for sick days or playing with classroom toys), social (attention, praise), token economy (stamps, stickers) |
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Focus on consequence, context... |
Reinforcement is two way street (shopping >tantrum> chocolate> pos reinforcement for child, negative reinforcement for mum, tantrum stops) |
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Focus on consequence, partial/intermittent reinforcement |
fixed or variable ratio/interval (very powerful), develops behvaioural persistence, progressive ratio/interval (progressively more demanding), may get to breaking point where may stop, used to see how strong a reinforcer is |
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Differential reinforcement for reducing behvaiours |
Reinforce absensce (increase interval of absence required), reinforce when behvaiour below criteria frequency, reinforce incompatible alternate behvaiours (takign taxi rather than driving drunk, healthy alternative to junk food) |
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Extinction |
Reinforcement providedfor problem behaviour is discontinued to decrease it (tantrum> no chocolate, reinforce when there isnt a tantrum at shops) |
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Continously reinforce behaviours are.. |
Easier to intervene than intermittently reinforced |
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Focus on consequence: positive punishment |
overcorrection doing it right lots of times (writing out mispelt word correctly 20 times), contingent exercise do something physcial after behvaiour, (wash windows for 15 min), guided compliance phsyically guiding to comply (physically lead them to toys to pick up and put away), physical restraint (immobilise part of body involved in behvaiour), aversive stimuli (spanking) |
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Focus on consequence, negative punishment |
Time out (loose access to pos expereince for a time after behvaiour), response cost (removing amount of reinforcer after behvaiour, ie loosing pocket money) |
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Issue with punishment |
Less predictable than reinforcement, may fail to privide an appropriate alternative (self harm etc), suppress behvaiour short term only but not correct it, may make behaviour more likely (anxiety leading to more bed weting), disrupts relationships, prompts avoidance learning |
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Eithic of punishment |
Informed consent, first try least restrictive non aversive alternative, reserved for more severe problem behvaiours, recipient safety, implementation guidelines training, supervision, peer review, accountability |
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Prompting new behaviours |
Tell or show how to do untill correct behvaiours occurs, then reinforced. Promt fading/delay, decreasing or delaying prompts to behvaiours can naturally occur |
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Chaining new behaviours |
Systemating prompting and fading to components of a behvaioural chain ( complex behvaiour with many component behvaioura that occur together in sequence) |
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Backward chaining |
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Forward chaining |
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Shaping new behvaiours |
Using reinforcement and extinction for successive aproximations of a behvaiour until its established regularily (turning pigeon) |
