Behavior Modification Test #3

Types of Self-Management Strategies

Arranging reinforcers and punishers Antecedent manipulations to influence the target behavior or alternative behaviors Behavioral contracting Habit reversal techniques Social support Self-instructions and self-praise

3 Methods for Conducting Functional Assessment

(1) Indirect (2) Direct Observational (3) Functional Analysis

Indirect methods

- behavioral interview - questionnaires and rating scales

3 ways ABC observations can be conducted

- descriptive A-B-C recording - checklist recording of A-B-Cs - interval recording of A-B-Cs

Steps of the treatment process

1. Identify and define problem behavior(s) 2. Initiate data collection 3. Complete functional assessment that leads to hypotheses about antecedents and consequences to modify in treatment 4. Treatment development and implementation 5. Evaluation: Was treatment Effective?

Steps in Self-Management

1. Make the decision to do it 2. Define target behaviors and alternative behaviors 3. Conduct a functional assessment of the antecedents and consequences of the target behavior and alternative behaviors 4. Set goals 5. Develop a self-monitoring plan (find the baseline) 6. Implement appropriate self-management strategies 7. Evaluate change from baseline once self- management strategies are implemented 8. Modify self-management strategies if necessary 9. Implement maintenance strategies to keep the change going over time

Van Houten

A driver-yielding enforcement program that included decoy pedestrians, feedback flyers, written and verbal warnings, and saturation enforcement for a 2-week period was eval- uated in the city of Miami Beach using a multiple baseline design. Results indicated that the percentage of drivers yielding to pedestrians increased following the introduction of the enforcement program in each corridor and that these increases were sustained for a period of a year with minimal additional enforcement

Direct observation assessment

A person observes and records the antecedents and consequences each time the problem behavior occurs - scatterplot recording is used to assess time of day the problem occurs most Also called ABC Operations

hypothesis testing functional analysis

Confirm or disconfirm a hypothesis in functional analysis (e.g., ABAB design)

Richman

FUNCTIONAL ANALYSIS AND EXTINCTION FUNCTIONAL ANALYSIS AND EXTINCTION OF DIFFERENT BEHAVIOR PROBLEMS EXHIBITED BY THE SAME INDIVIDUAL brief functional analysis indicated that disruptive behavior was sensitive to negative reinforcement in the form of escape from demands DRA also used

Lancaster

Functional analyses THE BIZARRE SPEECH OF DUALLY DIAGNOSED ADULTS Functional analyses identified attention functions for 2 participants and nonsocial functions for the other

Mueller

Functional assessment an experimental analysis was used to test the hy- pothesis that teacher-delivered task demands were functionally related to hand flapping When task demands were low during the social studies lesson (baseline), hand flapping occurred at high levels. When the teacher increased task demands during social studies, hand flapping decreased to low levels.

functional assessment

Gathering information to clarify antecedents and consequences of a behavior

Roberts

Self-experimentation it's good allowed to sample much more often than conventional research Self-experimentation about the brain can test ideas much more easily than conventional research about other parts of the body subject-matter knowledge helps

Neuringer

Self-experimentation there are problems with it

Categories of Reinforcement

Social positive reinforcement Social negative reinforcement Automatic positive reinforcement Automatic negative reinforcement

checklist recording of A-B-Cs

a checklist with columns for possible antecedents, behaviors, and consequences typically developed after the problem behaviors and potential antecedents and consequences are identified in an interview

short-circuiting the contingency

a person arranges a reinforcer for a target behavior but then takes the reinforcer without first engaging in the target behavior

Social support

a self-management strategy when you specifically arrange for social support to influence the target behavior I.e. to stop drinking, you schedule events with non-drinking friends and don't schedule events with drinking friends

behavioral contracting

a written agreement between two parties in which you identify the target behavior and arrange consequences another person applies the consequences

Functional Analysis

also called experimental methods manipulate antecedents and/or consequences that may control the behavior

behavioral excess

an undesirable target behavior that a person seeks to decrease in frequency, duration, or intensity

Self-management looks to solve....

behavioral excesses and behavioral deficits also known as alternative behaviors

Himle

behavioral skills training (BST) effectiveness of a behavioral skills training (BST) program supplemented with in situ training for teaching children safety skills to use when they find a gun All children in the study learned to perform the skills when assessed in a nat- uralistic setting and when assessed in a generalization setting.

Wong

checklist evaluated effects of a checklist on the accuracy of self-assessment of blood glucose level by a diabetic woman with memory impairments This study showed that brief training and a task checklist significantly improved per- formance of a complicated self-assessment procedure in a client with memory impair- ments.

exploratory functional analysis

compare several possible antecedents and/or consequences to baseline (e.g., ABCD design) ex. testing to see if attention or escape was the reinforcing consequence for a problem behavior

Jones

graduated exposure INSECTPHOBIA treatment consisted of graduated exposure and contingent rewards for math problem completion Assessment results indicated that the boy's performance was consistently low in the presence of live crickets but not when he was spuriously informed that crickets were present (the primary referral concern). Treatment results indicated no effect from exposure alone and a dramatic effect when exposure was combined with contingent rewards.

2 Types of Functional Analysis

hypothesis testing functional analysis exploratory functional analysis

interval recording of A-B-Cs

identify and define specific events that may serve as antecedents and consequences and record these events, as well as the behavior, with interval or real time recording mark a data sheet at the end of each interval to record whether the behavior occurred in that interval

A primary purpose of a functional assessment is to

identify the function of the problem behavior

immediate contingencies vs. long term consequences

immediate contingencies favor behavioral excess, however the long term consequences are undesirable ex. overeating (behavioral excess) is delicious and filling (immediate contingencies), however it can lead to being fat (long term consequence)

self-praise

immediately after an appropriate behavior occurs, you provide positive evaluations of your behavior

The 3 Functional and Non-aversive Treatments that are the first choice for decreasing problem behaviors

o Extinction o Differential reinforcement o Antecedent manipulations

Automatic Negative Reinforcement

occurs when the target behavior automatically reduces or eliminates an aversive stimulus as a consequence of the behavior and the behavior is strengthened not mediated by others i.e. relief from pain, anxiety, or other aversive stimulation

Marshall

olfactory aversion the use of olfactory aversion and directed masturba- tion with a chronic child molester. Evidence of changes assessed by phallometry demonstrated the effectiveness of these procedures in reducing deviant sexual interests and in enhancing the sexual attractiveness of consensual sex with an adult partner.

behavioral deficits

people fail to engage in desirable behaviors

Vittengl

physical control Temporal Regularities in Physical Control at a State Psychiatric Hospital physical control was not randomly distributed through time but instead showed positive autocorrelation; yearly, weekly, and daily cycles; and higher frequency at patients' smoking, meal, and medication times

Scott

prompting and shaping A PERFORMANCE IMPROVEMENT PROGRAM FOR AN INTERNATIONAL-LEVELTRACK AND FIELD ATHLETE The procedure proved to be effective

skip

skip

Habit reversal techniques

techniques taught in therapy for a client to implement to control a habit as it occurs outside the session

descriptive A-B-C recording

the observer writes a brief description of the behavior and of each antecedent and consequent event each time that the behavior occurs

non-aversive treatment

treatment that does not involve punishment procedures

Ford

visual cue the efficacy of a simple, visual cue to increase hand washing with soap and water. Automated towel dispensers in 8 public bathrooms were set to present a towel either with or without activation by users Results showed that a visual cue can increase hand-washing compliance in public facilities

self-management

when a person uses behavior modification procedures to change his or her own behavior

Social Positive Reinforcement

when a positively reinforcing consequence is delivered by another person after the target behavior, and as a result the behavior is more likely to occur ex. attention access to activities, or tangibles provided by another person

Social Negative Reinforcement

when another person terminates an aversive interaction, task, or activity after the occurrence of a target behavior, and as a result, the behavior is more likely to occur ex. escape from tasks, activities, interactions such as chores

Automatic Positive Reinforcement

when the behavior produces a positively reinforcing consequence automatically, and the behavior is strengthened not mediated by others i.e. when a child with autism spins objects or rocks in his seat, he does it because it produces a reinforcing sensory stimulation.

How self-management is used

you engage in a controlling behavior in the present to influence the controlled behavior in the future

self-instructions

you tell yourself what to do or how to do it in situations that call for a specific target behavior