Chapter 16 - 1- Define stimulus generalization and give an example that is not in this chapter *** |
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Stimulus generlization is the procedure of
reinforcing a repsonse in the presence of a stimulus or situation, and the
effect of the response becoming more probable in the presence of another
stimulus or sitiation. Basically, a person responds the same way to two
different stimuli. An example of this would be: a child seeing a black cat and
calling it a cat, then seeing a black dog and calling it a cat as well. |
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Unit 16
2) Explain the difference between
stimulus generalization and stimulus discrimination. Describe examples
illustrating the difference. |
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Stimulus generalization refers to
the transfer, or reinforcing a response when another stimulation/situation and
the effect of becoming more likely in its presence. Ex) Child in habit of swearing
now swears in a different situation, at home, and there will be a different
result than at school. Parents are likely to punish/reprimand the child’s word
choice.
Stimulus discrimination is a
response occurring to a stimulus which will be reinforced. Ex) When a child
sears at school, stimulus of peers increases this behaviour as they reinforce
it.
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Chapter 16 - #4
What is a primary
distinction between stimulus generalization involving a common-element stimulus
class and stimulus generalization involving an equivalence class? |
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Common-class: more
unlearned; same object but different form; common characteristics
Equivalence class: more
learned; one common element but different items; no common characteristics |
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Chapter 16 – 5. Define or describe unlearned response generalization due to
physical similarity of responses, and give an example. |
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The more physically
similar two responses are, the more unlearned response generalization will
occur between them. If you learn a forehand shot in racquetball, chances
are that you would be able to perform a
forehand shot in squash or tennis. The responses involved are very similar.
Likewise, you will probably find roller blading easier to learn if you have
already learned to ice skate because the responses involved in the two
activities are similar. |
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Chapter 16, question 11 Briefly list four tactics
for programming operant stimulus generalization. Give an example of each. |
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1. Train in the target
situation.
Make the final stages of the training
situation as similar to the target situation in as many ways as possible. An
example of this could be if a parent wants their child to count out the right
change to buy a bag of candy. The ideal place to do this would be in a store
that sells candy (of course, some preliminary training in a controlled setting
may be necessary)
2. Vary the Training
Conditions.
This might be done by conducting training sessions with relatively little
control over the stimuli in the presence of which correct responses are
reinforced. An example could be performing an experiment with various noises in
the background such as traffic.
3. Program Common Stimuli.
This is done by developing the behaviour to specific stimuli that are present
in both the training and target stimuli. An example could be a program in which
social and academic classroom behaviours are taught to children in a remedial
classroom. Generalization to the regular academic classroom was ensured by
using the same academic materials in both classrooms.
4. Train Sufficient
Stimulus Exemplars.
This technique increases the probability of appropriate generalization to new
stimuli and situations because of the large number and variety of stimuli and
situations to which training has occurred. An example could be training someone
in different areas like in the schoolyard, classroom, home, etc. |
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Chapter
16 Question 15
Q:
Describe the generalization
strategy referred to as general case programming. Describe an example. |
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A:
General case programming is
a variation of training sufficient stimulus exemplars. This is where the
instructor will introduce the range of relevant stimulus in which the learner
will be expected to respond and response variations that might be required. For
example, a teacher may have a variety of drink machines for a person with a
developmental disability to learn how to use and the responses in which will
make the vending machine produce the drink. |
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Chapter 16, Question 16
Briefly list three tactics for programming operant response generalization.
Describe an example of each.
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1. Programming operant
response generalization -
Train sufficient response exemplars - a strategy for programming response
generalization is similar to training sufficient stimulus exemplars to
esyablish stimulus generalization.
Example: You are teaching your class how to distinguish between odd and even numbers. 1 is odd 2 is even
therefore 3 is odd and 4 is even. They are reinforced each time until they were
capable of distinguishing odd and even numbers on their own (p 195, 4).
2. Vary the acceptable response during training -
Varying the responses that are acceptable during training.
Example: Developing creativity and reinforced children during block
building. For any response that was
different from prior block buliding responses. Therefore led to an increase in
the childrens creative block building (p. 195, 5) * can't come up w/ my own
example .
3. Capitalize on behavioral principles and procedures -
By capaitalizing on behavioral momentum, which is a momentary increase in the
probability of some response occuring as a result of one or more functionally
equivalent responses having been reinforced.
Example: You are teaching you're child how to do long division for their
homework. As your child does one step correctly, you reinforce them by saying
"Exellent job, go on keep going". You reinforce your son and shortly
the hard part comes next. Your childs probability has increased the chances of
doing the next step correctly (p 196, 1).
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Chapter 16
19) Briefly describe four
tactics for programming operant behaviour maintenance. Give an example of each.
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1) Behaviour trapping is a
method for programming operant behaviour maintenance in which the natural
contingencies of reinforcement are allowed to take effect (p.196). For example,
when teaching a child to walk, the teacher may use an object to coax the child
towards it by walking. The sight of the object is an antecedent stimulus.
Receiving the object is a reinforcer for the behaviour (walking). When the
child learns how to walk, the natural environment has natural contingencies of
reinforcement such as arriving at a place an individual wants to be at, that
will program operant behaviour maintenance.
2) Change the behaviour of
people in the natural environment is a method for programming operant behaviour
maintenance which involves “actually changing the behaviour of people in the
target situation so that they will maintain a learner’s behaviour that has
generalized from the training situation”. For example, a child may be taught
not to slap at daycare by punishing this undesirable behaviour with a timeout.
This will be carried out during regular daycare days and not at a simulated
training environment.
3) An intermittent
schedule of reinforcement should be used in the target situation to develop
behaviour persistances, resistance from extinction and allow it to become under
the control of reinforcers found in the natural environment. For example, to
program operant behaviour maintenance of eating vegetables at dinner, a parent
may reinforce this desirable behaviour by allowing the child to have extra play
time or a dessert.
4) An individual should be
given control of their own behaviour to program operant behaviour maintenance.
For example, if a soccer player completes his endurance training on his own
schedule and records it, he should follow this desirable behaviour will
reinforcement, for example buying a cold drink at the nearby convenience store,
in order to produce behaviour maintenance. |
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Chapter 16
#21:Give two examples of pitfall type 1 involving stimulus generalization, one of which involves generalization of a desirable behaviour to an innappropriate situation and the other invovles generalization of an undesirable behaviour. |
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: An example of stimulus
generalization of a desirable behaviour to an inappropriate situation can often
be seen among individuals with developmental disabilities involving greetings
and displays of affection. Of course, it is highly desirable for these
behaviours to occur under appropriate circumstances, but when an individual
walks up to and hugs a total stranger, the results can be less than favourable.
An example of stimulus generalization of an undesirable behaviour from the
situation it developed to a new situation for which it is also undesirable
would be, suppose that an overly protective grandparent while supervising a
grandchild who is learning how to walk provides a great deal of attention each
time the child falls. As a result, falling increases in frequency. When the
child returns to the parents, the excessive falling might generalize to their
presence as well. |
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Chapter 17 Question 1
Define rule and give an example that is not in this chapter. |
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A rule describes a
situation in which a behavior will lead to a consequence.
Example: If you don’t take your shoes off when you
enter the house, you will have to wash the floor. |
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chapter 17, question 5 : Define contingency shaped behaviour and give an example |
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Behaviour that develops because of its immediate
consequences is called contingency –shaped behaviour. For example operating the
Blu-ray Disc Player by just pushing the buttons and adjusting what you push
because of the consequences without“paying attention” to what you are doing. |
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Chapter 17 Question 14
In a couple of sentences, distinguish between rules
that are often effective versus rules that are often weak or ineffective in
controlling behaviour |
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Rules that describe a
behaviour specially is more likely to be followed than a rule that describes a
vague behaviour.
A rule that describes
specific circumstances in which the behaviour should occur is more likely to be
followed than a rule that describes the circumstances vaguely or not at all.
Rules are likely to be
followed if they identify behaviour for which the consequence are highly
probable even though they might be delayed.
Rules that describe
sizeable consequences are likely to be effective.
Rules that describe
specific circumstance sand deadlines for specific behaviours that will leave to
sizable and probable outcomes are often effective even when the outcomes are
delayed. |
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Chapter 17 Question 17
Briefly list six of the eight conditions that summarize effective versus inneffective goal setting as a behaviour modification strategy.
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1. Specific Goals are more effective than
vague goals: Rather than a goal of having a better relationship, a couple might
agree to spend half an hour of quantity time together or to tell each other
daily at least three things that they appreciate about their relationship. Or
instead of saying to just "lose weight", it is more effective to have
a goal of losing 10 pounds.
2. Goals with respect to learning specific
skills should include mastery criteria: A mastery criterion is a specific
guideline for performing a skill so that if the guideline is met, the skill is
likely to be mastered. This means that an individual who has met a mastery
criterion for a skill has learned it well enough o perform it correctly upon
demand or when it is necessary to do so.
3. Goals should identify the circumstances
under which the desirable behaviour should occur: A goal for a wrestler to
practice takedowns is somewhat vague. A goal to practice arm-drag take downs
until three in a row occur adds a quantity dimension but still does not
indicate the circumstances under which the behaviour should occur. A goal to
practice arm-drag takedowns until three in a row occur on an opponent offering moderate
resistance identifies the circumstances surrounding the performance
4. Realistic, challenging goals are more
effective than do-your-best goals: A number of studies have demonstrated that
do-your-best goals are not nearly as effective as are specific goals for
improving performance. This may be because they are vague. An instructor who
identifies with a specific goal for a learner is more likely to consistently
provide reinforcement for meeting the goal than is an instructor who simply
gives the learner a do-your-best goal.
5. Goal setting is more effective if
deadlines are included: Each of us has a history of positive reinforcement for
meeting various deadlines and for encountering aversive consequences when we
don't meet them. Capitalizing on this history increases the effectiveness of
goal setting.
6. Goal setting plus feedback is more
effective than goal setting alone: Goals are more likely to be met if feedback
indicates the degree of progress toward the goal. One way of providing feedback
is to chart the progress being made.
goal setting is most effective when individuals are committed to the goals
public goals are more effective than private goals |
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CHAPTER 17
18. What is a mastery criterion?
Describe an example that is not in this chapter. |
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A mastery criterion is a specific guideline for performing a
skill, so that when the guideline is met, the skill is likely to be mastered.
In other words, when an individual has met a mastery criterion for a skill,
they have learned it well enough that they can perform it correctly when asked
or when it is necessary. An example of mastery criterion would be an actor
reciting his lines in a play. |
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CHAPTER 18
2. List four strategies that you might follow to
influence the effectiveness of modeling as a behavior modification technique. |
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Arrange for peers to be models
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Arrange for the modeled behaviour to be seen to be effective
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Use multiple models
-
Combine modeling with rules
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Chapter 18
4. What
does symbolic modeling mean? Describe
how this might explain how a city-dwelling child might learn to fear snakes. |
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Modeling is a procedure
that uses an individual to demonstrate a given behaviour to another individual
to try to get that individual to take part in a similar behaviour.
A type of modeling is
symbolic modeling. Symbolic modeling is
when the modeling procedure is demonstrated through the presentation of
modeling scenes through films, videos, and other media.
A city dwelling child
might learn to fear snakes through symbolic modeling if they watch films of a
child being eaten by snakes, attacked by snakes or poisoned by snakes while
they are out of the city on vacation. In
this example, through symbolic modeling the child may learn that if he leaves
the city snakes will come and harm him. |
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Chapter 18 Question 10 - what is generalized imitation, describe and example. |
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10. “Generalized
imitation: an individual after learning to imitate a number of behaviours,
learns to imitate a new response on the first trial without reinforcement.
Example: helping an
individual who is terrified of water might involve gradually leading the
individual by the hand into the shallow end of a swimming pool and providing
support while the individual floats.” |
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Chapter 18 – question 12
12.) Describe each of the four
proposed categories of situational inducement. |
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Categories of Situational
Inducement:
o
Rearranging surroundings to create an
environment that promotes the behaviour through physical surroundings
E.g.) to increase study behaviour--clear desk of clutter and non-study related
items, move the desk so it is facing the wall, as far away from the bed as
possible, improve the lighting
o
Moving activity to a new location—move
to a location that will be more conducive to the behaviour that you want to
achieve.
E.g.) move to a library where the atmosphere is conducive to studying rather
than get distracted at home by many other things
o
Relocating people– if you move people
out of an environment that generally reinforces a problematic behaviour, then
it will be less likely to occur. (generally a last resort)
E.g.) if two girls are always talking during class, move them apart so that
they are less likely to talk during class.
·
Changing
the time of the activity—certain stimuli/behavioural tendencies change in
predictability with the passage of time
E.g.) – if you are tired in the evenings and are less likely to want to
exercise, then try exercising in the morning when you have more energy and are
more willing.
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Chapter 18
8. What
does the term physical guidance mean?
How does it differ from gestural prompting? |
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Physical guidance is the application of physical
contact to induce an individual to go through the motions of a desired
behavior. Gestural prompting are certain
motions one may make to show an individual what to do without actually touching
him or her. |
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Chapter 17, #6 - Define rule governed behaviour and give an example |
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Rule governed behaviour is behaviour that is controlled by the statement of a rule. If everyone listens to the coach carefully and does not whisper while he is talking there will be an extra five minutes of scrimmage at the end of each practice. |
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Chapter 17, Question 21. What do the authors mean by commitment in the context of goal setting? |
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By commitment, we mean statements or actions by the learner indicating that the goal is important, the learner will work toward it and the learner recognizes the benefits of doing s |
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Chapter 19, Question 1:
How do many people who are not behaviourists or behaviour modifiers
conceptualize motivation? Illustrate with an example. |
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People who are not
behaviourists or behaviour modifiers often conceptualize motivation as some
“thing” within us that causes our actions. Claiming that “Howard is a good
worker because he is highly motivated” is an example of this concept of
motivation. |
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Chapter
19 – Question #2
What is the conceptual problem with the traditional view of motivation?
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The
conceptual problem with the traditional view of motivation is that it is
believed that motivation is something that we either have or don’t have. For example, a gymnast who completes 5 stuck
beam routines would be viewed as having more motivation than a gymnast who
completes 1. |
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Chapter 19
3.
Q)
Describe three practical problems with conceptualizing motivation as an
internal cause of behaviour |
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a) First, the suggestion
that the causes of behaviour are inside of us rather than in the environment
might influence some to ignore the principles for changing behaviour described
in earlier chapters and the enormous amount of data demonstrating that
application of those principles can effectively modify behaviour.
b) Second,
conceptualizing motivation as an internal cause of behaviour may influence some
to blame the individual for substandard performance by attributing this to a
lack of motivation, or laziness, rather than trying to help such individuals to
improve their performance.
c) Third,
conceptualizing motivation as an internal cause of behaviour may influence some
to blame themselves for failures to emit various behaviours (e.g., "I just
can't get motivated to go on a diet") rather than examining potential
self-management strategies (see Chapter 26) for improving their performance. |
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Chapter 19
Question #5. Define motivating operation. Describe an example that illustrates both aspects of the definition. |
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Motivating operation (MO) is an event or operation
that: temporarily alters the effectiveness of a reinforcer or punisher and
influences behaviour that normally leads to that reinforcer or punisher. MEO is
an event or operation that temproarily increases the effectivenss of a
reinfocer or punisher and that incrases the likelihood of behviours that lead
to that reinforcer or decrease the likeihood of the behaviours that lead to
that punisher. MAO is an event or operation that temporarily decreases the
effectivenss of a reinforcer or punisher and decreases the likelihood of behaviours
that normally lead to that punisher. Food deprivation is an MEO, food satiation
is an MAO. |
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Unit 19
12) Define Echoic, and describe and example that is not in this book. |
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Echoic is a vocal imitative response that is developed and maintinaed by social reinforcement.
If a parent says " say garbage" and the child says " garbage" then receives praise, then that word garbage is an echoic |
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Chapter
19 – 14. Define mand, and describe an
example that is not in the book. |
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A mand is a verbal
response that is under the control of a motivating operation and is reinforced
b y the corresponding reinforcer or removal of the corresponding aversive
stimulus. Example from text: If a child is thirsty and asks a parent for
“water”, the child’s response “water” is a mand. The same spoken word, water,
is considered to be a different verbal response (eg. An echoic, a tact, a mand)
depending on its controlling variables. |
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Chapter 19 Question 13 - Define tact and describe an example that is not in this book. |
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A tact is a naming response that is developed and maintained by social reinforcement . If an instructor asks how many hours should be spent studying and the students respond 2, then te instructor gives praise. 2 is a tact. |
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Chapter 20 Question 2
Define behavioural assessment |
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Behavioural assessment
involves the collection and analysis of information and data in order to a)
identify and describe target behaviour; b) identify possible causes of the behaviour;
c) select appropriate treatment strategies to modify the behaviour; and d)
evaluate treatment outcome.
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Chapter
20 Question 3
Q:
List the four phases of a
behaviour modification program. |
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A: The four phases of a behaviour modification program are
the screening phase, the pre-program assessment phase, the treatment phase, and
the follow-up phase |
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chapter 20 question 5: What two things typically occur during the assessment phase of a behaviour modification program? |
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During the assessment phase the behavior modifier
assesses the target behavior to determine its level prior to the introduction
of the program or tteatment
Also they analyze the individuals current enviroment to identify possible
controlling variables if the behavior to be changed |
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Chapter 20
7) What is the purpose of
the follow-up phase of a behaviour modification program?*** |
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“to determine whether the improvements achieved during
treatment are maintained after the program’s termination.”Observations in the natural environment |
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Chapter 20 Question 12
List the five main types of
indirect assessment procedures. |
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1. interviews with the client and significant others
2. questionnaires
3. role-playing
4. information from consulting professionals
5. client self-monitoring
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Chapter 20 Qustion 9
Briefly distinguish
between direct and indirect assessment procedures. |
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Direct Assessment
procedures are judgments based on information about a behavior by directly
observing it whereas Indirect Assessment procedures are judgments based on
information about a behavior by not directly observing that behavior. |
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Chapter 20Question 21: How does a behavioural approach differ from a traditional approach to assessment in terms of a basic assumption about performance on a test or checklist*** |
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Behavioural approach - Performance on a checklist is a sample of a persons response to specific stimuli Psychodiagnostic approach - Test performacne is viewed as a sign of an enxuring instrapschic trait or person variable |
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Chapter 20 Question 22 –
Describe two differences in the goals of a behavioral approach to assessment
compared to a traditional approach? |
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Behavioural approach – 1) To
identify behavioural excesses or deficits 2) to idenfity environmental causes
of current problem behaviours
Traditional approach – 1)
to diagnose or classify individuals 2) To identify intrapsychic or trait causes
of behaviour |
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Chapter 20
#23 Describe a difference between
the method of a behavioural approach compared to a traditional approach to
assessment. |
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A difference between the behavioural
approach and the traditional approach to assessment is that in a behavioural
approach the client is assessed through direct observation of specific
behaviours while in the traditional approach direct assessment of intrapsychic
factors and underlying traits is impossible(by definition).
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Chapter 21 question 10
What is another word for the intensity of the response?
Describe an example in which it would be important to measure the intensity of
the behaviour? |
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Another word for intensity of a behaviour is magnitude or
force. An example of a situation where it would be Important to measure the
intensity of the behaviour could be a baseball pitcher trying to learn how to
through fast balls. By measuring how fast a he throws a baseball, one can
determine the speed and could be used to infer the force with which the
baseball was propelled. |
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CHAPTER 21
12. Name the six levels that the
ABLA assesses. |
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Level 1, imitation
Level 2, position discrimination
Level 3, visual discrimination
Level 4, visual match-to-sample
Level 5, auditory discrimination
Level 6, auditory-visual combined discrimination
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Chapter 21 Question 15. What do we mean by the latency of a response?Describe an example |
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15.Latency is the
amount of time that passes between the presentation of a stimuli and the onset
of a specific behaviour. My co-worker complains endlessly so much so that I
escape by walking away. Latency is the amount of time between the onset of her
complaining stimuli and my walking away behaviour |
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Chapter 21
21.
Define time sampling recording.
Give an example |
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Time sampling recording scores a behavior as
occurring or not occurring during very brief observation intervals that are
separated from each other by a much longer period of time. For example, a parent who is worried about
her son mouthing (hands or objects in his mouth) may use time sampling as it is
impossible for her to observe her son 24/7.
Every hour she will observe him for 30 seconds and record if the behavior
had occurred or not. |
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CHAPTER 21
17. Define continuous recording. Describe an example
that is not in this chapter. |
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Continuous
recording is the recording of every instance of a behavior during a designated
observation period. A continuous recording system is commonly used when
successive responses are quite similar in duration. An example of a behaviour
that could be measured using continuous recording is the frequency of swearing.
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Chapter 21
20. When would one likely select an
interval-recording system over a continuous recording system? |
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A continuous recording
system is the recording of every instance of a behaviour during a designated
observation period. It is commonly used
when successive responses are quite similar in duration, such as the number of
cigarettes smoked. If the responses are
of a variable duration, like time spent watching TV or off-task behaviour in a
classroom, interval recording is often used.
An interval recording system logs the behaviour as either occurring or
not occurring during short intervals of equal duration (eg. Intervals of 10 seconds) during the specified
observation periods (such as 30 Minutes). |
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Chapter 21, querstion 22 Briefly
describe momemtary time-sampling recording |
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22. “Momentary time
sampling, a behaviour is recorded as occurring or not occurring at specific
points in time, such as every hour on the hour rather than during specific
brief intervals.”
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Chapter 21 - Question
24
24. In a sentence or two, what do we mean by
interobserver reliability? (Describe in words. Don’t just give the procedures
for calculating an IOR.)
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Interobserver reliability is when
there are two or more independent observers recording observations of the same
behaviour of the same individual during the same session. They are careful not
to influence or signal each other while they are recording or to peek at each
other’s observations. This is important to compare results and see if there
is consistency. |
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Chapter 22, Question 4:
Define dependent variable, and give
an example. |
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In research terminology,
the measure of behaviour is referred to as the dependent variable. In the
example of Kelly, who underwent a treatment program to improve her frequency of
successfully completing mathematics problems in her daily math class, correctly
completing math problems was the dependent variable.
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Chapter 22 – Question #5 - define independent variable and give an example
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An independent variable is
that variable within an experimental research design that should have an effect
on the dependent variable. Usually the
independent variable is the treatment in the experimental design. For example, a researcher does an experiment
on the effect of a type of drug (independent variable) on bipolar disorder (dependent
variable). If the treatment is
effective, bipolar disorder symptoms will decline. |
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Chapter 22
Question 6.
Q) Define internal validity. |
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A) “A study or experiment is said to have internal
validity if it convincingly demonstrated that the independent variable caused
the observed change in the dependent variable.” |
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Chapter 22
Question
#7. Define External validity |
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Question #7. External validity is extent to which
a finding of a study or experiment can be generalized to other behaviours,
individuals, settings and treatments |
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Unit 22
8) With reference to an example,
briefly describe the 4 components of the reversal-replication design. What is
another name for this design? |
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The reversal-replication design has
also been names the ABAB design or the withdrawal design. The first
component is the baseline phase where a child’s ability to do math problems is
gauged for a certain length of time. The second component is the first
treatment phase where the teacher uses a form of treatment to enhance the
child’s ability to do the math problems. This session lasts longer than the
baseline phase and is accompanied with an improvement in behaviour. The third
component is the reversal phases when the treatment or methods the teacher used
are removed. This phase has the same duration as the previous phase and is
accompanied by a decline in the student’s ability. In this example the teacher
removes the treatment and the child continues to struggle with math problems
again. The final component is the second treatment phase where the treatment is
administered again and the child is able to correctly answer math problems
again. |
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Chapter 22 - #15
With reference to an
example, briefly describe a multiple-baseline-across-behaviours design. |
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Billy will not do his math
problems. He might undergo a multiple-baseline-across-behaviours design. First
the teacher would create a baseline for two or more behaviours concurrently.
Teacher might combine creative writing ability, solving math problems and
grammar. This design assumes that each behaviour is independent so treatment is
applied separately. First she would apply
to the math problem behaviour. Once the desired behaviour increased, she
would start to reinforce the second behaviour. Then once she accomplished that
step, she continues on to the next behaviour. This controls all the behaviours
at once. |
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Chapter 22–17. With
reference to an example, briefly describe a multiple-baseline-across-situations
design.p.273 |
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It involves establishing
baselines for two or more of an individual’s behaviours followed by introducing
the treatment sequentially across those behaviours. For a teacher that wants to
demonstrate the effects of the reinforcement procedure on the child’s academic
performance without doing a reversal which would risk losing the improvement
the teacher would start with the first step to apply this design might be to
record Kelly’s performance in solving math problems during math class as well
as in spelling and sentence writing during language arts. The treatment of an
extra minute of recess per correct problem might have been introduced in math
class while the other baseline conditions might have been continued during
language arts. If the results were those shown in figure 22-3, the teacher
might next have introduced the treatment for the second behaviour by allowing
an extra minute of recess for each word Kelly spelled correctly. Finally the
teacher might have introduced the treatment of the third behaviour – sentence
writing. If the results were those shown in figure 22-3, the behaviour changed
only when the treatment was introduced.
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Chapter 22 Question 19
With reference to an
example, briefly describe a multiple-baseline-across-people design. |
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A
multiple-baeline-across-people design involves establishing baselines for a
specific behaviour across two or more people concurrently followed by the
introduction o the treatment sequentially to each person. An example can be
seen in a program designed to improve public speaking. Three individuals were
recorded during initial public speaking sessions. The first individual was then
given treatment while the other two stayed on the baseline. Exposure to the
treatment improved the public speaking of the first individual. The treatment
package was then introduced sequentially to the second individual and then the
third individual, both of which led to improvements in their public speaking as
well. This shows convincing evidence of the program’s effectiveness.
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Chapter
22 Question 21
Q: With reference to an example, Briefly describe
the changing-criterion design. |
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A:
The changing-criterion
design is a design in which the control that a treatment exerts on an
individuals behaviour is evaluated by introducing successive changes in the
behavioural criterion for application of treatment. An example would be a
person and their exercise program in regards to running on a treadmill. The
person would have a start rate and each phase would gradually increase the rate
at which the person would run and when the person would meet these goals at the
end of every phase they would receive a ticket for a backup reinforcer at the
end. |
| |
Chapter 22 Question 22.
With
reference for an example, briefly describe an alternating-treatment design.
What is another name for this design? Explain when and why that name might be
preferred.
|
|
Experimental designs are ideally suited for
demonstrating that a particular treatment need responsible for a specific
change in behavior. Nonetheless of you wanted to compare different treatments
for a single individual multiple baseline designs are not suitable. Therefore
alternating-treatment designs also known
as multielement design would be more appropriate. Multielement includes
alternating two or more treatment conditions, one condition per session, to
assess their effects on a single behavior of a single individual (p 277, 1) .
|
| |
Chapter 23
1) A functional assessment
of the causes of a problem behaviour involves asking what two questions? |
|
1) What are the antecedents of the behaviour?
2) What are the immediate consequences of the
behaviour? |
| |
Chapter 23
#2:Briefly describe three ways to discover controlling variables of problem behaviour |
|
1.
1)Questionnaire
Assessment: Administer a questionnaire with a series of relevant questions that
people familiar with the client are asked.
2.
2)Observational
Assessment: Involves performing an observational or descriptive assessment in
which the observational assessor carefully observes and describes the
antecedents and immediate consequences of the problem behaviour in its natural
settings. From these descriptions, the assessor forms hypotheses about the
antecedent stimuli, motivational variables, and consequences controlling the
problem behaviour.
3)
3.
Functional
Analysis: The systematic manipulation of
environmental events to experimentally test their role as antecedents or as
consequences in controlling and maintaining specific problem behaviours. In
this procedure, also called experimental functional assessment, the therapist
directly assesses the effects of potential controlling variables on the problem
behaviour. |
| |
Chapter 23 Question 5
Describe three limitations
of functional analyses. |
|
1. Many behaviors occur at frequencies of less than one per
day so this form of analysis would take a
great deal of time before sufficient data can be obtained to draw valid
conclusions.
2. This type of analysis cannot be applied to extremely
dangerous behaviors, such as suicide threats.
3. This type of analysis requires scheduling a number of
observational sessions making the expense and
personnel requirements prohibitive. |
| |
Chapter 23 Question 6 - What are trhee indicators that a problem behaviour is maintained by the social attentio taht follows it |
|
a) whether attention
reliably follows the behavior
B) Whether the individual
looks at or approaches a caregiver just before engaging in the
behaviour.
C) Whether the individual
smiles just before engaging in the behavior |
| |
Chapter 23 Question 12
What is a strong indicator that problem behaviour
is being maintained as a way of escaping from demands? Give and example illustrating this
indicator. |
|
The individual engaged in
the behaviour only when certain types of requests are made. For example, when requested to answer
difficult questions, some children might engage in tantrums that are
strengthened the withdrawal of the request.
|
| |
Chapter 23
#14 What are the two main indicators
that a problem behaviour is a respondent behaviour that is elicited by prior
stimuli(versus operant behaviour being maintained by reinforcing consequences).
Give an example |
|
The two main indicators that a
problem behaviour is a respondent behaviour that is elicited by a prior stimuli
are that the problem behaviour consistently occurs in a certain situation or in
the presence of certain stimuli and that it is never followed by any clearly
identifiable reinforcing consequence.
An example would be a guy being rude
to his sister every time his guys friends are over. |
| |
Chapter 24
1. How does a behavior modifier evaluate the importance of a
problem? |
|
By asking
two questions: Will solving the problem lead to less aversiveness or more
positive reinforcement for the clients or others? And will solving the problem
be likely to give rise directly or indirectly to other desirable behaviors? If
either of the answers is no then you could reconsider your involvement with the
problem. |
| |
CHAPTER 24
3. How does a behaviour modifier
evaluate the ease with which a problem might be solved? |
|
A behaviour modifier considers whether the problem is to
decrease an undesirable behaviour, and if the behaviour has been occurring for
a short time, under narrow stimulus, and with no intermittent reinforcement. A
problem with these characteristics would be easier to solve than an undesirable
behaviour that has been occurring for a long time, under control of many
stimuli and with intermittent reinforcement. If the problem is to teach a new
behaviour, the behaviour modifier must assess whether the client has
prerequisite skills. And if there are multiple problems, rank them according to
priority for treatment and begin with the highest priority. |
| |
Chapter 24 Question 9 - You are about to design
a treatment program. After defining the target behavioura nd identifying its
desired level of occurrence and stimulus control, what five questions should
you answer before proceeding to the design? |
|
9. Before you design
your behaviour modification program the five questions that must be answered
are: 1. Is your description exacting enough? 2. How did you select the goal and
is it in the clients best interest? 3. Has the client been informed as to what
the exact goal is and how you intend to achieve it? 4. Has the client bought
into the program and are they committed to the goal. 5. What else may occur
when for the client and others when the goal is achieved |
| |
CHAPTER 24
10. If you are thinking of capitalizing on
antecedent control, what six categories should you consider? |
|
Can you use:
-
Rules
-
Goals
-
Modeling
-
Physical Guidance
-
Situational inducement (rearrange the surrounds, move the activity
to a new location, relocate people, or change the time of the activity)
-
Motivating operations |
| |
Chapter 24
15. What is a behavioral contract? (Answer page
301) |
|
A behavioural contract is
a written agreement that provides a clear statement of what behaviours of what
individuals will produce what reinforcers and who will deliver those
reinforcers. A behavioral contract can
be used between two or more individuals, such as between a teacher and
students, parents and child, behaviour modifier and client.
|
| |
Chapter 24
16. What
is a treatment contract and what should it clearly outline? |
|
A treatment contract is a written agreement
between the client and the behavior modifier.
It clearly outlines the objectives and methods of treatment, the
framework of the service to be provided, and contingencies for remuneration
that may be forthcoming to the behavior modifier. |
| |
Chapter 25 Question 1 - What are tokens? |
|
1.
“Tokens are
reinforcers that can be accumulated and exchanged for goods and services. “ |
| |
Chapter 25.
2.) What is a token
economy? |
|
A token economy is a
program in which a group of individuals can earn tokens for a variety of
desirable behaviours, and can exchange tokens earned for backup reinforcers. |
| |
Chapter 25, Question 4:
List at least five
settings in which token economies have been used. |
|
Token economies have been
used in psychiatric wards, institutions and classrooms for persons with
developmental disabilities, classrooms for children and teenagers with
attention- deficit hyperactivity disorder (ADHD), normal classroom settings
ranging from preschool to college and university, homes for troubled children,
prisons, the military, wards for the treatment of persons with drug addiction
or alcoholism, nursing homes, and convalescent centers.
|
| |
Chapter 25 – Question #5
List at least Five behaviours that token economies have been designed to develop |
|
Five behaviours that token
economies have been designed to develop are: control children’s behaviour,
treat marital discord, increase safety behaviour, decrease absenteeism and
enhance on-the-job performance |
| |
Chapter 25
7.
Q) List and briefly describe six initial steps involved
in setting up a token economy. |
|
a)
Deciding on target behaviours. This involves deciding on and clearly defining
the target behaviours “so that the students know what behaviours are expected
of them and so that you can reinforce those behaviours reliably when they
occur.”
b)
Taking baselines. Record data on the target behaviour before the implementation
of the behaviour modification program so its effectiveness can be properly
assessed.
c) Selecting
backup reinforcers. This involves deciding on what can be purchased with tokens
obtained during the program.
d) Selecting
types of tokens used. “In general, tokens should be attractive, lightweight,
portable, durable, easy to handle, and, of course, not easily counterfeited.”
e)
Identifying available help. “Help might be obtained from a number of
sources: (a) people already assigned to work with the individuals of concern
(e.g., nurse's aides, teaching assistants), (b) volunteers (e.g., homemakers,
senior citizens, members of civic organizations and community action groups),
(c) behaviourally advanced individuals within the institution (e.g., older
students assigned to help younger students), and (d) members of the token
economy itself.”
f)
Choosing locations. If possible, choose a location which suites the needs of
your token economy, such as having a larger classroom with movable desks when
group work is required. |
| |
Chapter 25
Question
#12. What do you think are some advantages in having members of the token
economy themselves function as the main source of help? |
|
Some advantages in having members of the token
economy themselves function as the main source of help are learning
responsiblitiy and learning how to function effectively without supervision. .
This may make it easier for the client to keep up the reinforced behaviour in
an uncontrolled setting. It basically helps the client learn skills themselves,
without guidance of an outside person. |
| |
Unit 25
22) What is one precaution to help
ensure high ethical standards for a token economy? |
|
One precaution to help ensure high
ethical standards for a token economy is to make the system completely open to
public scrutiny, this provides a sense of accountability to those administering
the treatment. |
| |
Chapter 26 - #1
What do people seem to
mean when they talk about will power? Is willpower a useful concept? Why or why
not? |
|
They describe willpower as
some magical force within us that is responsible for overcoming problems. It is
not a useful concept to use because people fail to describe how to obtain
willpower. They fail to analyze the other factors that cause problems.
|
| |
26 – 11. How does this
book define commitment? Pg. 324 |
|
Commitment to change
refers to your statements or actions that indicate that it is important to
change your behaviour, that you recognize the benefits of doing so, and that
you will work toward doing so. |
| |
Chapter 26 Question 12
Describe five steps that
you could take to strengthen and maintain your commitment to a program of self
control |
|
1. List all the benefits
for changing your behaviour. Write them out and post them in a conspicuous
space.
2. Make your commitment to change public. Increasing the number of people who
can remind you to stick to your program increases your chances of success.
3. Rearrange your environment to provide frequent reminders of your commitment
and goal. You could write index cards or take photographs and leave them in
different areas of your house.
4. Invest considerable time and energy in initially planning your project.
Prepare a list of statements related to your investment in your project so you
can use those statements to help strengthen and maintain your commitment.
5. Plan ahead for various ways to deal with obstacles and temptations that may
arise and make you want to quit your project. |
| |
Chapter
26 Question 14
Q:
Describe an example that
illustrates how recording and graphing of a problem behaviour was all that was
needed to bring about improvement. |
|
A:
Recording data and graphing
it can bring about improvements in a target behaviour on its own because seeing
the data may act as reinforcement. For example a smoker may want to cut down on
smoking and may record every time he/she has a smoke. They may then mentally
make a goal to try to have less tally’s on the paper everyday. Seeing less
tally’s may then reinforce and prompt the smoker to keep up the hard work. |
| |
Chapter 26, Question 16
16. List seven major classes of antecedents that you might consider when
planning how to mamage the situation in a self control program (p 327). |
|
1.Instructions 2. Modeling
3. Physical Guidance 4. Our Immediate Surroundings 5. Other People 6. The time
of Day 7. Motivating Operations
|
| |
Chapter 26
18) Define mastery
criterion, and describe an example that is not in the text. |
|
Mastery criterion is
“performance requirements for practicing a skill so that if the criteria are
met, the behaviour has been learned” (p. 328). For example, hitting three
“out-of-the-park” hits in baseball in a row. |
| |
Chapter 26 Question 22
Describe 3 different ways
of arranging for reinforcers to be received in a self control program in a
sentence or two for each.*** |
|
1. By asking others to
manage reinforcers for you is an effective way to receive reinforcers. In an example, Mary decided to start a
jogging program where she would get money immediately after jogging as well as
a social activity with her husband and if she met her goal, her husband would
dispense the reinforce.
2. You could remind
yourself of delayed natural consequences for a behavior immediately after it
occurs. For example, Christmas
shopping….if you start buying earlier in the year you can take advantage of
sales and not so crowded malls!
3.
Individuals can manage consequences for themselves, for their own behavior |
| |
Chapter 26 Question 27
Briefly describe two
possible causes of relapse in consequences, and indicate how each might be
handled. |
|
1. Failure to incorporate everyday rewards into your program
may cause decreased enthusiasm as the
extra work of recording, graphing, etc become burdensome, so to handle this -- link your self-control program to everyday rewarding
activities, ie. to get exercise if you like to watch videos, is to walk to the video store each time.
2. Consequences that are only cumulatively significant are easy
to ignore once you have reached your
goal, so to prevent a relapse - set
specific dates for postchecks and list specific strategies to follow if the postchecks are
unfavourable, ie. weigh yourself. |
| |
Chapter 27
Question 1 – What are cognitive processes? |
|
Cognitive processes refer to covert verbalization
and/or imagery that are frequently called believing, thinking, expecting or
perceiving.
|
| |
Chapter 27 question 2
For what do the letters ABCT stand for? |
|
Association for
Behavioural and Cognitive Therapies
|
| |
Chapter 27
#6 - Briefly, what is cognitive restructuring? |
|
Cognitive restructuring is referred
to as strategies for recognizing maladaptive thinking and replacing it with
adaptive thinking. It deals mainly with the clients verbal behaviour and
imagery. |
| |
Chapter 27, Question 10 – Describe three major components of
Beck’s cognitive therapy. |
|
10. First, clients identify the dysfunctional thoughts and
maladaptive assumptions that might be causing debilitating emotions. This is
usually accomplished a series of visualizations exercise and easily answered
questions.
Second, once a thought of dysfunctional assumption has been
identified, several methods can be used to counteract it. This involves methods
of reality checking of hypothesis testing. After the client has identified the
dysfunctional belief or thought and has learned to distinguish it as a
hypothesis rather than as a reality, He or she then tests it empirically
through homework assignments.
Third, Beck uses homework assignments that
contain liberal doses of behaviour modification procedures to develop various
desirable daily activities. |
| |
CHAPTER 27
13. Briefly list five steps of
self-instructional training that Meichenbaum and others used with children. |
|
1. Adult demonstrates
self-instructing.
2. Child performs while adult
verbalizes.
3. The child performs the
task and verbalizes out loud.
4. Overt self-instructions
fade.
5. Task Performance is
performed with covert self-instructions. |
| |
CHAPTER 27
24. What is one explanation of why both
self-instruction and problem-solving training might be effective? |
|
These approaches teach rule-governed behaviour that leads to
effective consequences. For example, Teaching a student who is nervous about
giving a speech in class (a) to recognize the fact that she is nervous, (b) to
emit some coping self-statements, and (c) to self-instruct the steps for taking
appropriate action is essentially giving the student a set of rules to follow.
If the rules govern the behaviour successfully, then the use of those rules
will have been strengthened. |
| |
Chapter 28
1. What are empirically
supported therapies (ESTs)? (Answer page 356) |
|
ESTs are therapies that
have proved to be effective in scientifically conducted trials. They are behavioural or cognitive behavioural
treatments, primarily because the
behavioural approach
emphasizes basing treatments on well-established principles, measuring the
outcomes of treatments in objectively defined behaviours, and altering treatments
that are not producing satisfactory results. |
| |
Chapter 28
2. Why do
empirically supported therapies (EST’s) often turn out to be behavioral or
cognitive-behavioral therapies? |
|
EST’s often turn out to be behavioral or
cognitive-behavioral therapies because the behavioral approach emphasizes
basing treatments on well-establishing principles, measuring the outcomes of
treatment in objectively defined behaviors, and altering treatments that are
not producing satisfactory results. |
| |
Chapter 28 Question 3 –
What is a specific phobia? |
|
3. “An intense, irrational, incapacitating fear
of a stimulus class is called a specific phobia.” |
| |
Chapter 28
5. What is a fear
hierarchy? |
|
A fear hierarchy is a list of fear
eliciting stimuli arranged in order from the least to the most fear eliciting.
It is used in systematic desensitization which is a procedure for overcoming
phobias by successively imagining things in a fear hierarchy. |
| |
Chapter 28, Question 6:
Define systematic desensitization.
|
|
Systematic desensitization
is a procedure for overcoming a phobia by having a client in a relaxed state
successively imagine the items in a fear hierarchy (a list of fear- eliciting
stimuli arranged in order from the least to the most fear- eliciting). |
| |
Chapter 28 – Question #7 – Using an example briefly
describe three phases of systematic desensitization to a specific phobia. |
|
Three phases of systematic
desensitization of a specific phobia.
For example, the client may have social phobia.
1 – a fear hierarchy is
constructed with around ten to twenty five stimuli related to the feared stimulus. The client would construct a hierarchy of
situations that would cause their social phobia such as public settings, being
around other people, or driving a car in the middle lane.
2- deep-muscle relaxation is learned by learning how to tense and relax
muscles.
3 – Imagination of the fear eliciting scene while relaxing in between as they
work toward the top of hierarchy of feared stimuli. Starting with just going outside in public
might be one of the fear-eliciting situations that are lower down on the
hierarchy. |
| |
Chapter 28
9.
Q) Briefly describe an example of how in vivo flooding
might be used to treat a specific phobia. |
|
A) The following is an example of how in vivo flooding
might be used to treat a specific phobia. Let’s say an individual has an
intense fear of flying and cannot even think about flying without becoming
anxious. Treatment using in vivo flooding would involve having the individual
face their fear first hand by having them be a passenger on an airplane. The
idea is that when the plane lands and nothing bad has occurred then the phobia
will be extinguished (a few trials may be necessary for extinguishing to
occur.) |
| |
Unit 28
10) Briefly describe an example of
how participant modeling might be used to treat a specific phobia. |
|
Participant modeling is a method for
decreasing fear in which a client imitates another individual approaching
a feared object. If a client has a fear of dogs, the client observes a
Dalmatian in fenced in yard from about 15 meters away. After several trials
with encouragement and praise helping along the way, the process is repeated
from 5 meters, then 2 meters, then beside the fence, with the fence gate open,
within the fenced in yard, and finally with the client petting the Dalmatian. |
| |
Chapter 28 - #23
Briefly describe four
types of eating disorders. With which has behaviour therapy been most
effective? |
|
1.
Anorexia
nervosa – having a negative look on body image which leads to reduced eating
habits
2.
Bulimia
nervosa – having a negative look on body image but engaging in different eating
behaviours (i.e., binge and purge)
3.
Binge-eating
disorder - excessive eating habits
4.
Obesity –
client has problem with eating and portion control; become severely overweight
and may have health risks
Behavioural therapy helped
binge-eating and obesity the most by developing schedules for them to eat.
Bulimia patients were resistant to treatment but they have been successful with
some behavioural treatment. Anorexia is too hard to treat with behavioural
therapy because the client’s self-image conflicts with their treatment. |
| |
28 – 24. List and briefly
describe four behavioural strategies for treating obesity. Pg. 366 |
|
a)self-monitoring, including daily records of foods eaten and their
caloric contents and body weight, b) stimulus
control, such as restricting eating at home to a specific location c) the changing of the rate of eating by having
clients put down utensils between bites or take short breaks between courses d)behavioural contracting, such as having
clients sign a contract in which they agree to lose a certain amount of weight
in a specified period of time in return for some desired reinforcer and e) relapse prevention strategies. |
| |
Chapter
29 Question 2
Q:
What are two other names
for Pavlovian conditioning? |
|
A:
Two other names for Pavlovian
conditioning are classical or respondent conditioning. |
| |
Chapter
29, Question 6
6. What role did Hans Eysenck play in the development of behavior therapy in
the 1950s?
|
|
He was a British psychologist whom was influential in criticizing traditional Freudian psychoanalytic treatment and in advocating learning-theory or conditioning procedures as alternatives (p. 372, p 4)
|
| |
Chapter 29
7) What is operant
conditioning? |
|
Operant conditioning is
“the process of strengthening a behaviour by reinforcing it or weakening it by
punishing it” (p.401). |
| |
Chapter 29 Question 12
The publications of the
early 1960s within the operant orientation seem to have been characterized by
two features. What were they? |
|
(a) Much of it was done
with very resistant populations, such as persons with intellectual
disabilities, children with autism, and severely regressed psychiatric patients
who had not received a great deal of successful input from traditional
psychology, and
(b) many of the
applications took place in institutional or highly controlled settings. |
| |
Chapter 29, Question 15 –
What is another name for operant orientation? |
|
Ans 15.The operant
orientation is also referred as applied behaviour analysis.
|
| |
Chapter 29 question 18
Briefly, how did cognitive therapist Ellis and Beck
explain emotional problems, and how di they prose to treat them? |
|
They believed that faulty
cognitive processes (faulty thinking_ causes emotional and behavioural
problems. They developed approaches to
therapy that focused on helping clients recognize and change faulty thinking. Cognitive behaviour modification or Cognitive
Behaviour therapy CBT is to be distinguished from social learning theory. The social learning theory with its emphasis
on the regulation of behaviour Pavlovian condition, operant condition and
cognitive processes provides a way of explain behaviour. CBT has focused mainly on explaining
maladaptive behaviour sin terms of dysfunctional thinking and includes a method
called cognitive restructuring as the primary treatment complete for moodily
dysfunctional thinking.
|
| |
Chapter 29 question 22
In a sentence for each, distinguish between the terms
behaviour therapy, applied behaviour analysis and behaviour modification as
they tend to be used today? |
|
Behaviour therapy today is referred to as the treatment that
is used to modify or change a particular behaviour in an experimental or a
clinical setting. Applied behaviour analysis is simply the a behaviour
modification technique that the application of operant conditioning principles,
and in which there often is an attempts to analyze or clearly demonstrate
controlling variables of a behaviour of concern. Finally Behaviour
modifications today tend to have somewhat a broader meaning that includes
behaviour therapy, cognitive behaviour therapy and applied behaviour analysis. |
| |
CHAPTER 30
6. State two propositions on which
behaviour modification is based. |
|
Behaviour modification is based on the assumptions that: (a)
behaviour can be controlled and (b) it is desirable to do so to achieve certain
objectives. |
| |
Chapter 30, Question 7 –
Why is extreme wariness a healthy reaction to any new development in science
and technology. Discuss an example of this. |
|
7. Extreme wariness in
reaction to any new development in science and technology is warranted with any
invention one needs to be cautious the change it executes as well as the
potential for misuse or misapplication the development. For example Thalidomide
was used to treat morning sickness in expectant mothers, however one of the
ramifications of this drug was a high incidence of birth defects. Through
ignorance and lack of proper scientific trials the drug was given to many
women. Another example is the use of behaviour modification to hook young kids
into gangs. Each time a youth with no money is rewarded with 20 dollars for an
evening of being the go between the crack buyer and the gang dealer constitutes
the misuse by humans of a simple behavioural reward program. |
| |
Chapter 30
8. From a behavioral point
of view, what does the term ethics mean? (Answer page 387)
|
|
From a behavioural point
of view the term ethics refers to certain standards of behaviour that a culture
developed to promote the survival of that culture.
Ethical guidelines are
important sources of behavioural control when immediate reinforcers influence
an individual to behave in a way that leads to aversive stimuli for
others. Sometimes these guidelines can
be turned into rules. Example: “You should not steal”.
When members of a culture
learn to follow ethical guidelines, the guidelines exert rule-governed control
over behaviour. This is one way that
people learn to emit behaviour that is ethical and to refrain from behaviour
that is unethical.
|
| |
Chapter 30 Question 14
Discuss countercontrol.
Why is it important? |
|
Countercontrol is the
reciprocal of control, it is the influence the controlee has on the controller
by virtue of access to suitable reinforcers. It is used to ensure that
contingencies of reinforcement happen.***** |
| |
Chapter 30
18. In a sentence, what
should be the characteristics of the intervention methods used by behaviour
modifiers? |
|
“behaviour modifiers should use the most
effective, empirically validated intervention methods with the least
discomfort, and fewest negative side effects.” |
| |
Chapter 30, Question 19:
Discuss three possible meanings of intrusive
and restrictive interventions. |
|
Three possible meanings of
intrusive and restrictive interventions are:
1. Interventions based on
positive reinforcement are generally considered to be less intrusive and
restrictive than interventions based on aversive control. That does not mean
that aversive procedure should never be used. It might not be in the client’s
best interest for behaviour modifiers to apply a slow-acting procedure if
available research indicates that more aversive procedures would be more
effective.
2. Intrusive and
restrictive sometimes refer to the extent to which clients are given choices
and allowed freedom of movement in a therapeutic environment.
3. Intrusive and
restrictive sometimes refer to the extent to which consequences are
deliberately managed as opposed to naturally occurring. |
| |
Chapter
30 – Question #20 – Describe a mechanism to facilitate informed consent. |
|
A mechanism to facilitate
informed consent is the signing of a treatment contract that clearly outlines
the objectives and methods of treatment, the framework for the service to be
provided and contingencies for the remuneration that might be forthcoming to
the therapist. |
| |