Term
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Definition
| A well substantiated explanation of some aspect of the natural world; an organized system of accepted knowledge that applies in a variety of circumstances to explain a specific set of phenomena. |
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Term
| Why was classical and operant conditioning studied originally? |
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Definition
| To study the effects of stimuli on behavior. |
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Term
| What was there a movement awar from, and where did it move toward? |
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Definition
| Movement away from counting on introspection (simply asking people to report on their internal experiences) and toward a systematic and precise evaluation and testing of theories. |
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Term
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Definition
| A Russian physiologist who studied salvation in dogs? |
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Term
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Definition
| He used classical conditioning with cats and puzzle boxes which led to the Law of Effect. |
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Term
| Who developed the Law of Effect? What is the Law of Effect? |
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Definition
Thorndike.
Law of Effect: Behavior followed with some sort of reinforcement to increase behavior. |
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Term
| What type of conditionng did Pavlov use? |
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Definition
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Term
| What was the Law of Effect a precursor to? |
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Definition
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Term
| Who is considered the "Father of Behaviorism"? |
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Definition
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Term
| Who claimed A--> S --> R? |
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Definition
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Term
| Who shifted from stimulus-response to response-stimulus? |
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Definition
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Term
| What is Watson famous for? |
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Definition
| Proving that emotions may be conditioned. |
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Term
| This person developed Systematic desensitization. |
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Definition
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Term
| What is systematic desensitization? |
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Definition
*Based on classical conditioning.
*Pairing competing responses together (e.g. relaxation). |
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Term
| What was the Bobo doll representative of? Who used this? What is unique about this? |
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Definition
| *Modeling. *Bandura. *Reinforcement is not required --> children may learn simply by observing. |
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Term
| What is Social Learning Theory? Who is credited with contributing to SLT with his studies? |
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Definition
| *Focuses on the learning that occurs within a social context through modeling and observing others. *Bandura |
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Term
| Name four types of today's therapies. |
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Definition
| 1. Exposure therapy. 2. Anabuse. 3. Aversion therapy. 4. Token economy. |
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Term
| Give an example of classical conditioning using an air horn. |
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Definition
| NS (counting) --> UCS (air horn) --> UCR (startle, fear) --> CS (counting) --> CR (anxiety) |
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Term
| What is classical conditioning? |
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Definition
| 1. Occurs when a UCS, which always results in a UCR, is 2. Paired with a NS 3. Resulting in the NS becoming a 4. CS that elicits a CR on its own (without the presence of the US) |
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Term
| Define the five parts of classical conditioning. |
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Definition
| 1. Neutral Stimulus: Stimulus that evokes no response. 2. Unconditioned stimulus (UCS): Stimulus that always elicits a reflex response without learning (e.g. poison). 3. Unconditioned Response (UCR): Response to US that always occurs without learning (e.g. vomiting) 4. Conditioned stimulus (CS): Formerly neutral stimulus that, through association learning has come to elicit a CR resembling the UCR. 5. Conditioned Response (CR): Response to CS that is similar (but usually weaker) than UCR. |
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Term
| Give an example of extinction, using an air horn. |
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Definition
| 1-2-3-4 (CS) without air horn (US) until 1-2-3-4 no longer elicits (CR) anxiety (but is not unlearned). |
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Term
| Give an example of spontaneous recovery. |
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Definition
| Following extinction, anxiety returns in response to 1-2-3-4, though less intense and will again disappear. |
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Term
| Give an example of generalization. |
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Definition
| 5-6-7-8; a-b-c-d; 4-3-2-1 also cause anxiety. |
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Term
| Give an example of discrimination. |
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Definition
| Only 1-2-3-4, NOT 5-6-7-8, etc. cause anxiety. |
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Term
| What is higher order conditioning? |
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Definition
Condition fear to a neutral stimulus WITHOUT pairing it with the UCS (air horn).
1-2-3-4 + air horn = fear
1-2-3-4 = fear
1-2-3-4 + knock knock = fear
knock knock = fear |
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Term
| Name 5 "complexities" of conditioning. |
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Definition
1. Higher order/second order conditioning. (eg pairing UCS with another stimulus, then removing 1st UCS)
2. Sensory Preconditioning: Difference in order.
3. Autoshaping: Type of classical conditionng (eg. Pigeon presented with stimulus --> Illuminated --> present food without respondent behavior--> pigeon begins to peck at disk when disk is illuminated.
4. Pseudoconditioning: Appears to be conditioning, but is NOT; mere exposure to a UCS --> an increase in responses to a CS, even if never paired/conditioned.
5. Sensitization: Mere exposure to a CS causes an increase response (desensitization and habituation) |
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Term
| List four factors that affect conditioning WRT Time. |
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Definition
1. Delay: CS ends with presentation of US.
2. Trace: CS ends. Time. US presented.
3. Simultaneous: CS + US at same time.
4. Backward: US, then CS (eg. taste aversion) |
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Term
| What are the strongest types of conditioning? |
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Definition
1. Delay: CS ends with presentation of US.
2. Trace: CS ends. Time. US presented. |
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Term
| Are spcaed or massed trials better? Why? What is most important? What is the exception? |
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Definition
| Spaced BC allows rehearsal of information. Ratio is most important. Exception = duration of time between trials. |
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Term
| List the 5 factors that affect conditioning. |
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Definition
1. Time.
2. Novelty/previous exposure (if exposure is novel --> stronger conditioning; eg latent inhibition: previous exposure to 1-2-3-4 could interfere with conditioning)
3. Intensity (CS & CR important "salience": not too strong/weak)
4. Contingency: Paired together EVERYtime
5. Number of pairing: More = stronger |
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Term
| Is pairing NS with US enought to produce conditioning? Why or why not? |
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Definition
No. CS needs to provide new information abut US.
CS predicts high or low probability of US.
*Blocking Effect: 1-2-3-4+AH = fear, 1-2-3-4+AH+light=fear BUT 1-2-3-4+light = 0 (no conditioning) |
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Term
| Give an example of extinction, using an air horn. |
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Definition
| 1-2-3-4 (CS) without air horn (US) until 1-2-3-4 no longer elicits (CR) anxiety (but is not unlearned) |
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Term
| Give an example of spontaneous recovery. |
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Definition
| Following extinction, anxiety returns in response to 1-2-3-4, though less intense and will again disappear. |
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Term
| Give an example of generalization. |
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Definition
| 5-6-7-8; a-b-c-d; 4-3-2-1 also cause anxiety. |
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Term
| Give an example of discrimination. |
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Definition
| Only 1-2-3-4 causes anxiety. |
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Term
| Define Higher order conditioning and give an example using an air horn. |
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Definition
Condition fear to a neutral stimulus WITHOUT pairing it with the UCS (air horn):
1-2-3-4 + air horn = fear
1-2-3-4 = fear
1-2-3-4+knock knock=fear |
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Term
| How is sensory preconditioning different from higher order conditioning? |
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Definition
Difference in order:
1-2-3-4+knock knock = 0
1-2-3-4+air horn = fear
Knock knock = ? |
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Term
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Definition
*A type of classical conditioning.
ex. Pigeon is presented with a stimulus (disk) and given food anytimne disk is illuminated WITHOUT giving respondent behavior.
*After multiple pairings, pigeons peck diesk anytime it is illuminated, even though don't NEED to do it to get food --> Will even do this if it makes it impossible to get food |
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Term
| What is pseudoconditioning? |
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Definition
| Mere exposure to a UCS causes an increased response to a CS, even if the two were never paired/conditioned (eg. following exposure to air horn, you flinch/feel nervous in response to some stimulus, like a light). |
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Term
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Definition
Mere exposure to a CS causes an increased response (eg. 1-2-3-4 causes response without being paired).
*Affected by:
1. Time
2. Novelty/Previous exposure
3. Intensity.
4. Contingency.
5. Number of pairings. |
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Term
| Name five factors that affect conditioning. |
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Definition
1. Time
2. Novelty/previous exposure
3. Intensity
4. Contingency
5. Number of pairings |
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Term
| What are four factors WRT time that affect conditioning? |
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Definition
1. Delay: CS ends with presentation of US.
2. Trace: CS ends. Time. US presented.
3. Simultaneous: CS and US presented at same time.
4. Backward: US presented before CS (eg. taste aversion) |
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Term
| What type of conditioning is better (spaced or massed)? Why? What is the exception? What is the most important? |
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Definition
Allows rehearsal of information.
Unless duration of trial = time between trials.
Ratio is most important. |
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Term
| What is operant conditioning? |
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Definition
| Consequences that follow a behavior that increse or decrease the likelihood of the behavior happening again. |
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Term
| What is the difference between positive and negative reinforcement? |
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Definition
(+): Add something desirable to increase behavior in the future.
(-): Remove something adversive to increse behavior in the future. |
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Term
| What is the difference between positive and negative punishment? |
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Definition
(+): Add something to decrease behavior.
(-): Remove something to decrease behavior. |
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Term
| What are the contingencies of reinforcement? |
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Definition
Antecedents: occur before and influence behavior.
Behavior: Actions/inaction
Consequences: what occurs following behavior. |
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Term
| Name three types of antecedents. Why are they important? Are they always required? |
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Definition
1. Setting events: Conclusions related to environment in general (includes mood) that affect behavior.
2. Prompts: Specific events (verbal, visual, physical) that alter behavior.
3. Differential reinforcement: Reinforcing a response in some situations, but not others (behavior response is differentially controlled by antecedents --> stimulus control)
*play a major role: Without them, desired behavior may not occur. Most fade out over time, with reinforcement taking over. |
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Term
| What are low and high probability requests? How do you increase them? |
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Definition
| Likelihood of getting compliance. If LP are embedded in HP, likelihood increases. |
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Term
| ____ and ______ don't create behavior, only increase or decrease the frequency of behaviors that are already present. |
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Definition
| Antecedents and consequences. |
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Term
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Definition
Reinforcing successive approximations of a targe behavior and ignoring non-approximations.
*At first, reinforce ANYthing that approaches goal, but once poriton is accomplished, only reinforce when they move closer to the goal. |
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Term
| What is chaining? What is it similar to? Name two types of chaining. |
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Definition
Sequence of responses in order.
*Shaping
*FOrward: Develop each behavior in a sequence in a forward order: Teach step one, reinforce multiple times, then do steps 1&2
Backward: Develop responses starting with last one first. |
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Term
| What is the benefit of backward chaining? |
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Definition
| Last response is clower to reinforcer. |
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Term
| How do shaping and chaining differ? |
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Definition
Chaining: All steps are reinforced
Shaping: Only final step. |
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Term
| What is the difference between primary and conditioned reinforcers? |
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Definition
*Primary: Unlearned (food, water)
*Conditioned: Learned (Money, praise, grades --> may be +/-, based on experience) |
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Term
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Definition
*Reduction/elimination of response.
*Occurs when no consequence follows response (ignoring previously attended to behavior --> slot machine no longer gives $) |
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Term
| How is extinction different from punishment? |
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Definition
*Extinction: removal of consequence
*Punishment: Consequence added or removed. |
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Term
| Give an example of the two types of generalization, using a child. |
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Definition
1. Stimulus: Behavior that is reinforced and increases in one setting, increases in other settings eg. child sitting in seat at dinner table --> school)
2. Response: Change behavior other than target behavior (child reinforced for singing begins to clap and sing as well) |
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Term
| What is the difference between classical and operant conditioning? |
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Definition
*Classical: Response controlled by antecedent stimulus (biologically based, start as UR)
*Operant: Response controlled by responses that follow. |
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Term
| Antecedent _____ affect whether a reinforcer works, but is _______. |
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Definition
| stimulus; not solely responsible for conditioning |
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Term
| What is a functional analysis? |
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Definition
A SYSTEMATIC evaluation (assessment) of antecedents and consequences responsible for maintaining behavior.
*Provides "roadmap" for intervention. |
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Term
| What are the steps of a functional analysis? |
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Definition
1. Assessment: Evaluation
2. Development and evaluation of hypotheses about ABCs: Function of problem -->1)Social: +/- reinforcement; 2)Automatic: +/- reinforcment
3)Intervention
4) Continued Assessment |
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Term
| What are the steps of a functional analysis? |
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Definition
1. Assessment: Evaluation
2. Development and evaluation of hypotheses about ABCs: Function of problem -->1)Social: +/- reinforcement; 2)Automatic: +/- reinforcment
3)Intervention
4) Continued Assessment |
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Term
| What are the steps of a functional analysis? |
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Definition
1. Assessment: Evaluation
2. Development and evaluation of hypotheses about ABCs: Function of problem -->1)Social: +/- reinforcement; 2)Automatic: +/- reinforcment
3)Intervention
4) Continued Assessment |
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Term
| List three methods of assessment. |
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Definition
1. Indirect: Interviews and questionnaires.
2. Direct: Observational.
3. Experience: Manipulate antecedents and consequences. |
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Term
| ____ is the process to identify the As and Cs of behavior. |
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Definition
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Term
| What are the benefits and drawbacks of indirect assessment? |
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Definition
*Benefits:
1. Ease
2. Time
*Drawbacks:
1. Memory may be biased.
2. Interference |
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Term
| What are the benefits and drawbacks of direct assessment? |
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Definition
*Benefits:
1. No issues with memory bias.
2. Drawbacks:
1. Time
2. Effort
3. Demonstrate correlational, not necessarily functional relationships (social desirability, acting out) |
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Term
| What are the benefits and drawbacks of experimental assessment? |
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Definition
*Benefits:
1. Demonstrates funtional relationship.
2. Provides direction for intervention.
*Drawbacks:
1. Time
2. Effort
3. Professional experience required.
4. Range of factors may influence behavior.
5. Identification doesn't guarantee intervention (eg. importance of peers in relationship) |
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Term
| What is the most common type of assessment used? |
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Definition
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Term
| Name the "real" functional analysis. |
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Definition
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Term
| Name three types of methodology/design for FA. |
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Definition
1. Single case experiment: Monitor problem behavior during baseline.
2. ABAB: Reversal.
3. Multiple baseline: Examine many behaviors of one subject (in different settings, if desired) |
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Term
| Describe case formulation. |
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Definition
| Hypotheses about causes, precipitants, and influence of a person's psychological, interpersonal and behavioral problems. |
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Term
| _____ is good when there are multiple problem areas. |
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Definition
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Term
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Definition
| Idiographic (one size fits all) |
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Term
| ____________ focuses on classical and operant conditioning and guides the basis for treatment plan. |
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Definition
| Behavioral case formulation |
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Term
| WRT Assumptions, there is a focus on: (three things) |
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Definition
1. Person in context/environment/people around them.
2. Current behavior: Past behavior can't be undone, but new learning can occur --> Focus on current factors that are maintaining the behavior.
3. Absence of healthy alternative behaviors and development: BC maladaptive behavior may be due to lack of skills |
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Term
| How many items should be included on the problem list? |
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Definition
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Term
| During behavioral case formulation, it is necessary to: (three things0 |
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Definition
1. Listen to language.
2. Look for underlying meaning.
3. Identify themes: As and Cs
4. Do assessments. |
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Term
| What kind of conditioning is the token economy? |
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Definition
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Term
| What kind of conditioning si anabuse? |
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Definition
| Operant and classical conditioning. |
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Term
| How does latent inhibition affect conditioning? |
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Definition
| Previous exposure to 1-2-3-4 could interfere with conditioning, due to a lack of attention/habituation to CS |
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Term
| Describe novelty/previous exposure WRT factors affecting conditioning. |
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Definition
If CS = Novel; Condition = stronger.
-Latent inhibition: Previous exposure to 1-2-3-4 could interfere with conditioning, due to a lack of attention/habituation to CS (decreases strength)
-e.g. Knock know w/out air horn --> Knowledge no air horn |
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Term
| How is intensity related to factors that affect conditioning? |
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Definition
CS & CR are important --> "salience"
-e.g. Air horn v. Car horn; Bright light v. soft light
-BUT, if too strong, NS is not neutral --> Becomes US |
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Term
| Describe a contingency WRT conditioning. |
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Definition
| 1-2-3-4 & Air horn paired every time. |
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Term
| How does the number of pairings affect conditioning? |
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Definition
More = Stonger
-However, 1 may be sufficient. |
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Term
| Describe the Blocking Effect. |
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Definition
1-2-3-4 + AH = Fear
1-2-3-4 +Air Horn+ light = Fear
BUT 1-2-3-4 + light = 0 (No conditioning BC redundant --> Didn't add new information) |
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Term
| Define operant conditioning. |
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Definition
| Consequences that follow behavior increase or decrease the likelihood that behavior will occur again. |
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Term
| If 1-2-3-4 is paired an equal number of times with an air horn that it is presented without the air horn, with conditioning occur? |
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Definition
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Term
| How can you tell if something is reinforcement or punishment? |
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Definition
Reinforcement ALWAYS INCREASES behavior.
Punishment ALWAYS DECREASES behavior. |
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Term
| ___ ___ is when something desirable is added following behavior to increase the behavior in the future. |
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Definition
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Term
| ___ ___ is when something aversive is removed following behavior to increase behavior in the future. |
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Definition
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Term
| ___ ____ is something undesirable added to decrease behavior. |
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Definition
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Term
| ___ _____ is something desirable is removed to decrease behavior. |
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Definition
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Term
| The contingencies of reinforcement are based on ____. |
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Definition
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Term
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Definition
1. Setting events: Conditions related to environment in general (may also be influenced by mood) that affect behavior.
2. Prompts: Specific events (verbal, visual, physical) that alter behavior. |
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Term
| Give some examples of prompts. |
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Definition
-Instructions
-Modeling
-Requests
-Reminders
-Gestures |
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Term
| Give some examples of Setting Events. |
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Definition
-Irritability
-Hearing bad news
-Hunger
-VEGAS |
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Term
| What takes over when antecedents fade out? |
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Definition
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Term
| High v. low probability requests = ? |
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Definition
| Likelihood of getting compliance. |
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Term
| What is Differential Reinforcement? |
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Definition
| Reinforcing a response in some situations, but not in others. |
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Term
| ____ or _____ predicts the likelihood of consequence and becomes a discriminative stimulus. |
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Definition
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Term
| Situation or stimulus predicts the likelihood of consequence and becomes a _________. |
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Definition
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Term
| For non reinforcement, situation of stimulus predicts the likelihood of consequence and becomes _____. |
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Definition
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Term
| When behavioral responses are directly controlled by antecedents, this is called _______. |
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Definition
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Term
| When at a bar with bf/gf, and people are less likely to pick up on you, this is called _______. |
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Definition
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Term
| ______ only increase or decrease the frequency of behaviors that are already present. |
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Definition
| As and Cs (Antecedents and Consequences) |
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Term
| Reinforcing _______ of a target behavior and ignoring _______ is called shaping. |
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Definition
| successive approximations |
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Term
| _____ occurs when successive approximations of a target behavior are reinforced, and non-approximations are ignored. |
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Definition
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Term
| Reinforcing ______ and ignoring ______ of a target behavior are part of shaping. |
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Definition
| successive approximations; non-approximations |
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Term
| A _________ is a sequence of responses in order. |
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Definition
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Term
| _____ is developing responses in the order they are to occur. |
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Definition
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Term
| How does forward chaining occur? |
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Definition
1. Teach one step and reinforce multiple times.
2. Add step two and reinforce after both occur together. |
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Term
| How does backward chaining occur? |
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Definition
| Start with last response first to develop responses. |
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Term
| ______ only increase or decrease the frequency of behaviors that are already present. |
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Definition
| As and Cs (Antecedents and Consequences) |
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Term
| A _________ is a sequence of responses in order. |
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Definition
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Term
| What is the difference between shaping and chaining? |
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Definition
1. Shaping: one final behavior and all successive approximations are extinguished by the end.
2. Chaining: Develops each step in a chain and all behaviors are still present at the end. |
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Term
| Which is more common: Shaping or chaining? |
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Definition
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Term
| _____ can be used in chaining. |
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Definition
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Term
| Both shaping and chaining typically used in _________. |
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Definition
| developing target behaviors. |
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Term
| What are primary reinforcers and punishers? |
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Definition
| Unlearned (food, water, pain, noise) |
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Term
| Whare are conditioned reinforcers and punishers? |
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Definition
| Learned (money, praise, grades, negative evaluation, nagging) |
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Term
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Definition
| The reduction or elimination of a response. It occurs when no consequence follows response (ignoring previously attended to behavior; slot machine no longer gives money) |
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Term
| Name the factors of classical conditioning |
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Definition
1. Response is controlled by antecedent stimulus.
2. Biologically absed (BC start as UR) |
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Term
| Name the factors of operant conditioning. |
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Definition
1. Response controlled by consequences that follow.
2. Antecedent stimulus affects whether reinforcer works, but is not solely responsible for the conditioning |
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Term
| Can classical and operant conditioning occur together? |
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Definition
Yes - and they often do!
-e.g. 1. traumatic experience with dog may result in conditioned fear of dogs (CC)-
2. Avoiding/escaping dogs or dog environments thereafter is negatively reinforced BC eliminates fear. |
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Term
| Can classical and operant conditioning occur together? |
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Definition
Yes - and they often do!
-e.g. 1. traumatic experience with dog may result in conditioned fear of dogs (CC)-
2. Avoiding/escaping dogs or dog environments thereafter is negatively reinforced BC eliminates fear. |
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Term
| What is the general purpose of functional analysis |
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Definition
| Provides a roadmap for intervention |
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Term
| Name the steps of a functional analysis |
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Definition
1. Assessment.
2. Development and evaluation of hypotheses about ABCs.
3. Intervention.
4. Continued assessment |
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Term
| What are the two functions of problem behavior? |
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Definition
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Term
| Name 7 pieces of information that should be obtained in the interview |
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Definition
1. Whether there is knowledge of a functional alternative (socially appropriate behavior/skills that might be substituted for the same function)
2. History of behavior and treatment programs attempted.
-Definition of:
3. Behaviors.
4. Ecological events that may affect behavior.
5. Events and situations that predict behavior.
-Identification of:
6. Function of undesirable behavior (what consequences maintain it?)
7. Potential reinforcers. |
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Term
| ______ occurs through observation |
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Definition
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Term
| How is direct assessment carried out? |
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Definition
| ABCs recorded in natural environment in which they typically occur (or in a Tx setting, if applicable). |
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Term
| How do you conduct experimental assessment? |
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Definition
| Manipulate As and Cs to demonstrate influence on problem behavior. |
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Term
| What are the advantages and disadvantages of experimental assessment? |
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Definition
-Advantages:
1. Demonstrates functional relationship.
2. Provides direction for intervention.
-Disadvantages:
1. Time
2. Effort.
3. Feasibility
4. Professional expertise required.
5. A range of factors may influence behavior.
6. Identification doesn't guarantee successful intervention (e.g. important influence of peers in teen relationship |
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Term
| Name 3 methodologies/designs. |
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Definition
1. Single case experiment.
2. ABAB/reversal
3. Multiple baseline. |
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Term
| What are multiple baselines measured across? |
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Definition
1. Behaviors.
2. People.
3. Settings.
4. Time. |
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Term
| What do you monitor over time? What does this do? What can you not necessarily rule out? |
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Definition
1. Magnitude of change.
2. Temporal proximity to intervention.
*Increases strength of conclusions.
*Cannot rule out placebo effect. |
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Term
| Case formulation is informed by ________. |
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Definition
|
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Term
| "one size fits all" means |
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Definition
|
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Term
| Treatment is not focused on ____, rather on ______ in environment. |
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Definition
| diagnosis; individual interacting |
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Term
| _______ is good when there are multiple problem areas. |
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Definition
| Behavioral case formulation |
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|
Term
| _____ may suggest target behaviors. |
|
Definition
|
|
Term
| Describe behavioral case formulation. |
|
Definition
1. Guides basis for treatment plan.
2. Focus is on classical and operant conditioning and social learning factors.
3. Continually refined with emerging information |
|
|
Term
| What are the assumptions of case formulation? |
|
Definition
Focus on:
1. Person in context
2. Current behavior.
-Past learning can't be undone, but new learning can occur.
-What led to development of behavior may or may not be responsible for its maintenance.
3. Absence of healthy alternative behaviors and developing those. |
|
|
Term
| Name the 6 aspects of the behavioral case formulation |
|
Definition
1. Problem list.
2. Proposed underlying mechanism.
3. Relation of mechanism to problem list.
4. Precipitants of problems.
5. Origins of mechanism in early life.
6. Obstacles to treatment. |
|
|
Term
| The _____ is the most difficult part of treatment |
|
Definition
|
|
Term
| Describe the hypothesized mechanism. |
|
Definition
-Attempt to ID one underlying mechanism for all problems on list:
1. What do the problems have in common?
2. Study chief complaint and listen to patient's language.
3. Examine As and Cs.
4. Examine assessments. |
|
|
Term
| Relation of mechanism to problems is always _____ because _____ internal experiences. |
|
Definition
| negatively reinforced; allow escape from painful |
|
|
Term
| Attempt to tie proposed _____ to precipants is a _____ to the ______ mechanism. |
|
Definition
| mechanism; test; hypothesized |
|
|
Term
| If problem behavior is ___ reinforced or patient demonstrates ability to tolerate distress calls ____ into question. |
|
Definition
|
|
Term
| Describe two origins of central problem. |
|
Definition
1. Childhood play a role (e.g. neglect)
2. Abusive family (fear --> hiding avoided abuse and fear, eating soothed). |
|
|
Term
| Name an obstacle to treatment |
|
Definition
Mechanism can be used to forecast potential problems.
-e.g. Patient may act out in treatment to get attention of therapist.
-e.g. Patient may find ways to avoid distress associated with treatment. |
|
|
Term
| Describe the 4 components of functional analysis in therapy. |
|
Definition
1. Assessment.
2. Formulation.
3. Treatment planning.
4. Treatment selection and implementation. |
|
|
Term
| Describe the assessment component of functional analysis. |
|
Definition
|
|
Term
| Describe the formulation component of functional analysis. |
|
Definition
|
|
Term
| Describe the treatment planning component of functional analysis. |
|
Definition
1. Collaborative.
2. Consensus on treatment goals
3. Prioritizing: What is most interfering (e.g. life-threatening; QOL)
4. Short-term.
5. Present focused.
6. Active/goal-oriented (increasing + Bx, rather than reducing distress - this is the result; Bicycle metaphor |
|
|
Term
| Describe the treatment selection and implementation component of functional analysis |
|
Definition
Consider principle-driven over protocol driven.
-e.g. functional analysis; case formulation |
|
|
Term
| Behavioral interventions change __ & __, which in turn change ___. |
|
Definition
|
|
Term
| List the behavioral interventions, in order. |
|
Definition
1. Behavioral activation.
2. Behavioral experiments.
3. Exposure.
4. Communication/ interpersonal skills.
5. Relaxation training.
6. Social skills training.
7. Mindfulness.
8. Distress tolerance.
9. Emotion regulation. |
|
|
Term
| What are two things that need to be addressed WRT behavioral interventions |
|
Definition
1. Address motivation as needed.
2. Always do homework/practice |
|
|
Term
| What is a behavioral contingency? |
|
Definition
| A relationship between events that occasion behavior, the behavior, and the consequences it produces |
|
|
Term
| Avoidance of being left alone in a bar by going to smoke with friends is a form of _____. |
|
Definition
|
|
Term
| In contingency management, ___ & ____ are altered. |
|
Definition
| Antecedents; consequences |
|
|
Term
| _____ is most often used with kids, pets, developmentally delayed, institutionalized, severe pathology, addictions. |
|
Definition
|
|
Term
| Target behavior is under the influence of ___ and ____. |
|
Definition
|
|
Term
| ___ is under direct influence of As and Cs |
|
Definition
|
|
Term
| Target behavior does not include ______. |
|
Definition
|
|
Term
| Name 2 assumptions of contingency management |
|
Definition
1. Target behavior is under direct influence of As and Cs (does not include rules).
2. Person knows/has the ability to perform target behavior (if not, need to first use techniques to develop behavior [e.g. shaping, chaining]) |
|
|
Term
| Name the steps of contingency management. |
|
Definition
1. Define target behavior: Clearly defined, observable, recordable.
2. Identify contextual factors: Who, what, WWWH.
3. Orient client to contingency management: Educate reinforcement, punishment, etc.
4. Observe target behavior: In session, question in session, monitor b/t sessions. |
|
|
Term
| Name 5 altering antecedents |
|
Definition
1. Cue elimination: Avoid, escape, or eliminate environmental cues.
2. Cue modification: If can't avoid, modify.
3. Cue Introduction: Add reminders.
4. Discrimination training: Addresses maladaptive stimulus generalization.
5. Alter EOs (establishing operations = biological - hunger, craving, withdrawal, thirst, deprivation, anxiety/tension |
|
|
Term
| When alternating consequences, what is important to take into consideration? |
|
Definition
| Timing: consequences should follow behavior immediately |
|
|
Term
| Name 6 schedules of reinforcement |
|
Definition
1. Continuous reinforcement > every instance of Bx (toll booth)
2. Intermittent = occassional reinforcement (slot machine)
3. Fixed ration = reinforcement > differing numbers of responses that average 3 times (or other)
4. Fixed interval: Reinforcement > consistent, specified time period (every 30 minutes)
5. Variable interval = reinforcement > different time intervals that average 30 minutes. |
|
|
Term
| What schedule of reinforcement is best to develop a behavior? |
|
Definition
|
|
Term
| What schedule of reinforcement is best to prevent extinction? |
|
Definition
|
|
Term
| What are expected patterns WRT schedules of reinforcement? |
|
Definition
1. Fixed ration: High rate with pause after reinforcement.
2. Variable ration: High and steady rate.
3. Fixed interval: Low rate with increase at the end of interval.
4. Variable interval: Low to moderate rate; Continuous |
|
|
Term
| What is a fixed ratio schedule of reinforcement |
|
Definition
| A high rate with pause after reinforcement |
|
|
Term
| What is a variable schedule of reinforcement |
|
Definition
|
|
Term
| What is a fixed interval schedule of reinforcement |
|
Definition
| A low rate with an increase at the end of the interval |
|
|
Term
| What is a fixed interval schedule of reinforcement? |
|
Definition
| A low rate with an increase at the end of the interval |
|
|
Term
| What is a variable interval schedule of reinforcement? |
|
Definition
| A low to moderate rate that is Continuous |
|
|
Term
| What is concurrent reinforcement |
|
Definition
| All schedules of reinforcement for multiple behaviors in a given situation. |
|
|
Term
| What is concurrent reinforcement affected by? |
|
Definition
1. Schedule (>reinforcement).
2. Magnitude (Bigger not always better)
3. Immediacy (>immediacy)
4. Response effort ( |
|
|
Term
| Explain natural v. arbitrary characteristics of reinforcers for target behavior of eating more vegetables. |
|
Definition
Natural: If eat, get dessert.
Arbitray: If eat, get $1 |
|
|
Term
| What is the Premack principle? |
|
Definition
1. Increase a low frequency behavior by making high probability behaviors contingent on it (e.g. if you do your homework, you can go outside to play)
2. Applies to punishment, too (e.g. If you don't stop hitting your sister, you'll have to do extra homework |
|
|
Term
|
Definition
1. Frequency
2. Intensity
*Duration of behavior is matched with reinforcers |
|
|
Term
| What are and how do you deal with low rate of reinforcers? |
|
Definition
-Behavior occurs at low rate BC of lack of available reinforcers (extinction) e.g. depression
-Change environment to increase reinforcers. |
|
|
Term
| Name the 6 characteristics of reinforcers |
|
Definition
1. Concurrent reinforcers.
2. Natural v. arbitary.
3. Low rate of reinforcers.
4. Restriced range of reinforcers.
5. Matching Law.
6. Premack principle. |
|
|
Term
| How do you cause extinction? |
|
Definition
1. Identify reinforcers that maintain behavior and eliminate them.
2. Add reinforcers for alternative behavior. |
|
|
Term
| ___ is the reinforcement for absence of problem during specified time period. |
|
Definition
| Differential reinforcement (other) |
|
|
Term
| ____ is the reinforcement following alternative behavior that is functionally similar but not problematic (exercise instead of smoking). |
|
Definition
| Differential reinforcement (alternative) |
|
|
Term
| ____ is an alternative to positive punishment but without physical or emotional negative side effects. |
|
Definition
|
|
Term
| Name 5 processes of covert sensitization |
|
Definition
1. Relax
2. Creat a script for imagining target behavior.
3. Imagine intense negative consequences (physical or social)
4. Imagine terminating behavior.
5. Imagine relief of negative consequences |
|
|
Term
| Response cost equates to ___. |
|
Definition
|
|
Term
| ____ equates to negative punishment. |
|
Definition
|
|
Term
| Describe how response cost is different from extinction |
|
Definition
| Removal of reinforcer of problem behavior (e.g. attention) v. removal of other reinforcer (e.g. television) |
|
|
Term
| Name 2 types of overcorrection. |
|
Definition
1. Restitution: You break it, you bought it.
2. Positive practice: Over and over |
|
|
Term
| What are the problems with punishment? |
|
Definition
1. Can elicit maladaptive emotional side effects (e.g. aggression)
2. Can cause escape/avoidance which is then negatively reinforced.
3. May be overused BC it's negatively reinforceing to the punisher.
4. Models punishment to punishee who may use punishment in the future (e.g. abuse cycle).
5. Can reduce behavior quickly but may not last when punisher removed (need to reinforce alternatives) |
|
|
Term
| Name 5 strategies for changing behavior. |
|
Definition
1. Modeling, role playing (WHAT PRINCIPLE IS THIS?)
2. Self-managment: Delay of gratification.
3. Behavioral contracting: Formal and specific written or verbal agreement with consequences
4. Habit reversal: Monitoring, competing response
5. Token economy |
|
|
Term
| ____ argued that traditional learning theory was incomplete |
|
Definition
|
|
Term
| Name 5 strategies for changing behavior. |
|
Definition
1. Modeling, role playing (WHAT PRINCIPLE IS THIS?)
2. Self-managment: Delay of gratification.
3. Behavioral contracting: Formal and specific written or verbal agreement with consequences
4. Habit reversal: Monitoring, competing response
5. Token economy |
|
|
Term
| ___ and ____ are involved in the traditional learning theory |
|
Definition
| Operant and classical conditioning |
|
|
Term
| Why did Bandura argue that traditional learning theory was incomplete? |
|
Definition
| Traditional learning theory ignores the role of observation and imitation |
|
|
Term
| Social learning theory combines ____ with _____. |
|
Definition
| Traditional learning theory; observation/imitation |
|
|
Term
| Animal research has been conducted to study ___, _____, & ____ WRT imitation. |
|
Definition
1. Social facilitation
2. Local enhancement
3. True imitation |
|
|
Term
| _____ is when something imitates and observes behavior in repetoire. |
|
Definition
|
|
Term
| What is social facilitation? |
|
Definition
| When something imitates and observes behavior in repetoire. |
|
|
Term
| ____ is when something imitates new behavior, but may have learned through trial and error (observation speeds this). |
|
Definition
|
|
Term
| What is local enhancement? |
|
Definition
| when something imitates new behavior, but may have learned through trial and error (observation speeds this). |
|
|
Term
| What speeds learning in local enhancement? Provide an example. |
|
Definition
Observation.
e.g. Monkey pulling chain for food |
|
|
Term
| Imitation of ____ behavior is unlikely to be learned through trial and error. |
|
Definition
|
|
Term
| Describe true imitation. Provide an example. |
|
Definition
Imitation of rare behavior that is unlikely to be learned through trial and error.
e.g. monkey throwing wheat in water |
|
|
Term
| Name the four behaviors observed with the Bobo doll |
|
Definition
1. Attentional processes
2. Retentional processes
3. Motor reproductive processes
4. Incentive and motivational processes |
|
|
Term
| Children's imitations were influenced by ______ in the Bobo doll experiment. |
|
Definition
|
|
Term
| Describe generalized imitation. |
|
Definition
Past reinforcement for imitation leades to more imitation.
Theories former to Banduras Bobo doll experiment follow generalized imitation). |
|
|
Term
| Bandura's studies suggest that reinforcement is not necessary for ___, but expecattion of reinforcement is necessary for ____. |
|
Definition
| learning; performing behavior |
|
|
Term
| What did Bandura's Bobo doll experiment contribute? |
|
Definition
| Reinforcement is not necessary for learning, but expectation of reinforcement is necessary for performing behavior. |
|
|
Term
| According to Bandura, expectation of reinforcement _________. |
|
Definition
| predicts actual performance of behavior |
|
|
Term
| WRT Bandura's research, an individual forms a _______. |
|
Definition
| Cognitive representation between observation and performance of behavior. |
|
|
Term
| WRT Bandura's research, _____ explains the delay. |
|
Definition
| A cognitive representation between observation and performance of behavior |
|
|
Term
| List three factors which affect imitation. |
|
Definition
Characteristics of:
1. Model
2. Learner
3. Situation |
|
|
Term
| What aspects of the model affect imitation? |
|
Definition
1. More rewarding
2. Control/power/dominance
3. Social status
4. Similarity to learner (gender, age, etc.)
5. Sincerity |
|
|
Term
| What characteristics of the learner affect imitation? |
|
Definition
1. Age
2. Gender
3. Dominance (depends on situation)
4. Uncertainty WRT behaviors |
|
|
Term
| What characteristics of the situation affect imitation? |
|
Definition
1. Certainty
2. Difficulty (moderate) |
|
|
Term
| ____ fear/phobias affect imitation. |
|
Definition
|
|
Term
| List 6 implications of imitation. |
|
Definition
List 6 implications of imitation. 1. Violent TV watching --> endorsement of fighting.
2. Physically aggressive parents --> more violence.
3. Vicariously learned fear/phobias.
4. Development of substance abuse behaviors (reinforcement, then maintains).
5. Cognitive skills (e.g. conservation, grammer, problem solving)
6. Moral judgment and behavior. |
|
|
Term
| Name 5 modeling behaviors in therapy WRT Social Learning Theory. |
|
Definition
| 1. Repetoire (Socializing, assertiveness) 2. New behaviors (Speech, hygiene) 3. Adaptive response to feared stimuli (animals, heights) 4. Graduated modeling 5. Participant modeling |
|
|
Term
| Social learning theory suggests ______. |
|
Definition
|
|
Term
| Explain the process of social learning. |
|
Definition
1. A behavior and its consequences are observed.
2. Cognitive representation of future outcomes/expectancies is formed.
3. Mediates or influences behavior. |
|
|
Term
| Behavior learning theory suggests ______. |
|
Definition
|
|
Term
| Children's imitations were influenced by ______ in the Bobo doll experiment. |
|
Definition
|
|
Term
| Describe generalized imitation. |
|
Definition
| Past reinforcement for imitation leades to more imitation. Theories former to Banduras Bobo doll experiment follow generalized imitation). |
|
|
Term
| Bandura's studies suggest that reinforcement is not necessary for ___, but expecattion of reinforcement is necessary for ____. |
|
Definition
| learning; performing behavior |
|
|
Term
| What did Bandura's Bobo doll experiment contribute? |
|
Definition
| Reinforcement is not necessary for learning, but expectation of reinforcement is necessary for performing behavior. |
|
|
Term
| ___ is anticipation of future events that guide actions. |
|
Definition
|
|
Term
| Explain the process of social learning. |
|
Definition
Explain the process of social learning. 1. A behavior and its consequences are observed.
2. Cognitive representation of future outcomes/expectancies is formed.
3. Mediates or influences behavior. |
|
|
Term
| Describe forethought (4 components). |
|
Definition
| 1. Anticipation of future events that guide actions. 2. Planning, goal setting. 3. Requires cognitive representation in the present of foreseeable future events which motivates behavior (thinking of impending pitch and planning how you will swing bat before acting). 4. Transcends dictates of immediate environment |
|
|
Term
| Describe self-reactiveness. |
|
Definition
1. Self-directed execution of courses of action.
2. Actions compared to personal goals, standards, morals.
3. Self-satisfaction, pride, self-worth sustain efforts for goal attainment |
|
|
Term
| Describe self-reflectiveness. |
|
Definition
Describe self-reflectiveness. 1. Meta-cognition (thinking about thinking).
2. Self-examination and evaluation of motivation, values, meaning, etc.
3. Compare predictive thoughts with outcomes of actions.
-Efficacy = belief in ability to exercise control over behavior and environment. |
|
|
Term
|
Definition
| Belief in one's ability to exercise control over behavior and environment. |
|
|
Term
1. Pessimism v. optimism.
2. Choice of goals/challenges.
3. Level of effort expended.
4. Duration persevere, especially in face of obstacles.
5. Failure = motivating or demoralizing. |
|
Definition
| What are the effects of self-efficacy (5)? |
|
|
Term
| Who is credited with the concept "locus of control"? |
|
Definition
|
|
Term
| Which form of locus of control is better? Give an example of when the opposite may be true. |
|
Definition
Internal BC feel personally responsible for outcomes, rather than relying on fate, change, or powerful others.
-WRT religion, LOC = mixed (mediates religion and life satisfaction). [No race differences] |
|
|
Term
| Who came up with the concept of learned helplessness? Describe his experiment. |
|
Definition
Seligman.
3 groups of dogs: PART 1
1. Harnesses only; 2. Harnessed, shocked, press lever to discontinue shock; 3. Harnessed, shocks, unable to discontinue shocks (exhibited symptoms of depression.
PART 2: Placed in shuttle box with shock floor and easy escape.
Groups 1 & 2 learned to escape quickly.
Group 3 laid down and didn't attempt escape |
|
|
Term
| What is explanatory style? |
|
Definition
| People with the same experience have different responses, depending on attribution (Selgiman's dog example). |
|
|
Term
| Name the explanatory styles. |
|
Definition
| 1. Pessimistic: Sees negative events as personal, pervasive, permanent |
|
|
Term
| Which explanatory style is most likely to suffer from learned helplessness and depression? |
|
Definition
|
|
Term
| ___ is credited with attribution theory. |
|
Definition
|
|
Term
| ____ is an individual's explanation for negative events. |
|
Definition
|
|
Term
| Name and describe the three dimensions of attribution theory. What are each one like? |
|
Definition
1. Global v. Specific: Negative events are present across all contexts.
2. Stable v. Unstable: Negative events remain over time.
-Like permanent.
3. Internal v. External: Negative events are the fault of the individual.
-LOC of control; like personal |
|
|
Term
| What each of the dimension of attribution theory like? |
|
Definition
1. Global v. Specific: Pervasive
2. Stable v. Unstable: Permanent.
3. Internal v. External: Personal |
|
|
Term
| What were the results of the study about CHinese and American college students WRT attributional style, depression, and loneliness? |
|
Definition
| Chinese self-blame for failure and less credit for success, higher depression, and loneliness |
|
|
Term
| Who developed REBT, what was its significance? |
|
Definition
| Ellis in 1955; First cognitive-behavior therapy |
|
|
Term
|
Definition
| An action-oriented psychotherapy that teaches individuals to examine their own thoughts, beliefts, and actions, and replcae those that are self-defeating with more life-enhancing alternatives. |
|
|
Term
| According to REBT, ___ causes distress, not _____. |
|
Definition
| Irrational beliefs about events; events |
|
|
Term
|
Definition
A: Activating Event.
B: Beliefs about event.
C: Consequence: Emotions and behaviors.
D: Dispute: Rational belief to replace irrational belief; Necessary to work hard to change tendency to cling to irrational beliefs and increase flexibility in thinking. |
|
|
Term
| Name and describe the three basic "Musts" |
|
Definition
*All beliefs that upset us are variations of 3 irrational demand beliefs.
1. I must perforem well and get approval from others.
2. Others must treat me well, exactly as I want them to; if they don't they are bad and should be punished.
3. I must get what I want, when I want it, and I shouldn't get what I don't want --> If either of these happens, it is unbearable |
|
|
Term
| Give examples of the consequences of the three "Musts |
|
Definition
1. Consequence = anxiety, guilt/shame, depression, people-pleasing.
2. Anger, hostility, rage, aggression/violence.
3. Self-pity, disappointment, procrastination, frustration |
|
|
Term
| Three insights about REBT. |
|
Definition
1. Beliefs are responsible for feelings/behaviors, not events.
2. We cling to beliefs, which tend to be fixed and rigid.
3. Only continuous work/practice at changing rigid irrational beliefs will result in change. |
|
|
Term
| Describe acceptance WRT REBT. |
|
Definition
1. Unconditional self-acceptance.
2. Unconditional other-acceptance.
3. Unconditional life-acceptance. |
|
|
Term
| Describe unconditional self-acceptance. |
|
Definition
1. I am a fallible human being with good and bad points.
2. No reason to not have flaws.
3. Despite good and bad points, I am no more/less worthy than others. |
|
|
Term
| Describe unconditional other-acceptance. |
|
Definition
1. Others will treat me unfairly from time to time.
2. There is no reason why they must treat me fairly.
3. People who treat me unfairly are no more/less worthy than any other human being. |
|
|
Term
| Describe unconditional life-acceptance. |
|
Definition
1. Life doesn't always work out the way that I'd like it to.
2. There is no reason why life must go the way I want it to.
3. Life is not necessarily pleasant but it is never awful and it is nearly always bearable. |
|
|
Term
| _____ came up with cognitive theory. |
|
Definition
|
|
Term
| Describe Cognitive Theory. |
|
Definition
1. Negative, dysfunctional beliefs lead to depresion.
2. Cognitive triad: Self, others, world.
3. Automatic thoughts, rules/assumptions, core beliefs.
4. Cognitive distortions: Black/white thinking; Selective abstraction; Overgeneralization. |
|
|
Term
| List 5 characteristics of CBT. |
|
Definition
1. Time limited.
2. Present-focused.
3. Structured.
4. Collaborative/active.
5. Focuses on relationship b/t thoughts, feelings (emotional and physiological) and behaviors in a given situation. |
|
|
Term
| List 5 important factors which influence CBT. |
|
Definition
1. Client motivation and expectations for therapy.
2. Therapeutic alliance.
3. Collaboration.
4. Active orientation (DO, don't just talk).
5. Balance b/t acceptance and change |
|
|
Term
| List 8 components of early session structure. |
|
Definition
1. Assessment and case conceptualization.
2. Set an agenda (remember collaboration - "anything you'd like to add?".
3. Give feedback about diagnoses (check in about reactions/questions).
4. Review problem list/goals (Both short term and long term).
5. Provide overview of treament structure/format (Check in about reactions/Qs).
6. Psychoeducation about CBT (use personally relevant examples).
7. Homework.
8. Inspire hope. |
|
|
Term
| List 5 components of later sessions WRT CBT. |
|
Definition
1. Review homework.
2. Review concepts, if necessary.
3. Teach new psychoed/rationale.
4. Teach/practice skills.
5. Assign homework |
|
|
Term
| List 7 skills taught in CBT. |
|
Definition
1. Cognitive restructuring.
2. Relaxation.
3. Create hierarchy.
4. Exposure.
5. Behavioral activation.
6. Problem solving.
7. Assertiveness/communication. |
|
|
Term
| Describe the interaction between thoughts, feelins, and behaviors within a situation. |
|
Definition
Thoughts <--> Feelings
Thoughts <--> Behaviors
Behaviors <--> Feelings
Situation affects Thoughts and feelings |
|
|
Term
| What are cognitive distortions? |
|
Definition
Thoughts and perceptions about ourselves, environment, or world may result in misperceptions, or in failure to see the whole picture in a more balanced way.
*These thinking errors and miperceptions contribute to other problems |
|
|
Term
| List the types of Cognitive Distortions. |
|
Definition
1. All-or-Nothing thinking.
2. Overgeneralization
3. Mental Filter
4. Minimizing/disqualifying/Overlooking the positive
5. Mind reading.
6. Fortune telling.
7. Magnifying/Catastrophizing.
8. Emotional Reasoning.
9. Should Statements.
10. Labeling.
11. Personalization.
12. Probability overestimation. |
|
|
Term
| What are the mechanisms of action WRT CBT? |
|
Definition
1. Cognitive change.
2. Cognitive de-fusion.
3. Thoughts are behaviors, too (function [e.g. avoidance] over content |
|
|
Term
| What role does diversity/culture play in CBT? |
|
Definition
1. Biological processes are similar across groups.
2. Person impacts environment & environment impacts (experience environments differently).
3. Etiology and history of psych sxs may be similar, but patterns and manifestations may differ, depending on culture (e.g. interpersonal relationships in coll. v. self-efficacy in individualistic |
|
|
Term
| What is the basic definition of human behavior? |
|
Definition
| Human behavior is defined as actions that have one or more physical dimensions and can be observed and recorded |
|
|
Term
| What is behavior and what impacts it, and what does it impact? |
|
Definition
Behavior is lawful. It may be overt or covert.
*The occurrence is influenced by the environmental events.
*Behaviors have an impact on the physical or social environment |
|
|
Term
| ______ conducted research which laid the foundation for behavior modification. |
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Definition
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Term
| Behavior is measured _______ modification procedures are applied to document the effectiveness of the procedures. |
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Definition
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Term
| Behavior modifiaction _______ past events and _______ hypothetical underlying causes of behavior. |
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Definition
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Term
| historical roots of behavior modification can be found in the work of ____, _____, ____, and _____. |
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Definition
| Pavlov, Skinner, Watson, and Thorndike |
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Term
| Describe three dimensions of behavior that can be observed and recorded. |
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Definition
1. Frequency.
2. Duration.
3. Intensity. |
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Term
| Provide an example of how a behavior has an impact on the physcial environment and on the social environment. |
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Definition
| BC a behavior involves movement throught space and time, the behavior has some effect on the environment in which it takes place (e.g. light goes on, professor calls on you, etc.) |
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Term
| What does it mean to say a behavior is lawful? What is the functional relationship? |
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Definition
| Occurrence is systematically influenced by environmental events. Basic behavioral principles describe the functional relationship between our behavior and environmental events. |
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Term
| Describe the distinction between overt behavior and covert behavior. Provide an example of each. Which type of behavior is the focus of this book? |
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Definition
*Overt: Can be obsered and recorded by a person other than the one engaging in the behavior.
*Covert: (aka private events) are not observable to others.
*Behavior modification focuses on OVERT behavior |
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Term
| Identify six characteristics of human behavior. |
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Definition
1. Behavior is what people od and say.
2. Behaviors have on eor more dimensions.
3. Behaviors can be observed, described, and recorded.
4. Behaviors have an impact on the environment.
5. Behavior is lawful.
6. Behaviors may be over or covert. |
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Term
| What does it mean to say that behavior modification procedures are based on behavioral principles? |
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Definition
| 1. Behavior modification procedures are based on research in applied behavior analysis (experimental analysis of human behavior) |
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Term
| ______ develops through a process of stimulus discrimination training, in which the behavior is reinforced in teh presence of one stimulus (or stimulus class), but is not reinforced in the presence of one stimulus (or stimulus class). |
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Definition
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Term
| Behavior decreases more rapidely during extinction if the behavior was reinforced on a _____ before extinction and if the behavior is never reinforced during the extinction process. |
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Definition
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Term
| Extinction is often characterized by a ______, in which the unreinforced behavior temporarily increases in frequency, intensity, or duration or novel behaviors are exhibited temporarily. |
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Definition
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Term
| How does stimulus control develop? |
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Definition
| ______ develops through a process of stimulus discrimination training, in which the behavior is reinforced in teh presence of one stimulus (or stimulus class), but is not reinforced in the presence of one stimulus (or stimulus class). |
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Term
| What are three questions you should ask yourself when evaluating if something is (not) punishment? |
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Definition
1. What is the behavior?
2. What happened immediately after the behavior (was a stimulus added or removed, or was the reinforcer for the behavior terminated)?
3. What happened to the behavior in the future (was Bx weakened? Less likely to occur?) |
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Term
| What are some of the problems associated with the use of punishment? |
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Definition
1. Emotional reactions.
2. Development of escape and avoidance behaviors.
3. Negative reinforcement for the use of punishemnt.
4. Modeling of the use of punishment.
5. Ethical issues. |
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Term
| Name the factors that influence punishment style. |
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Definition
1. Immediacy
2. Contingency
3. Establishing operations (influence the effectiveness of punishers)
4. Characteristics of the punishing consequence. |
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Term
| Name the two types of punishing stimuli. |
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Definition
1. Unconditioned punishers (Naturally punishing)
2. Conditioned punisher (developed by pairing a neutral stimulus with an unconditioned punisher or another conditioned punisher) |
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Term
| What is an unconditioned response? |
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Definition
| Responses elicited by antecendent stimuli even though no conditioning or learning has taken place. |
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Term
| Describe how a neutral stimulus becomes a conditioned stimulus. What is this process called? |
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Definition
| Pairing of respondent conditioning (previously neutral stimulus is paired with a US) |
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Term
| What is the outcome of respondent conditioning? |
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Definition
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Term
| Name and describe the four possible temporal relationships between the CS and US. |
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Definition
1. Delay conditioning
2. Trace conditioning
3. Stimulus conditioning
4. Backward conditioning |
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Term
| Name and describe the 4 types of conditioning. |
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Definition
1. Delay: CS presented and then the US is presented before the CS ends.
2. Trace: CS presented, stops, US presented.
3. Simultaneous conditioning: CS and US presented at the same time.
4. Backward: US presented before the CS (least likely to be effective e.g. sour milk example) |
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Term
| What is higher order conditioning? |
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Definition
| When a neutral stimulus is paired with an already-established CS and the neutral stimulus becomes a CS. |
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Term
| What is spontaneous recovery? |
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Definition
| When the CS elicits the CR after extinction has taken place. |
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Term
| What are the factors that influence respondent conditioning? |
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Definition
1. Nature of the US and CS
2. Temporal relationship b/n the CS and US
3. Contingency b/d the CS and US
4. Number of pairings
5. Previous exposure to the CS |
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Term
| What is respondent conditioning? |
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Definition
| Extinction of a CR; involves the repeated presentation of the CS without presenting the US (CR eventually decreases in intensity and stops) |
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Term
| How is discrimination in respondent conditioning developed? |
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Definition
| CR is elicited by a single CS or a narrow range of CSs. (afraid of a specific dog) |
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Term
| How is generalization in respondent conditioning developed? |
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Definition
| A number of similar CSs or a broader range of CSs elicit the same CR. (afraid of a any type of dog) |
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Term
| How would you use respondent extinction to help a child overcome a fear of dogs?Operant conditioning? |
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Definition
RE occurs when CS is no longer paired with the US --> CS no longer elicits the CR;
EOB occurs when behavior no longer results in a reinforcing consequence --> behavior stops occurring in future. |
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Term
| What is the definition of reinforcement? |
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Definition
Occurs when:
1. Occurrence of a behavior is 2. Followed by an immediate consequence that
3. Results in a strengthening of the behavior or an increase in the probability of the behavior in the future.
*Process responsible for the occurrence of operant behavior. |
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Term
| What is an operant behavior? |
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Definition
| Acts on the environment to produce a consequence and in turn is controlled by, or occurs again in the future as a result of its immediate consequence (aka a reinforcer). |
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Term
| Define an unconditioned reinforcer. |
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Definition
Natural reinforcers that function as reinforcers for the first time they are presented.
No prior experience with these stimuli is needed for them to function as reinforcers. |
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Term
| What is a conditioned reinforcer? |
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Definition
| Stimulus that was once neutral but became established as a reinforcer by being paired with an unconditioned reinforcer. |
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Term
| Name the factors influencing the effectiveness of reinforcement. |
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Definition
1. Immediacy.
2. Consistency (when response produces the consequence and the consequence does not occur unless the response occurs first --> contingency).
3. Establishing operations (deprivation and satiation).
4. Characteristics of the consequence (reinforcers vary from person to person). |
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Term
| What is a schedule of reinforcement? Name the different schedules of reinforcement. |
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Definition
*specifies whether every response is followed by a reinforcer or whether only some responses are followed by a reinforcer.
3. Fixed ratio: Delivery of reinforcer based on # of responses that have occured.
4. Variable Ratio: # responses for reinforcement varies.
5. Fixed interval: Interval time is fixed (e.g. 20 sec)
6. Variable Interval: Reinforcer after amount of time has elapsed, but varies. |
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Term
| Name two types of reinforcement. |
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Definition
1. Continuous reinforcement (ea. occurrence of a response is reinforced).
2. Intermittent reinforcement: responses are occassionally or intermittently reinforced.
A. Acquisition: person learning a behavior for the first time.
B. Maintenance: Behavior maintained over time with the use of intermittent reinforcement. |
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Term
| What are the concurrent schedules of reinforcement? |
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Definition
| All sched of reinforcement that are in effect for a person's behaviors at one time. |
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Term
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Definition
1. Occurrence of a behavior is
2. Followed by an immediate consequence and the
3. Behavior is less likely to occur in the future. |
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Term
| What is case formulation? |
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Definition
| A hypothesis about the causes, precipitants, and influences of a person's psychological, interpersonal, and behavioral problems; informed by theoretical orientation |
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Term
| What is treatment focused on in case formulation? |
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Definition
| Focused on individual interacting in environment; NOT focused on diagnosis |
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Term
| When is case formulation good? What is given greater consideration? What may diagnoses suggest? |
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Definition
*Good when multiple problem areas
*Cultural variables = greater consideration
*Diagnosis may sugges target behavior |
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Term
| What is focused on in behavioral case formulation? |
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Definition
1. Classical and operant conditioning
2. Social learning factors
3. Person in context
4. Current behavior
5. Absence of healthy alternative behaviors and developing those |
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Term
| What are the six steps of behavioral case formulation? |
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Definition
1. Problem list
2. Proposed underlying mechanism
3. Relation of mechanism to problem list
4. Precipitants of problems
5. Origins of mechanism in early life
6. Obstacles to treatment |
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Term
| How is the mechanism related to problems? |
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Definition
All negatively reinforced because allow escape from painful internal experiences
-Necessary to continually assess & be prepared to revise |
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Term
| Testing the hypothesized mechanism is an attempt to ___. |
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Definition
| tie the proposed mechanism to precipitants |
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Term
| What two things typically play a role in the origins of the central problem? |
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Definition
1. Childhood (e.g. neglect)
2. Abusive family (fear - hiding avoided abuse and fear) |
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Term
| What is one of the obstacles to treatment? Give two examples. |
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Definition
*Mechanism may be used to forecast potential problems.
1. Patient may act out to get attention of therapist.
2. Patient may find ways to avoid distress associated with treatment. |
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Term
| Name the five steps of Case Formulation in therapy. |
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Definition
1. Assessment (rapport)
2. Formulation (collaborative)
3. Tx planning (collaborative, consensus on treatment goals, prioritizing - life threatening, QOL first; Model = short-term, present focused, active/goal oriented - increase behavior, rather than reduce distress)
4. Treatment selection and implementation: Consider principle-driven over protocol driven - Functional analysis, case formulation) |
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Term
| List 9 Behavioral Interventions. (BBECRSMDE)What do you do as necessary? What do you always do? |
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Definition
1. Behavioral activation
2. Behavioral experiments
3. Exposure
4. Communication/interpersonal skills
5. Relaxation training
6. Social skills training
7. Mindfulness
8. Distress tolerance
9. Emotion Regulation
*Address motivation as needed
*Always do homework/practice |
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Term
| What is an assumption of contingency management? |
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Definition
Target behavior is under direct influence of As and Cs --> Person has ability, but needs training
*DOES NOT include "rules" |
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Term
| If a person does not know that (s)he has the ability to perform target behavior, what needs to be done? |
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Definition
| Techniques to develop behavior need to be implemented: Chaining, shaping |
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Term
| What kind of reinforcement are pop quizes? |
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Definition
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Term
| What are the 4 steps of Contingency Management? |
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Definition
1. Define target behavior: Clearly defined, observable, recordable.
-Want to replace with healthy adaptive behavior.
2. ID contextual factors (setting events:WWWWWH)
3. Orient client to CM (educate about rein/punish, etc.
4. Observe target behavior: Observe in session, question in session, monitor b/n sessions |
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Term
| How do you alter the antecedents? |
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Definition
1. Cue elimination: Avoid, escape, eliminate environmental cues
2. Cue modification: If can't avoid, modify
3. Cue introduction: Add reminders
4. Discrimination: Training addresses maladaptive stimulus generalization
4. Alter EOs: (EOs = biological) pain, hunger, craving, withdrawal, thirst, deprivation, anxiety/tension
5. Reinforcement, punishment, extinction: Be aware which contingencies are under your therapist control & which are under client control; establish idiographic ways to reinforce desirable behaviors and punish or extinguish undersirable behaviors
6. Timing: Consequences should follow immediately |
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Term
| Name the 6 schedules of reinforcement. |
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Definition
1. Continuous: Every instance
2. Intermittent: Occasional reinf.
3. Fixed Ratio: Rein. consistent, specified # of responses
4. Variable Ratio: Rein. differing #s of responses that aver. 3 times
5. Fixed Interval: Rein. consis., specified time period
6. Variable interval: rein. diff. time intervals that average 30 mins. |
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Term
| What schedule of reinforcement is best to develop a behavior? |
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Definition
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Term
| What schedule of reinforcement is best to resist extinction? |
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Definition
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Term
| Which schedules of reinf. have fixed patterns? |
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Definition
1. Fixed ratio: High rate w/pause after rein.
2. Variable ratio: High and steady rate
3. Fixed interval: Low rate with increase at end of interval
4. Variable interval: Low to moderate rate, continuous |
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Term
| Which is better WRT reinforcers, natural or arbitrary? |
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Definition
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Term
| What 4 things are reinforcers and punishers affected by? |
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Definition
1. Schedule: Higher frequency.
2. Magnitude: Bigger not always better.
3. Immediacy: Greater immediacy.
4. Response effort: Less effort. |
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Term
| If behavior occurs at low rate rate because of lack of available reinforcers, what is this called? What do you do to increase the rate of reinforcers? |
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Definition
| Extinction. Change the environment. |
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Term
| Name 2 ways to lead to extinction. |
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Definition
1. ID reinforcers that maintain behavior and eliminate them.
2. Add reinforcement for alternative behaviors. |
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Term
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Definition
| Differential Reinforcement (other): Reinforcement for absence of problem (eg. clean urine, no binges) |
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Term
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Definition
| Differential reinforcement (alternative): Rein. following alternative bx that is functionally similar but not problematic (eg exercise instead of smoking) |
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Term
| What are the steps for covert sensitization? |
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Definition
1. Relax
2. Create a script for imagining target behavior
3. Imagine intense negative consequences (physical or social)
4. Imagine terminating behavior
5. Imagine relief of negative consequences
6. Imagine alternative to positive punishment but without physical or emotional negative side effects |
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Term
| What does response cost equate to? |
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Definition
| Negative punishment (eg time out, swear jar, no therapy session) |
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Term
| How is response cost different from extinction? |
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Definition
| Removal of reinforcer of problem bx (eg. attention) v. removal of other reinfrocer (eg. TV) |
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Term
| Name three types of punishment. |
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Definition
1. Covert sensitization
2. Response Cost
3. Overcorrection |
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Term
| What are some strategies in practice? |
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Definition
1. Modeling, role playing
2. Self-management: Delay of gratification
3. Behavioral contracting: Formal and specific written or verbal agreement with consequences
4. Habit Reversal: Monitoring, competing response
5. Token economy |
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Term
| How is extinction unlike punishment? |
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Definition
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Term
| What factors influence the effectiveness of extinction? |
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Definition
1. Similar factors influencing conditioning
2. Schedule of reinf: (continuous = rapid extinction; intermittent = longer, less freq. the reinf., longer it takes to extinguish)
3. Magnitude of reinforcer: Frequency, intensity, duration
4. Previous extinction trials |
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Term
| When is an extinction burst more common? |
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Definition
1. Negatively reinforced behavior.
2. Extinction used along v. with other interventions |
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Term
| If responses spontaneously recover, and are reinforced, what is likely to occur? |
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Definition
| Extinction is lost ---> intermittent reinforcement; Bx may come back stronger, be more resistant |
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Term
| Extinction is usually used with (2 things). |
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Definition
1. Reinforcement: Isolating and removing all reinforcers less necessary if NEW reinforcers being added; Undesirable side effects (extinction burst & spontaneous recover less likely; reinforcing these & leading to extinction resistant Bx less likely)
2. Incompatible Bx |
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Term
| What is reading an example of? |
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Definition
| Discrimination training: Reading is under the stimulus control of the letters on the page |
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Term
| What is the purpose of prompts? |
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Definition
1. Used to increase likelihood one will engage in behavior.
2. Function is to produce instance of Bx so it can be reinforced (Verbal, gestural, modeling, physical, coaching/training) |
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Term
| What happens with fading? |
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Definition
1. Transfer stimulus control from prompt to discriminative stimulus
2. Response prompt eliminated gradually
3. Unprompted responses reinforced |
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Term
| Step by step: Extinction (7) |
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Definition
1. Choose prompting strategy
2. Get learner's attention
3. Present discriminitive stimulus
4. Prompt correct response
5. Reinforce correct Bx
6. Transfer stimulus control (fade or delay procedures)
7. Continue to reinforce unprompted, correct response |
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Term
| Describe behavioral chaining. What else is it called? |
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Definition
One complex bx consisting of many component bxs occurring together
aka "stimulus response chain"
-Breaking down into S-R components = Task Analysis (necessary before teaching chain) |
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Term
| What is necessary before teaching a chain? |
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Definition
| Task analysis: Breaking down into S-R components |
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Term
| Define chaining procedures. |
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Definition
| Systematic application of prompting and fading to each S-R component in chain: Forward, backward, Graduated guidance: good if not too complex |
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Term
|
Definition
1. Task analysis
2. Baseline assessment of learner's ability
3. Implement
4. Reinforce |
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Term
| Who came up with Social Learning Theory? Why? |
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Definition
Bandura; Traditional learning theory (operant and classical conditioning) incomplete
*SLT combines traditional learning theory with observation/imitation |
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Term
| Animal research has been used to explore 3 things WRT imitation. |
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Definition
1. Social facilitation: Imitate & observe Bx in repertoire (eg. hens pecking)
2. Local enhancement: Imitate new Bx, may have learned through trail and error, but observ. speeds this)
3. True imitation: Imitation of rare bx unlikely to be learned through trial and error (monkey throwing wheat into water) |
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Term
| Bandura argued that expectation of reinforcement is necessary for ___, not necessarily ___. |
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Definition
| performing bx; not learning bx |
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Term
| Social learning theory suggests _____. |
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Definition
|
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Term
| Name the 4 processes necessary for Bx to occur. |
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Definition
1. Attentional processes
2. Retentional processes
3. Motor reproductive processes
4. Incentive and motivational processes
*1st three necessary to ACQUIRE CAPABILITY to perform Bx
*Expectation of reinf. predicts actual PERFORMANCE of Bx
*Indiv. forms a cognitive representation b/t observation and performance of Bx (explains delay) |
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Term
| Attentional, retentional, and motor reproductive processes are necessary to ____ to perform bx |
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Definition
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Term
| Expectation of reinforcement predicts actual ______ of Bx |
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Definition
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Term
| WRT Bandura's theory, Indiv. forms a _______ b/t observation and performance of Bx. |
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Definition
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Term
| Name the factors that affect imitation. |
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Definition
1. Characteristics of the model
a. More rewarding
b. Control/power/dominance
c. Social status
d. Similarity to learner (gender, age, etc.)
e. Sincerity
2. Characteristics of learner: Possibly age, gender, more dominant but may depend on situation
3. Characteristics of situation:
a. Certainty
b. Difficulty (moderate) |
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Term
| SLT in therapy: what three things do you model? |
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Definition
1. Bxs in repertoire: socializing, assertiveness
2. New bxs: Speech, hygiene
3. Model adaptive response to feared stimuli: animals, heights |
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Term
| SLT in therapy: what three things do you model? |
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Definition
1. Bxs in repertoire: socializing, assertiveness
2. New bxs: Speech, hygiene
3. Model adaptive response to feared stimuli: animals, heights |
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Term
| How are behavioral and social learning different? |
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Definition
Bx: suggests learning history (extensive learning hx around imitative bx influences bx - eg. sibling throwing milk, getting punished, I also throw my milk and get punished - learning hx teaches me not to imitate similar bx)
Social: Suggests cognitive mediation (cogn repres of future outcomes/expectancies mediates/infl bx) |
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Term
| What does agency equate to? |
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Definition
Intentional actions
*Bx not just controlled automatically or mechanically via environmental stimuli (as in early conditioning theories) --> cognitive processes exert influence: Mind is not just reactive, it is intentional |
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Term
| Name the core features of agency |
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Definition
1. Intentionality: Choice to behave, representation of future action, does not guarantee outcomes/consequences)
2. Forethought: Anticipation of future events guides actions - planning, goal setting; requires cog repre. in the present of foreseeable future events which motivates bx, transcends dictates for immediate environment)
3. Self-reactiveness: self-directed execution of courses of axn
4. Self-reflectiveness: meta-cognition; self-examination & evaluation of motivation)
5. Self-efficacy: ability to exercise control over bx and environment |
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Term
| What does self-efficacy influence? |
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Definition
1. Pessimism v. optimism
2. Choice of goals/challenges
3. Level of effort expended
4. Duration persever, esp in face of obstacles
5. Failure = motivating or demoralizing |
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Term
| Describe the locus of control. |
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Definition
| (Rotter): Extent to which one believes s/he controls rewards: Internal = personal; external = fate, chance, powerful others |
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Term
| Learned helplessness experiment led to theory about _____. |
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Definition
| explanatory or attributional style. |
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Term
| Who conducted the learned helplessness experiment? |
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Definition
|
|
Term
| Who came up with the attribution theory? What is it? |
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Definition
| Weiner. An individual's explanation of events. |
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Term
| What are the three dimensions of explanatory style WRT attribution theory? |
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Definition
1. Global v. Stable (like pervasive)
2. Stable v. Unstable (like permanent)
3. Internal v. External (like pervasive) |
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Term
| What is REBT? What is the "take home point"? Who developed it? When? |
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Definition
Action-oriented psychotherapy that teaches individuals to examine their own thoughts, beliefs, and actions and replace those that are self-defeating with more life-enhancing alternatives;
Events don't cause distress, our irrational beliefs about events do
Ellis
1955 |
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Term
| What is Ellis' model WRT REBT? |
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Definition
ABCD Model:
A: Activating event (sitting in traffic)
B: Belief about event
C: Consequence
D: Dispute: Rational belief to replace irrational belief: Work hard to change tendency to cling to irrational belifs & increase flexibility in thinking) |
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|
Term
| What is Ellis' model WRT REBT? |
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Definition
ABCD Model:
A: Activating event (sitting in traffic)
B: Belief about event
C: Consequence
D: Dispute: Rational belief to replace irrational belief: Work hard to change tendency to cling to irrational belifs & increase flexibility in thinking) |
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Term
| What are 3 insights WRT Ellis' REBT model? |
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Definition
1. Beliefs are responsible for feelings/behaviors, not events
2. We cling to beliefs, they tend to be fixed/rigid
3. Only continuous work/practice at changing rigid irrational beliefs will result in change |
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Term
| Name three forms of acceptance WRT Ellis' REBT. |
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Definition
1. Unconditional self-acceptance.
2. Unconditional other-acceptance.
3. Unconditional life-acceptance. |
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Term
| What are the 4 main points of Beck's cognitive theory? |
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Definition
1. Negative, dysfunctional beliefs lead to depression.
2. Cognitive triad: Self, others, world
3. Automatic thoughts, rules/assumptions, core beliefs
4. Cogntive distortions: Dichotomous thinking, selective abstraction, overgeneralization |
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Term
| List 5 characteristics of CBT. |
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Definition
1. Time limited
2. Present-focused
3. Structured
4. COllaborative/active
5. Focuses on relationship b/t thoughts, feelings (emotional & physiological and behaviors) in a given situation |
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Term
| List 5 important factors for CBT WRT client-therapist relationship. |
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Definition
| 1. client motivation & expectations for therapy. 2. Therapeutic alliance 3. Collaboration 4. Active orientation (DO, don't jus talk) 5. Balance b/t acceptance and change. |
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Term
| What are the 8 steps for CBT Early session structure? |
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Definition
1. Assessment and case conceptualization.
2. Set an agenda (collaboration)
3. Give feedback & diagnoses
4. Review problem list/goals
5. Provide overview of Tx structure/format (check in about reactions/questions)
6. Psychoeducation about CBT (use personaly relevant examples)
7. Homework
8. Inspire hope! |
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Term
| What do you wnat to do in later sessions of CBT therapy? |
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Definition
1. Set an agenda:
a. review hmwk
b. review concepts, if necessary
c. teach new psychoed/rationale
d. teach practice/skills
e. assign hmwk |
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Term
|
Definition
| theories help us to formulate effective treatment |
|
|
Term
| How is REBT differenct from ABC? |
|
Definition
|
|
Term
| WRT CBT, what is in the triangular "traid" |
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Definition
Thoughts <--> feelings
Feelings <--> Behaviors
Behaviors <--> THoughts
*Situation moderator b/n thoughts and feelings at top |
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Term
| What 2 concepts are included under Cognitive distortion? |
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Definition
1. Selective abstraction (only focus on small part)
2. Overgeneralization (I failed teh test and am therefore a failure) |
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Term
| What are the three cognitive distortions Beck developed? What is the goal? |
|
Definition
1. Thoughts
2. Feelings
3. Behaviors*Get client to: 1. stop behaviors 2. reframe thoughts to change feelings; if have control over what we think & do --> change feelings |
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Term
| Name five concepts discussed about diversity/culture. |
|
Definition
1. Biological processes are similar across groups (eg. classical conditioning)
2. Bx is lawful: Person impacts environment & environ impacts ppl
3. People experience environments differently (w v. m; gay v. hetero)
4. Etiology and history of psychology systems may be similar, but patterns/manifestations differ, depending on culture
5. Knowledge about group tendencies can be helpful, but care needs to be taken to not assume based on groups |
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Term
| How do people who experience trauma develop PTSD? |
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Definition
| Classical conditioning. (Not everyone BC experience things differently) |
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Term
| How do people who have not had trauma developed PTSD/phobias? |
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Definition
| Observational learning (not 100%) |
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Term
| Although MDEs come and go, ___ to them remains constant. |
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Definition
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Term
| Vulnerability is aka ___. List 4 characteristics. |
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Definition
1. Trait (not state - MDEs come and go, vulnerability to them remains constant)
2. Endogeneous (v. risk)
3. Dormant unless activated
4. "Diathesis" |
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Term
| What is the Triple Vulnerability Model? |
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Definition
1. Generalized (diathesis - early experiences with low perceived control/external LOC (divorce, death), poor coping, shy temperament, parenting style (intrusive, overprotective)
2. Biological: Genetic, negative affect, low positive affect, anxiety, sensitivity, trait anxiety, bx inhibition, "prepared" stimuli, neuroticism
3. Specific (stress): Trauma - inflation effect/negative experience, vicarious learning, substances, culture, avoidance; Control during trauma |
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Term
| What are schemas? When do they develop? |
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Definition
| Ways of viewing oneself, others, world, and future & making meaning |
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Term
| What did Thomas Hobbes argue? |
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Definition
| That all human thought and action is governed by hedomism - pursuit of pleasure and avoidance of pain |
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Term
| ___ founded the school of empiricism |
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Definition
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Term
| ____ and _____ believed that the mind was empty, passive thing that receives and associates sense impressions. |
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Definition
| John Locke and David Hume (British Empiricists) |
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Term
| Hume emphasized the importance of _____ between ideas. |
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Definition
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Term
| What did Immanuel Kant argue? |
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Definition
| He was a rationalist that argued the mind is a rational thing that molds experience in part according to inborn assumptions |
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Term
| What did Tvan Sechenov argue? |
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Definition
| Mental processes could be analyzed in terms of physiological mechanisms (those involved in reflexes) |
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Term
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Definition
| Law of Parsimony - Bx should not be explained by complex, high-level mental process if it can be explained with a simpler one |
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Term
| Who wrote the Behaviorist Manifesto? |
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Definition
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Term
| What did Skinner develop? |
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Definition
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Term
| What is Tolman famous for?D |
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Definition
| Developed operational behaviorism: Made it acceptable to explain behavior with unobservable constructs (eg. motivation or cognition), provided they are specifically linked to input or output |
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Term
| What are the 6 essential components of a behavior modification graph? |
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Definition
1. Y-axis and x-axis
2. Labels for the y-axis & x-axis
3. Numbers on the y-axis & x-axis
4. Data points
5. Phase lines(indicates Tx)
6. Phase labels(eg. baseline & intervention) |
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Term
| How do you graph behavioral data? |
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Definition
1. Observe behavior.
2. Record data on data sheet.
3. Transfer to graph: Level of bx on y-axis; Level of time on x-axis |
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Term
| What different dimensions of behavior can you show on a graph? |
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Definition
1. Frequency
2. Intensity - (eg. decibels)
3. Duration
4. Latency |
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Term
| Why are graphs in behavior modification used to evaluate behavior change? |
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Definition
| TO identify the level of behavior before tx and after tx begins |
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Term
| What is the functional relationship., and how do you demonstrate a functional relationship in behavior modification? |
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Definition
FR: Researcher demonstrates that the behavior changes as a function of the treatment
*If behavior changes each time the procedure is implemented, and only when it is implemented, you can demonstrate a FR (not due to extraneous variables) |
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Term
| What different research designs can you use in behavior modification research? |
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Definition
1. A-B: Intervention, baseline (NOT true RS design) for one subject
2. ABAB Reversal: 2 BL & 2 Tx for each subject; Ensures that bx change is due to intervention; need to consider if ethical to remove tx)
3. Multiple Baseline: Subjects, bxs, settings
4. Alternating Txs: 2 conditions (BL & Tx occur during alternating days/sessions); possible to compare within same time period (reduces likelihood of extraneous variable causing change)
5. Changing-Criterion Design: BL & Tx phases; diff. BC uses expected criteria |
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Term
| What are alternative names for the y-axis and the x-axis? |
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Definition
ordinate (yaxis)
Abscissa (xaxis) |
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Term
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Definition
| A period of time in which the same tx or no tx is in effect? |
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Term
| Why are the data points not connected across phase lines? |
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Definition
| Allows you to see the differences in the level of behavior more easily |
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Term
| For interval recording, what do you label the y-axis? |
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Definition
| Percentage of intervals of (bx) |
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Term
| How can you judge the effectiveness in an Alternating Treatment Design? |
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Definition
| 2 conditions may be compared on a graph over the same period (eg. kids watching violent TV on alternating days) |
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Term
| What is a functional relationship? How do you tell if a functional relationship exists b/n a target bx and a tx bx? |
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Definition
| If a bx changes each time the procedure is implemented and only when the procedure is implemented, a FR can be demonstrated |
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Term
| What is the principle of extinction? |
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Definition
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Term
| What causes human behavior? Describe how a label might be mistakenly identified as a cause of behavior. |
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Definition
Events in the immediate environment.
Labels may be mistakenly identified as the causes of the behavior.
*E.g. child with autism (autism is a label, not a cause for the behaviors) |
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Term
| Why is it important to describe behavior modifiaction procedures precisely? |
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Definition
| BC behavior modification procedures involve specific changes in environmental events --> precise procedures ensure that the procedures will be used correctly each time. |
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Term
| What is the basic definition of human behavior? |
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Definition
| Actions that have one or more physical dimensions and can be observed and recorded. |
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Term
| What is behavior and what impacts it, and what does it impact? |
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Definition
Behavior is lawful. It may be overt or covert.
*The occurrence is influenced by the environmental events.
*Behaviors have an impact on the physical or social environment. |
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Term
| ______ conducted research which laid the foundation for behavior modification. |
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Definition
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Term
| Behavior is measured _______ modification procedures are applied to document the effectiveness of the procedures. |
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Definition
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Term
| Behavior modifiaction _______ past events and _______ hypothetical underlying causes of behavior. |
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Definition
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Term
| Identify the four steps involved in a behavior modification plan. |
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Definition
1. Defining the target behavior.
2. Determining the logistics of recording.
3. Choosing a recording method.
4. Choosing a recording instrument. |
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Term
| What is a behavioral definintion? How does it differ from a label for a behavior? |
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Definition
1. Objective/unambiguous
2. Active verbs and describes specific behaviors.
*Labels are ambiguous and may be interpreted differently by different people. |
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Term
| What is meant by the term observation period? |
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Definition
| Specific period of time an observer records the target behavior. |
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Term
| What is meant by the term observation period? |
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Definition
| Specific period of time an observer records the target behavior. |
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Term
| Identify and define the four dimensions of a behavior that may be recorded in a continuous recording method. |
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Definition
1. Frequency: Number of times a behavior occurs.
2. Duration: Total amount of time occupied by the behavior from start to finish.
3. Intensity: Amount of force, energy, exertion involved in it.
4. Latency: Amount of time from a stimulus to the onset of the behavior. |
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Term
| What is frequency within interval recording? |
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Definition
1. Partial interval recording: Not interested in frequency, duration, latency; ONLY if behavior occured during each interval of time.
2. Whole: Occurrence of behavior is marked in a interval only when the behavior occurs throughout the entire inverval |
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Term
| What is real-time recording? |
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Definition
| Record each time the behavior starts and finished: Provides information on frequency & duration. |
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Term
| What is time sample recording? |
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Definition
| Divide the observation period into intervals of time, but observe and record the behavior during only part of each interval. |
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Term
| Name four recording instruments. |
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Definition
1. Continuous (Frequency, duration, intensity, latency)
2. Product (record tangible recording or permanent product of teh occurrence of the behavior)
3. Interval: Occurrence or nonoccurrence of the behavior in consecutive intervals of time during an observation period.
4. Time sampling: Divide observation period into intervals of time, but observe and record the Bx during only part of each interval. |
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Term
| What is reactivity? Describe two ways to reduce reactivity during direct observation. |
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Definition
*Process of recording a behavior causes the behavior to change, even before any treatment is implemented
Occurs: When an observer is recording the behavior of another person or when a person engages in self-monitoring.
To reduce:
1. Wait until people being observed become accustomed to the observer.
2. Have observer record behavior without people knowing that they are being observed. |
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Term
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Definition
| The process of recording a behavior cuases the behavior to change, even before any treatment is implemented. |
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Term
| What is interobserver recording, and why is it important? |
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Definition
| Helps to determine whether behavior is being recorded consistently. |
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Term
| In ________, a previously neutral stimulus becomes a contitioned stimulus (CS) when it is paired with an unconditioned stimulus ((US). |
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Definition
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Term
| The CS elicits a ________ similar to the unconditioned response (CR) elicited by the US. |
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Definition
| conditioned response (CR) |
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Term
| Respondent conditioning is most effective when _________. |
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Definition
| the CS immediately precedes the US. |
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Term
| _______ can occur when a neutral stimulus is paired with an already-established CS. |
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Definition
| Higher order conditioning |
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Term
| Respondent behaviors involve ______. |
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Definition
| bodily responses that have survival value. |
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Term
| _______ involve bodily responses that have survival value. |
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Definition
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Term
| One type of respondent behavior is a ___________ that may be negative (such as fear and anxiety) or positive (such as happiness). |
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Definition
| conditioned emotional response |
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Term
| Conditioned Emotional responses may be ____ or ______. |
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Definition
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Term
| Conditioned Emotional responses may be ____ or ______. |
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Definition
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Term
1. intensity fo the US or the CS
2. Temporal relationship between the CS and the US
3.Contingency between the CS and the US
4. Number of pairings
5. Person's previous exposure to the CS |
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Definition
| Factors that influence ffrespondent conditiong include: (5 things) |
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Term
| When does respondent conditioning occur? |
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Definition
| When a neutral stiumus is paired with a US and the neutral stimulus becomes a CS that can elicit a CR. |
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Term
| _____ occurs when a behavior is reinforced in the presence of an Sd and the behavior is then more likely to occur in the future when the Sd is present. |
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Definition
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Term
| Identify the terms signified by the following abbreviations: US, UR, CS, and CR. Provide an example |
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Definition
| Unconditioned Stimulus, Unconditioned Response, Conditioned Stimulus, Conditioned Response |
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Term
| What is an unconditioned stimulus? |
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Definition
| Certain types of stimuli that typically elicit specific types of bodily responses |
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Term
| How can you condition fear (CR) to a neutral stimulus WITHOUT pairing it with the UCS (air horn)? |
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Definition
| Higher order aka second order conditioning |
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Term
| Alternating Treatment Design |
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Definition
| 2 conditions may be compared on a graph over the same period (eg. kids watching violent TV on alternating days) |
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