501 - Cog and Behavioral Change Flashcards

1
Q

acceptance and commitment therapy (ACT)

A

WHAT: 3rd generation behavioral therapy
Psychopathy = experiential avoidance, over-control, unwillingness to remain in direct contact with painful experiences.

Goal = accept painful thoughts and feelings, create psychological flexibility thru mindfulness + behavioral therapy skills, align behaviors with beliefs/values to reduce dissonance

Therapist Roles =
- be here and now (be present)
- defusion (detaching from thoughts)
- acceptance (acceptance neg thots + emotions)
- self-as-context (you are the observer of your cognitions)
- values (goals + activities/beliefs that matter to you)
- committed action (doing what you need to move forward + live by your values)

EXAMPLE: A client comes to therapy with symptoms of depression. The client describes often feeling ashamed of not spending time with her friends. She often beats herself up over feeling sad and lacking motivation. The ACT therapist will guide the client in accepting their emotions as valid and experiencing them without judgment through defusion exercises. The client and therapist work to reveal that the client values her friendships, and may collaborate on behavioral goals that align with that value, such as calling a friend, even if the client doesn’t feel like it. By making a commitment to live by her values, the client may eventually create a more fulfilling life and decrease her depressive symptoms.

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2
Q

ambivalence

A

WHERE: 501 cog and behav change

WHAT: Part of motivational interviewing.

  • occurs when a person has conflicting/contradictory feelings, thoughts, or attitudes toward a situation
  • often arises when clients are contemplating change/dealing with the pros or cons of changing versus not changing

Therapist roles =
- talk with client thru each option (highlighting pros & cons)
- help client pick the one that best aligns with their goals and values

WHY: Ambivalence helps to facilitate change. It creates cognitive dissonance, which is an uncomfortable state only resolved by making a decision. It allows clients to gain insight into their motivations, values, and internal conflicts.

EXAMPLE: A client, Steve, has come into therapy at the request of his wife. She has become concerned about Steve’s drinking habits, to the point of moving out of the house. His wife refuses to go back until he stops drinking. Steve doesn’t see any issue with his drinking habits, but he cares about his marriage and doesn’t want to lose his wife. He is in a state of ambivalence now, as his beliefs and values are not aligning.

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3
Q

anxiety/fear hierarchy

A

WHERE: 501 cog and behav change

WHAT: Used in exposure therapies to treat phobias or panic disorder

A list of anxiety inducing stimuli ranked using subjective units of distress (SUDs). The list should be ordered from the lowest anxiety provoking stimulus (lowest SUDs score) to the most anxiety provoking stimulus (highest SUDs score). The client is exposed to the lowest item on their list until the fear response is extinguished.

WHY: The fear hierarchy is useful in exposure therapies to create a visual plan for the client, to track/display progress, and allows patients to gradually move towards their goal.

EXAMPLE: A woman comes to therapy with a phobia of clowns. The client and therapist work to create a fear hierarchy starting with imagining a clown, with being in the same room as a clown having the highest SUDs rating. The client begins with imagining a clown until she no longer feels anxiety, and then moves up to the next item in her hierarchy.

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4
Q

assets

A

WHERE: 501 cog and behav change

WHAT: Considered during a behavioral analysis.

  • what the client does well
  • positive aspects of or behaviors a client has/does
  • used to help overcome behavioral problems
  • may be internal (positive values, social competence) or external (social support, stable job).

WHY: Assets can help clients overcome challenges and achieve goals. They highlight positive aspects of a client, which may increase self-confidence and self-efficacy. In turn, highlighting assets may make the treatment plan more successful.

EXAMPLE: A client is struggling with depression. Their mood and energy have been low, and they say making dinner for themselves has become difficult. During the assessment, the client reveals they have a love of cooking and trying new recipes. Their love of cooking can be used/incorporated into their behavior plan to increase the meals they make for themselves.

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5
Q

automatic thought

A

WHERE: 501 cog and behav change

WHO: Part of Aaron Beck’s cognitive therapy.

WHAT: Spontaneous thoughts that seem plausible.
Considered within downward arrow technique
- often occurs in response to a trigger (event, situation)
- may include cognitive distortions
An “automatic thought” refers to a spontaneous, often negative thought that arises in response to a situation or stimulus. These thoughts can be irrational or based on cognitive distortions, and they often contribute to emotional responses, such as anxiety or depression. In cognitive therapy, identifying and challenging automatic thoughts is a key step in changing negative thinking patterns.

Therapist role =
- with client, monitor and categorize dysfunctional automatic thoughts
- teach client to see automatic thoughts as hypotheses to be tested

WHY: Automatic thoughts can be maladaptive and persistent and need to be challenged. These distortions contribute to the maintenance of one’s anxiety/depression.
ATs can help uncover assumptions and schemas the client may have, and later help to get to the client’s core beliefs.

EXAMPLE: A client believes her coworkers at her new job don’t like her because they laugh each time she walks by, and she believes they must be making fun of her. The therapist points out that the client is personalizing and jumping to conclusions. The therapist may utilize this automatic thought within the downward arrow technique. Additionally, the therapist and client may generate a way to test the hypothesis of ‘my coworkers do not like me’.

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6
Q

behavioral activation therapy

A

WHERE: 501 cog and behavior change

WHO: Based on Lewhinson’s theory of depression

WHAT:
Psychopathy =
- ineffective problem-solving skills
- ineffective social behavior.
Behavior Activation Therapy (BA) is a therapeutic approach primarily used to treat depression. It focuses on helping individuals increase their engagement in meaningful and rewarding activities, which can improve mood and reduce depressive symptoms.

Goal =
- increase positively reinforcing activities (things enjoyed before depression, things related to values, or even everyday items that get pushed aside)

Therapist roles =
- teach client to self monitor moods
- schedule enjoyable activities
- pleasure rating after engaging in the activity.

WHY: BAT is significant as it provides a way for clients to gradually improve their quality of life, and gradually decrease avoidance and isolation behaviors. Social support is important in general, but especially for those who struggle with mental health.

EXAMPLE: A client, Sarah, comes into therapy because she is struggling with depression. Sarah reports fatigue, a low mood, low motivation, and decreased interest in things she once enjoyed. Sarah has a full-time job. She says she dreads coming from work because she feels too tired to do anything but sit on the couch until bedtime and feels guilty for the inactivity. Sarah tells the therapist she used to love painting, and would do it almost daily. The therapist may suggest that Sarah begins drawing in a sketchbook each day after work. Sarah implemented this for a few weeks and reported that she has begun looking forward to coming home after work since she knows she has an enjoyable activity to look forward to.

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7
Q

behavioral parent training/therapy

A

WHERE: 501 cog and behavioral change

WHO: Eyeburg

WHAT:
Behavioral Parent Training (BPT) or Behavioral Parent Therapy is a therapeutic approach designed to help parents manage and improve their child’s behavior, especially in cases of behavioral issues like oppositional defiant disorder, ADHD, or general conduct problems. The goal is to equip parents with effective strategies and techniques to promote positive behaviors and reduce problematic ones.
Goal =
- increase parents’ (age appropriate) instructions
- consistent and appropriate reinforcement + punishment (via token eco, pos rein, diff rein)

Therapist Roles =
teach parents to…
- interact with child positively
- set appripriate limits
- act consistantly
- be fair with discipline
- establish appropriate expectations for their child

Two phases of PCIT: child directed interactions and parent directed interactions.

WHY: PCIT can increase the responsiveness of parents. It also works to establish a secure and nurturing relationship. It may also help with behavioral issues of the child.

EXAMPLE: A couple brings their child to treatment due to behavioral problems at home. The child has been throwing tantrums and refusing to listen. The parents often yell at the child to comply, but there are no other consequences following the problem behavior. The therapist suggests PCIT so that the parents can work on setting limits and create consistent ways to rein + punish the child.

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8
Q

behavioral therapy

A

WHERE: 501 cog and behav change

WHO: Based on Pavlov’s theory of classical conditioning and was developed in response to psychoanalysis.

WHAT: Used in tx of substance abuse, EDs, or anxiety.
- collaborative
- brief
- active
- present focused
- learning focused
The underlying causes of the behaviors are not explored

Goal =
- use learning and conditioning principles to modify behavior (patterns)

Therapist roles =
- create individualized treatment plans with stepwise progression
- targets observable behaviors + antecedents + consequences

Procedure =
1) clarify problem
2) create goals
3) identify target bx
4) design tx plan (stepwise progression)
5) evaluate success of tx plan
6) identify next target bx, rinse and repeat

Variations of BT include schedules of reinforcement, behavioral activation therapy, and systematic desensitization.

WHY: BT is a short-term treatment option, so clients often see change more quickly compared to other forms of therapy. It is low-cost, making it accessible to more populations. It is effective in helping clients develop concrete goals, learn skills, and identify helpful coping strategies. It may also bring awareness to and provide insight into clients’ behavioral patterns.

EXAMPLE: A client in therapy, Gina, expresses that she has a habit of biting her nails and wants to stop this behavior. She identified the triggers of having an urge to bite her nails as hunger, boredom, anxiety, and feeling roughness on the nail or cuticle. Gina and the therapist formulated a plan that included strategies for recognizing triggers and instead engaging in a behavior that is incompatible with nail biting. These may include chewing gum, using a stress/fidget toy, or keeping her hands in her pockets. Additionally, Gina and her therapist may establish rewards if Gina reaches certain milestones (no nail biting for x hours, etc.). This plan provides behaviors to replace the target behavior, as well as provides incentives to not engage in the target behavior.

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9
Q

chaining

A

WHERE: 501 cog and behav change

WHERE: Used to teach behaviors that are not in the repertoire of the learner. Typically used with clients who have ASD or intellectual disabilities.

WHAT: “Chaining” is a behavioral therapy technique used to teach complex behaviors by breaking them down into smaller, manageable steps. Each step in the chain is linked to the next, creating a sequence of actions that leads to a final goal.

Used to teach NEW behaviors that have mult steps + must be done in a specific order

Procedure =
1) task analysis to break down bx into stimulus-response components

Forward Chaining =
- each behavior taught one at a time
- learned must independently complete a step to move onto next one
- each bx/response serves as cue for next step
- learner reinforced after each step done indep

Backward Chaining =
- entire sequence taught with assistance
- assistance removed from last step in each new trial
- last step performed independently is reinforced

WHY: Chaining is important as it teaches clients to become proficient in new, multistep behaviors. Each behavior in the task analysis offers clear instruction to the learner of what is expected of them. It allows the therapist to monitor progress of each step, and adjust the procedure or provide assistance where needed. As clients complete each step and learn new behaviors, it aids in confidence and self-efficacy. This serves as reinforcement to try learning additional skills and to use their newly learned skills in other contexts.

EXAMPLE: A child with ASD is being taught to wash their hands independently using backward chaining. The therapist creates a task analysis for hand washing: turn the water on, put soap on hands, rub hands together, rinse hands, turn the water off, and dry hands. First, the therapist assists the child in completing all the steps by guiding their hands and verbally coaching them through the procedure. Then, the therapist will guide and coach them through all the steps except for the last one (hand drying). If the learner successfully dries their hands independently, they are reinforced. During the next trial, assistance will be removed from turning the water off as well. This is repeated until the learner masters all steps of the procedure.

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10
Q

classical/respondent conditioning

A

WHO: Developed by Pavlov

WHAT: A form of associative learning in which a neutral stimulus (NS) is paired with a stimulus that naturally and involuntarily elicits a response from the subject, known as the unconditioned stimulus (UCS) and the unconditioned response (UCR). The NS is presented first, then the USC is presented. This is repeated until the NS elicits a response without the UCS being presented, making the NS a conditioned stimulus (CS). The response elicited from the CS is known as the conditioned response (CR).

WHERE: Often used to treat phobias or panic disorders.

WHY: Classical conditioning is significant as it demonstrates the way learning (learned responses) can impact one’s emotions, cognitions, and behaviors. The principles of classical conditioning help to explain and predict the behaviors. Classical conditioning is effective in modifying automatic and involuntary, but learned, behaviors, such as fear and anxiety.

EXAMPLE: Jane comes to therapy following a mugging. It occurred when she was in a parking garage alone and the experience was traumatizing for her. As a result, she can not enter a parking garage without feeling intense fear and anxiety. This is an issue as Jane uses this parking garage each day for work. She has been having to leave earlier in the morning to allow time for her to find alternative parking. The therapist explains in this case, the mugging is a UCS with a UCR of fear and anxiety. It is a natural response that was not learned. The parking garage is now a CS and the fear Jane feels when entering a parking garage is now a CR. Before the mugging, Jane had no issue parking her car before work. However, because of the pairing of the CS (parking garage) with the mugging (UCS), the parking garage now elicits a CR (fear and anxiety). The CR would otherwise not occur without this learned association.

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11
Q

cognitive fusion

A

WHERE: 501 cog and behav change

WHERE: Is associated with/a component of ACT

WHAT: Component of ACT

  • when someone is so ‘fused’ with their thoughts, they see them as truth
  • they may pay too much attention to the contents of their mind (thoughts, assumptions, beliefs, etc.)
  • make decisions/take actions based on their internal experience, rather than what’s actually happening in their environment
  • can contribute to psychopathology and symptoms

WHY: Addressing cognitive fusion is crucial in therapy because it helps individuals gain distance from their thoughts, reduce emotional distress, improve self-awareness, and enhance their ability to act in alignment with their values and goals.

EXAMPLE: A therapy client, Dan, is telling his therapist that he’s anxious about his approaching college finals.
He said he hasn’t bothered studying much since he believes he’s not good at memorizing notes and bad at school in general. The therapist may intervene and remind Dann that just because he believes these things about himself, does not mean they’re true. The therapist may offer alternative beliefs, such as trying a different method of studying to aid in retention.

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12
Q

cognitive restructuring

A

WHERE: 501 cog and behav change

WHO: Part of Beck’s cognitive therapy

WHAT: Used in tx for depression or anxiety
Cognitive restructuring is a therapeutic process used in cognitive-behavioral therapy (CBT) to help individuals identify and change negative or distorted thought patterns. The goal is to replace harmful thoughts with more balanced and realistic ones, which can lead to improved emotional responses and behaviors.
Psychopathy =
- clients’ symptoms maintained by maladaptive thoughts

Therapist roles =
- teaching and collabing with client to identify and modify distorted cogs + replace them with healthier ones

Crucial questions asked =
- What is the evidence for/against this belief?
- What are alternative interpretations of this event?
- What would it mean if this belief is true?

WHY: Cognitions influence one’s behavior and emotions. By replacing a stress-causing cognition with a more healthy one, the person’s emotions and behaviors are likely to change in a positive way as well. Teaching CR aids in one’s ability to emotionally regulate. Being able to recognize and invalidate harmful thoughts puts the client in the position to influence events and outcomes in their life.

EXAMPLE: A therapy client, Jane, is in session and telling the therapist about her new job. She says she has been unsuccessful in making friends with her coworkers because they don’t like her and think she is incapable. The therapist identifies these are faulty cognitions and works with Jane to restructure them. The therapist may ask Jane what evidence she has that the coworkers don’t like her. Then, ask if there are any other explanations for why they may have laughed as you were walking past. Jane and the therapist will collaborate in finding different and more healthy beliefs to replace the faulty ones with.

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13
Q

cognitive therapy

A

WHERE: 501 cog and behav change

WHO: Aaron Beck

WHAT: Used to treat anxiety or depression
- assumes cogs can be observed, monitored, counted, altered
- cogs influence behavior

Psychopathy =
- cogitions !!!

Therapist roles =
- bring awareness to faulty assumptions/maladaptive beliefs
- work with client to correct them by finding contradictive evidence

3 levels of cog distortions =
1) automatic thoughts (spontaneous, plausiable)
2) assumptions (if… then… rules)
3) schemas/core beliefs (most ingrained level)

WHY: CT provides skills for adaptive thinking and cognitive flexibility. These skills allow the client to counteract faulty cognitions and learn to think in a more rational and realistic way

EXAMPLE: For example, a client comes to therapy with anxiety about starting a new job. The client claims her coworkers don’t like her because they laugh each time she passes by their desks, meaning they must be making fun of her. The therapist will identify this belief as faulty/distorted, and work with the client to find evidence to disprove it. Additionally, the therapist may use the downward arrow technique to learn about and eventually change the client’s schemas/core beliefs.

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14
Q

cue exposure therapy

A

WHERE: 501 cog and behav change

WHO: Based off of classic condin, Pavlov

WHERE: Used in the treatment of phobias, substance abuse, OCD, or eating disorders.

WHAT: Form of ERP. Used to treat phobias, substance abuse, OCD, or EDs
Cue exposure therapy is a psychological treatment primarily used for conditions like substance use disorders, phobias, and anxiety disorders. The therapy involves exposing individuals to cues or triggers that are associated with their problematic behavior or fear, in a controlled and supportive environment. The aim is to reduce the conditioned response to these cues, thereby diminishing cravings, anxiety, or avoidance behaviors.

Procedure =
- client exposed to cue that usually triggers their problem behavior
- client is prevented from engaging in the bx
- coping skills taught to substitute bx (relaxation)

Goal = decrease responsiveness to the cues thru extinction

In classical conditioning terms…
US - cue to engage in prob bx
UR - prob bx
CS - cue to engage in prob bx
CR - no prob bx! coping skills
prob bx extinguished <3

WHY: CET offers progress to be easily tracked by both therapist and client, and they can witness responsiveness decrease to cues. Witnessing a reduction in responsiveness may also increase confidence and self-efficacy. The skills learned in CET allow for long-term maintenance, as clients are able to generalize skills in different contexts to a variety of cues, even after treatment ends– promoting independence and autonomy.

EXAMPLE: Jane is in therapy for her OCD. She struggles with compulsive behaviors, such as feeling as if she needs to flick a light switch on and off six times before leaving a room. If she doesn’t do this, she feels strong compulsions to go back to the room and ‘fix’ it, or else she feels dread and anxiety. Her therapist suggests cue exposure. The therapist asks Jane to turn off the light in the therapy room, and then the two of them step outside. The therapist prevents Jane from reentering the room to turn the light switch on and off.

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15
Q

decision-balance matrix

A

WHERE: 501 cog and behav change

WHERE: Used in motivational interviewing

WHAT: Used in motivational interviewing. Serves as (informal) measure of readiness to change
A decisional balance matrix is a tool used in behavioral change interventions, particularly in motivational interviewing and health psychology. It helps individuals weigh the pros and cons of changing a behavior versus maintaining their current behavior. This process can clarify motivations and guide decision-making.

Goal =
- reduce ambivalence in clients (esp when engaging in harmful bx)
- create cognitive dissonance that motivates client to make a decision

Therapist roles =
- gather info on pros and cons of continuing and stopping a bx

WHY: The DBM provides clarity and organization for a client so they can make a rational and informed decision. It fosters a sense of accountability and responsibility for the outcomes of the decision– in turn promoting autonomy and self-empowerment.

EXAMPLE: A client, Steve, has come into therapy at the request of his daughter. She has become concerned about Steve’s drinking habits, even though he says he doesn’t see any issue with it. The therapist inquires about the potential benefits and drawbacks if Steve were to continue drinking the way he does, as well as the benefits and drawbacks of Steve discontinuing his drinking. After the matrix is completed, Steve and the therapist evaluate all aspects and discuss Steve’s ambivalence and whether his readiness to change level has altered.

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16
Q

dialectical behavior therapy (DBT)

A

WHERE: 501 cog and behav change

WHERE: Used to treat depression, borderline personality disorder, suicidality, and self-harm

WHAT: DBT is a 3rd generation CBT.
- trust and security between therapist and client
- encourage self acceptance + growth without judgement

Goal =
- problem solving
- creating change via skills training, exposure therapy, contingency management, cog restruc

Therapist role =
- empathic understanding and validation (leaves client more open to therapist’s suggestions for change)
- accepting atmosphere to allow change in client

Skills in 4 key areas =
- mindfulness skills (observing and being present for internal experiences, keeping a non-judgmental stance)
- interpersonal effectiveness skills (problem-solving, assertiveness vs aggressiveness)
- emotional regulation skills (observing and describing emotions–similar to mindfulness)
- distress tolerance (how to healthily cope with distress without self-destruction)
DBT often consists of both individual and group treatment sessions.

WHY: DBT emphasizes skill building as a core strategy of treatment. The generalization of skills learned in treatment, such as communication skills and coping with distress, allows for long-term maintenance. DBT also fosters a validating and supporting environment that promotes resilience and empowerment to clients to overcome adversity.

EXAMPLE: Maggie is a client in therapy who struggles with emotional regulation and maintaining her relationships. Maggie tells her therapist she doesn’t trust her boyfriend and has lashed out at him in the past because she believes he has been lying and cheating on her. Instead of the therapist asking what evidence Maggie has for that assumption, the therapist employs validation/acceptance strategies and may say something along the lines of “Your emotions and worries can be very upsetting, so it makes sense why you may have such a strong reaction to them. Maybe you could try communicating these worries to your boyfriend in a different way.”
The therapist is creating a space where Maggie feels safe to share things because she trusts her therapist not to pass judgment. This trust may extend into willingness, such as when the therapist suggests Maggie change her communication style.

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17
Q

differential reinforcement

A

WHERE: 501 cog and behav change

WHERE: Used within behavioral therapy, or ABA therapy

WHAT: Used in bx therapies
Differential reinforcement is a behavioral technique used in behavior modification that involves reinforcing a specific behavior while withholding reinforcement for other behaviors. This approach is often used to increase desirable behaviors and decrease undesirable ones.

Types of differential reinforcement schedules =
- DRO (Other behavior): Providing reinforcement when the undesired behavior does not occur during a specified period. For example, a child might receive praise for not engaging in tantrums for a certain time.

  • DRA (alternative behavior): Reinforcing a desirable alternative behavior instead of the undesired behavior. For example, a child who tends to shout for attention might be reinforced for using a polite request instead.
  • DRL (Low rates of behavior): Reinforcing a behavior only when it occurs at a lower frequency. For instance, a student might be reinforced for raising their hand to speak no more than three times during a class period.

-DRI (Incompatible behavior): Reinforcing a behavior that is physically incompatible with the undesired behavior. For instance, if a child is prone to hitting others, they might be reinforced for keeping their hands in their pockets.

Neg punish used only

WHY: Differential reinforcement allows therapists to focus on a specific behavior to modify or shape it towards set goals. DR does not use positive punishment, meaning it can modify/discontinue certain behaviors without the negative consequences punishment brings. Additionally, differential reinforcement provides alternative behaviors (if not the desired behavior) for the subject to engage in. This allows for faster learning and less confusion.

EXAMPLE: James is a first-grader with ASD
who has been disrupting the classroom by loudly tapping his pencil on the desk. After conducting a functional analysis, his therapist determined that this behavior was maintained by social reinforcement (his teacher and classmates paying attention to him). To decrease this behavior, the therapist decides to implement a DRO schedule in which James will receive praise for every 1 hour he does not disrupt the class with his pencil tapping.

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18
Q

discriminative stimulus

A

WHERE: 501 cog and behav change

WHERE: Part of operant conditioning. Used in acceleration therapy, behavioral therapy, and ABA therapy.

WHAT: Used in BTs
A discriminative stimulus (SD) is a key concept in operant conditioning and behavior analysis. It refers to a specific cue or signal that indicates the availability of reinforcement for a particular behavior. In other words, it helps to signal when a certain behavior will be rewarded.

Goal = subject changes bx due to learned associations from past experiences

WHY: Discriminative stimuli allow subjects to discriminate differences between contexts/situations, and adjust their behavior accordingly. Discriminative stimuli help guide a subject to behave in a way that results in a desired outcome. This is especially helpful when teaching new skills to clients.
Understanding discriminative stimuli is important in behavior modification and training, as it helps in shaping and reinforcing desired behaviors based on environmental cues.

EXAMPLE: Verbal Cue: When a therapist says, “Tell me more about how that made you feel,” this phrase acts as a discriminative stimulus. It signals to the client that sharing their emotions in response to a particular event will be welcomed and reinforced (e.g., through validation or empathy from the therapist).

Non-Verbal Cue: A therapist leaning forward, making eye contact, and nodding can also serve as discriminative stimuli. These behaviors signal to the client that they are engaged and attentive, encouraging the client to open up and share more about their experiences.

In both cases, the presence of these cues can increase the likelihood that the client will express their thoughts and feelings during the session.

19
Q

escape/avoidance

A

WHERE: 501 cog and behav change

WHAT:
Escape = refers to a behavior that allows an individual to terminate an unpleasant or aversive situation. It involves reacting to an existing threat or discomfort.

Avoidance = involves behaviors aimed at preventing the occurrence of an unpleasant situation or stimulus altogether. It occurs before the aversive event happens.

both behaviors are neg reinforced

WHY: Escape and avoidance behaviors are crucial in understanding how people may react to aversive or fear/anxiety-provoking stimuli. They often serve to maintain anxiety disorders, such as phobias. It is important to keep potential escape/avoidance behaviors in mind while developing a treatment plan, in order to know the best way to prevent them from occurring.

EXAMPLE: Escape = A person is undergoing ERP for their phobia of clowns. For one exercise they are to be in the same room as a clown. Instead, once the clown enters the room they run out of the door. The act of leaving is negatively reinforcing, as it reduces the anxiety felt from being in the same room as the clown.
Avoidance = A person is undergoing ERP for their phobia of clowns. They know at their next therapy session, they will have to be in the same room as a clown. They’re dreading this and instead, decide to call and reschedule the session. The act of rescheduling the session is negatively reinforcing, as it prevents the aversive stimulus from ever being presented.

20
Q

exposure with response prevention (ERP)

A

WHERE: 501 cog and behav change

WHO: A type of exposure therapy– based on classical and operant conditioning principles

WHAT: Exposure and Response Prevention (ERP) is a therapeutic technique primarily used to treat obsessive-compulsive disorder (OCD) and other anxiety disorders. The goal of ERP is to reduce anxiety and compulsive behaviors by gradually exposing individuals to feared situations or thoughts while preventing their usual compulsive responses.

Procedure =.
1) client exposed to fear stimuli
2) therapist prevents escape/avoidannce (cog + behavioral)
3) exposure repeated until client response stops occurring

  • exposures done gradually using fear hierarchy
  • exposures can be graduated or prolonged + imagined or in vivo

Goal = break association between feared stimulus (CS) and avoidance/escape bx (CR)
- avoidance/escape bx reinforced by reduction of distress

No relaxation techniques are taught– anxiety is meant to peak, and will gradually decline

WHY: ERP provides long-term benefits to clients. They gain confidence in their ability to handle anxiety-inducing stimuli, without needing to rely on escape/avoidance behaviors. ERP can lead to an improved quality of life, better functioning, and a feeling of control of their lives.

EXAMPLE: A client, Minnah, is in treatment for a phobia of spiders. The therapist recommends ERP. Minnah and the therapist establish a fear hierarchy. First, Minnah imagines images of spiders. She feels anxiety, and then it gradually decreases. Next, Minnah may look at pictures of spiders. The last item on her hierarchy may be holding a spider in her hand. During exposures, the therapist prevents Minnah from closing her eyes or leaving the room.

21
Q

extinction

A

WHERE: 501 cog and behav change

WHAT: extinction refers to the process of reducing or eliminating a specific behavior by removing the reinforcement that maintains it. This concept is rooted in operant conditioning, where behaviors are learned based on the consequences that follow them.

Aspect of BT
- occurs when reinforcement that was maintaining a bx is removed
- bx will decrease and then stop

CS w/o the US = no CR

Issues with extinction =
- works slowly
- extinction bursts
- chance of spontaneous recovery
- does not transfer/generalize to other environments

WHY: Extinction is important because it provides insight into the way a behavior ‘behaves’, or helps understand how behaviors can be strengthened, maintained, and weakened.

EXAMPLE: A family brings their child into therapy due to the child’s behavioral problems. The parents explain that the child cannot be told no, and will almost always throw a tantrum if they don’t get what they want. When the therapist asks how the parents usually respond to the tantrums the parents say they’ll often give into the child’s demands just to stop the tantrum. The therapist explains how this may be maintaining/strengthening the child’s behavior, as the tantrums have been reinforced by the parents giving the child what they want. The therapist advises them to ignore the tantrums, which will extinguish the child’s problem behavior.

22
Q

functional behavioral analysis

A

WHERE: 501 cog and behav change

WHAT: Functional Behavior Analysis (FBA) is a systematic approach used to understand the purpose or function of a specific behavior, particularly in individuals with behavioral challenges. It helps identify the reasons behind a behavior, which is crucial for developing effective interventions.

Goal =
- understand the causes (trigger) and functions (consequence) of bxs
- help develop effective bx intervention

Procedure =
1) identify prob bx
2) identify ABCs
3) identify functions of bx (attention, esc/avoid, access to tangibles, sensory stim)
4) create hypo about function of bxs

  • bxs can be modified thru stim control, teaching alt bxs, changing consequences

WHY: FBAs offer individual assessments and intervention plans. It provides a complete understanding of the target behavior and can help improve the outcomes of the behavior. It provides a way to easily communicate findings to the client/family members, and the therapist can educate them on how to prevent future problems.

EXAMPLE: A family brought their son, Alen, to therapy due to ongoing behavioral problems at school. Alen’s teacher says he shouts out answers in class and often interrupts the teacher. The therapist visits Alen’s school and collects the following data through observation and speaking with Alen, his teacher, and his parents: Alen often yells out answers during parts of class he finds boring, following the behavior, Alen gets out of class and students may laugh at his comments. The therapist reports back to the parents, telling them that Alen’s problem behavior is triggered by Alen feeling bored in class, and is maintained by the positive attention from his classmates and getting to get out of class (attention seeking, escape/avoidance). The therapist may recommend different ways to modify Alen’s behavior using stimulus control, teaching alternative behaviors, and/or changing the consequences.

23
Q

generalization and discrimination

A

WHERE: 501 cog and behav change

WHAT:
Generalization = Generalization occurs when a behavior that has been learned in one context is applied to different but similar contexts. This means that a client can take skills or responses learned in therapy and apply them in various real-life situations.

Discrimination = Discrimination refers to the ability to distinguish between different stimuli and respond appropriately to each. In counseling, this means recognizing when a particular response is appropriate based on the context or specific situation.
- ability to differentiate b/w similar stimuli
- AKA learned can tell the diff b/w similar stimuli

WHY: Discrimination and generalization are employed in behavioral modification training. The principles of both can be used to teach clients to discriminate between different situations that require different responses (discrimination training) and teach the transfer of different behaviors from one context to the next (generalization training). D and G also help to explain the development and maintenance of phobias

EXAMPLE: In Watson’s Little Albert experiment, Albert was conditioned to fear a white rat, by associating the rat with a loud and scary noise that evoked fear in the child. Later, Albert became fearful of other small, white animals/things (dogs, rabbits). Little Albert had generalized his fear of white rats; he displayed a fear response when shown stimuli that resembled the white rat. If Albert were able to discriminate between stimuli, he would only display a fear response when shown the white rat.

24
Q

exposure therapy

A

WHERE: 501 cog and behav change

WHAT: ET is a psychological treatment commonly used to help individuals confront and reduce their fears and anxiety. It is particularly effective for conditions like phobias, post-traumatic stress disorder (PTSD), obsessive-compulsive disorder (OCD), and generalized anxiety disorder. The goal of exposure therapy is to help clients face their fears in a controlled, systematic way, ultimately leading to decreased anxiety and avoidance behaviors.

Procedure =
- systematic + repeated exposure to feared stimuli

Goal = habituate client to feared stimuli until anxiety reduces/ceases AKA remove maintained bx of esc/avoid

  • can be in vivo, imagined, or VR
  • can be prolonged (high intensity and duration) or graduated (fear hierarchy and short duration)

Types of ETs =
- systematic desensitization
- flooding
- ERP

2 Main Features =
1) anxiety must be felt during exposure
2) client must remain in anxiety provoking situation until it peaks then declines

WHY: ET provides long-term benefits to clients. They gain confidence in their ability to handle anxiety-inducing stimuli, without needing to rely on escape/avoidance behaviors. ERP can lead to an improved quality of life, better functioning, and a feeling of control of their lives. Clients are able to generalize skills in different contexts to a variety of cues, even after treatment ends. ET can help clients disprove any fearful predictions they may have surrounding their feared stimuli

EXAMPLE: A client, Minnah, is in treatment for a phobia of spiders. The therapist recommends ERP. Minnah and the therapist establish a fear hierarchy. First, Minnah imagines images of spiders. She feels anxiety, and then it gradually decreases. Next, Minnah may look at pictures of spiders. The last item on her hierarchy may be holding a spider in her hand. During exposures, the therapist prevents Minnah from closing her eyes or leaving the room.

25
Q

in vivo exposure

A

WHERE: 501 cog and behav change

WHAT: In vivo exposure is a therapeutic technique used in exposure therapy, where individuals confront their feared objects, situations, or stimuli in real life. This method allows clients to directly experience the anxiety-provoking situations they typically avoid, thereby helping them to reduce their fear response over time.

Used to treat phobias, PTSD, or OCD

Procedure =
1) client is exposed to actual feared stim (irl)
2) client repeatedly exposed over mult sessions so they can habituate

  • may be gradual (fear hierarchy, short duration) or prolonger (high intensity + long duration)

Probs with In Vivo =
- usually works faster, but clients may resist more
- not compatible with all phobias/traumas

WHY: In-vivo exposure places clients in real-world situations that provoke anxiety/fear but is done in a safe and controlled environment. The realistic context allows for the client to control and reduce their fears. Clients learn they can tolerate anxiety, and it disproves any feared outcomes.
The client is better equipped to generalize the skills learned in the session to their daily life.

EXAMPLE: A client, Minnah, is seeking treatment for her phobia of spiders. Minnah and the therapist agree on trying in-vivo exposure. You bring a spider into the room (in an enclosure) for Minnah to look at for an increasing amount of time in subsequent sessions. In later sessions, Minnah may hold the spider.

26
Q

imaginal exposure

A

WHERE: 501 cog and behav change

WHAT: Imaginal exposure is a therapeutic technique used in exposure therapy, particularly for treating anxiety disorders, including post-traumatic stress disorder (PTSD) and phobias. Unlike in vivo exposure, which involves confronting feared situations in real life, imaginal exposure involves visualizing or recalling distressing situations, thoughts, or memories in a controlled and therapeutic context.

Used to treat phobias, PTSD, or OCD

Procedure =
1) client image feared stim while focused on sensory details (sights, sounds, smells, etc.)
2) repeated over mult sessions to allow for habituation

  • gradual (fear hier, short duration) or prolonged (high intensity, long duration)

**some types of phobias and traumas only compatible with imaginal exposure **

WHY: Imaginal exposure allows clients to be exposed to feared stimuli in a safe and controlled environment. It is more compatible (and often safer) for clients to be exposed to experiences that cannot be done in vivo (e.g. a traumatic event). Imaginal exposure allows clients to process traumatic memories and reduce the intensity of emotional responses. It allows the client to gain insight and develop a more balanced perspective/view of the memory.

EXAMPLE: A client, Minnah, is in treatment for a phobia of spiders. The therapist recommends imaginal exposure. Minnah imagines images of spiders. The therapist asks her to provide as many sensory details as possible (where the spider is, what the spider looks like, etc.). She feels anxiety, and then it gradually decreases.

27
Q

learned helplessness

A

WHERE: 501 cog and behav change

WHO: Discovered by Seligman in his experiment done with dogs and electric shocks :(

WHERE: Considered in CBT when considering self-management and what makes self-management so difficult

WHAT: Considered in CBT
- when exposure to frequent and uncontrollable punishments result in apathy, passivity, depression, and a sense of powerlessness
- arises from traumatic event or repeated failures to succeed

In terms of real life…
- occurs when a person goes through multiple life events that are out of their control
- lead them to behave as if their actions don’t make a difference
- they may stop trying to accomplish goals

thought to be an underlying cause of depression

WHY: LH helps to explain why people may give up/not take action on trying to help themselves– even when the answer may seem apparent or opportunities for change are present. It also helps to explain why people may seem complacent in staying in unfavorable/unhealthy situations. LH has been found to maintain symptoms of depression. Understanding LH helps to design effective interventions to break thought/behavioral patterns.

EXAMPLE: A client, Jenny, is a therapy client expressing that she wanted to give up smoking, but has given up. She said she has tried quitting in the past using different strategies (cold turkey, tapering the number of cigarettes per day, nicotine patches) but all have ended in her relapsing. She says she now believes it’s impossible for her to stop smoking and sees no point in trying again.

28
Q

learning-performance distinction

A

WHERE: 501 cog and behav change

WHO: Albert Bandura’s social learning theory, behavioralism

WHAT:
- concept that explains why some people may have learned a bx, but do not perform it

Learning = acquisition of knowledge/skills
- requires attention and retention

Performance = demonstration of what has been learned
- requires reproduction and motivation
- with no motivation (i.e. external rein), the indiv may not exhibit a learned bx

WHY: The LPD helps to explain why poor performance does not always reflect one’s level of learning/capability. Even if learning has occurred, factors such as motivation, anxiety, and other environmental conditions can influence one’s performance. Understanding this distinction can help to assess and support learning processes without solely relying on performance as the sole indicator of knowledge or skill acquisition.

EXAMPLE: A therapy client, Sam, is the manager of a retail store. She is telling her therapist that she’s frustrated with her employees. She trains all new hires on how to fold and ensures they can correctly fold all items of clothing before ending training. However, there has been an ongoing problem of items not being folded correctly which causes the tall piles to fall over. The therapist asks Sam what kind of incentives or praise she offers to her employees for correctly folding the product. When Sam says there is none and employees are expected to do their jobs correctly, the therapist explains the learning-performance distinction to Sam. The therapist says that while the employees may know how to fold, they see no point in spending extra time doing it, since they know they won’t get any praise or reward, and therefore they lack any motivation to perform to the best of their abilities.

29
Q

mindfulness

A

WHERE: 501 cog and behav change

WHAT: Used in 3rd gen therapies (DBT, ACT)

Mindfulness is a mental practice that involves focusing attention on the present moment, being aware of one’s thoughts, feelings, sensations, and surroundings without judgment.

  • practice of being fully aware
  • accepting what is happening in the present moment

Therapist role = teach client to observe thoughts and feelings without judging

Goal = experience, observe, label, and categorize all sensations/thoughts – no analysis or evaluation

WHY: Mindfulness aids in stress reduction by promoting relaxation and reducing psychological and physical responses to stressors. By paying attention to one’s internal experience, a person can better regulate their emotions and not react impulsively or become overwhelmed. Practicing mindfulness may also lead to better focus, concentration, and decision-making abilities.

EXAMPLE: Rachel is in therapy for her anxiety. Rachel says she often feels so preoccupied with her anxious thoughts and worry for the future that she can barely attend to what is happening in the present. Her therapist recommends she try some mindfulness-based techniques. The therapist tells Rachel to try breathing exercises, tries to ‘scan’ her body for any sensations, and teaches her how to observe her thoughts as mental events that she can chose how to respond to, rather than being controlled by them.

30
Q

modeling

A

WHERE: 501 cog and behav change

WHO: Part of Bandura’s social learning theory

WHERE: Used in self-instructional training or when teaching certain skills

WHAT: Modeling in psychology is a learning process where individuals observe and imitate the behaviors, attitudes, or emotional responses of others. This concept is closely associated with social learning theory, primarily developed by Albert Bandura, which emphasizes that people can learn new behaviors not just through direct experience but also by observing others.

  • learning that occurs via observing other people’s behaviors + the consequences that follow
  • observed consequence of the bx makes the individual more or less likely to enngage in the bx

4 Steps of Modeling =
1) attentional
2) retentional
3) reproduction/performance
4) feedback/motivation

3 Types of modeling =
- live
- symbloic (TV, social media)
- covert (imagining)

WHY: Modeling says that people can learn by observing and imitating others. It can be used as a powerful tool in promoting behavioral change and teaching social and problem-solving skills. Watching another person complete a behavior places a belief in the individual that they can do it too. This can increase motivation and persistence in pursuing goals.

EXAMPLE: A family brings this daughter into therapy due to behavioral issues at home. The parents report that their child has been throwing tantrums if the parents don’t understand what the child is saying. The therapist role plays with the child, in which the therapist is a child and the client is an adult.
The therapist models how to better communicate needs and wants.

31
Q

motivational interviewing

A

WHERE: 501 cog and behav change

WHO: developed by Miller & Rollnick

WHERE: Used in the treatment of substance use disorders or eating disorders.

WHAT:
Motivational Interviewing (MI) is a client-centered, directive counseling approach designed to enhance motivation for change. Developed by William R. Miller and Stephen Rollnick, MI is particularly effective in addressing ambivalence about behavior change, such as in addiction treatment, health behavior change, and mental health counseling.

  • used to address ambivalence in clients
  • often involves decisional balance matrix

Goals =
- strengthen self motivation and commitment to goal
- eliciting a person’s reason for change

Therapist roles =
- directive
- create dissonance to increase motivation to make decision

3 Essential Elements =
1) conversation about change
2) collaborative
3) evocative

WHY: MI emphasizes client autonomy and respects the client’s values and goals. It is effective in facilitating behavioral change by helping clients explore internally to identify their own reasons for change and take ownership of the change process. Because the change is backed with the client’s intrinsic motivation, it increases the likelihood of the behavior change lasting long-term.

EXAMPLE: A client, Steve, has come into therapy at the request of his daughter. She has become concerned about Steve’s drinking habits, even though he says he doesn’t see any issue with it. The therapist inquires about the potential benefits and drawbacks if Steve were to continue drinking the way he does, as well as the benefits and drawbacks of Steve discontinuing his drinking. After the matrix is completed, Steve and the therapist evaluate all aspects and discuss Steve’s ambivalence and whether his readiness to change level has altered.

32
Q

negative reinforcement

A

WHERE: 501 cog and behav change

WHO: Part of Skinner’s operant conditioning

WHAT: Negative reinforcement is a concept in operant conditioning, a learning theory developed by B.F. Skinner. It refers to the process of strengthening a behavior by removing an aversive stimulus after that behavior occurs. In other words, when a behavior leads to the escape from or avoidance of an unpleasant condition, the likelihood of that behavior being repeated increases.

Used in BTs + inolved in maint. of anxiety, depression, or OCD

WHY: Negative reinforcement is a large part in the maintenance of fears, anxieties, and phobias. Understanding how escape/avoidance behaviors are negatively reinforcing an unhelpful behavior is important to creating an effective intervention.

EXAMPLE: Maria has OCD. Each time she begins to have obsessive thoughts regarding contamination, she washes her hands. Washing her hands removes the aversive stimulus of obsessive thoughts, making it more likely she will wash her hands again/more often.

33
Q

operant conditioning

A

WHERE: 501 cog and behav change

WHO: Discovered by Skinner, based on Thorndike’s law of effect,

WHERE: Part of behaviorism, used when trying to increase/decrease a certain behavior (behavioral therapy, APA)

WHAT: Used in BTs

Behavior is strengthened or weakened by its consequences
Pos Rein = add desired stim to increase bx
Neg Rein = remove aversive stim to increase bx
Pos Punish = add aversive stim to decrease bx
Neg Punish = remove desired stim to decrease bx

WHY: Understanding the principles of operant conditioning is important in creating an effective intervention. It also helps to conceptualize depression, anxiety, and OCD– which are thought to be maintained through positive/negative reinforcement.

EXAMPLE: A therapist is doing behavioral therapy with a child with ASD. The therapist is trying to get the child to practice sharing a toy. Each time the child shares his toy, the therapist praises him. The praise serves as positive reinforcement and will increase the frequency/likelihood of the behavior occurring.

34
Q

positive reinforcement

A

WHERE: 501 cog and behav change

WHO: Part of Skinner’s operant conditioning

WHAT: Used in BTs

The addition of a desired stimulus increases the likelihood the behavior will reoccur/increase in frequency

WHY: Positive reinforcement plays a part in the maintenance of several problem behaviors (i.e. attention seeking, access to tangibles). In addition, behavioral activation was based on the principles of positive reinforcement.

EXAMPLE: A therapist is doing behavioral therapy with a child with ASD. The therapist is trying to get the child to practice sharing a toy. Each time the child shares his toy, the therapist praises him. The praise serves as positive reinforcement and will increase the frequency/likelihood of the behavior occurring.

35
Q

Premack principle

A

WHERE: 501 cog and behav change

WHO: Premack

WHERE: Used in operant conditioning as a method of how/when to deliver reinforcement.

WHAT: Involved in op conditioning – how/when to give rein

High-probability behavior (something pleasant or not aversive) can serve as a positive reinforcer for engaging in a lower-probability behavior (something unpleasant).

High-prob must not occur too often or it may not be an effective reinforcer anymore

WHY: The PP is used as a tool in interventions to increase positive reinforcement/engagement in enjoyed activities in one’s life– therefore increasing one’s quality of life.

EXAMPLE: A family brings their child into family therapy. The parents say they are dealing with behavioral issues at home. They say the child refuses to do their chores, even after being asked repeatedly. The therapist recommends employing Premack’s Principle: withholding something the child values (screen time, dessert after dinner, etc.) until after their chores are completed.

36
Q

punishment

A

WHERE: 501 cog and behav change

WHO: Part of Eric Skinner’s operant conditioning

WHAT: Used in BTs

Decrease frequency/likelihood of a bx by adding an aversive stim or removing a desirable one

Pros of Punishment =
- quick bx change

Cons =
- may only stop bx temporarily
- does not establish desired bx
- learner may become fearful of punisher
- may create avoidance bx (prob bx done when punisher isn’t there)
- old prob bx could be substituted for a new prob bx

WHY: Punishment produces an immediate behavior change, which can be beneficial if the behavior is harmful to the learner or others. Punishment may have negative consequences, and it is important for therapists to be aware of the potential consequences of using punishment (which may result in anxiety or PTSD), especially if punishment is frequently used.

EXAMPLE: A family brings their child into therapy due to behavioral problems. After talking, the therapist learns that the parents primarily use spanking as their punishment for the child’s undesirable behavior. Following the spanking, the child throws loud and long tantrums, which is the reason the parents came to therapy. The therapist explains how the frequent use of punishment can create fear/anxiety and result in new, undesirable behaviors.

37
Q

reciprocal determinism

A

WHO: Albert Bandura, modeling, a key concept in social learning theory

WHERE:

WHAT: The idea that a person, their behavior, and the environment all influence and interact with each other
Reciprocal ‘give-and-take’ relationship between the self, behavior, and environment.
Self/Person = covert bx, Behavior = overt bx, Environment = external influences

WHY: Reciprocal determinism has implications for personal freedom. By knowing behaviors are not always controlled by our environment (i.e. cues or consequences), we can create or change factors to influence our behavior.
RD can help to explain to clients how their lives/selves are affected by their behavior and environment. It helps to understand the factors that do influence behavior and learn to accept responsibility for controlling them.

EXAMPLE: A therapy client, Myla, comes to therapy for her depression. She reports a low, depressed mood and low self-esteem. She attributes this to feeling unsuccessful and inadequate in her work. The therapist explains reciprocal determinism to her– how her thoughts, environment, and behavior are all related. The therapist says that Myla’s environment (her job) influences her behavior (i.e. being unsuccessful at work), which all influences her self/covert behavior (depressed mood, low self-esteem). The therapist suggests changing one of those factors, such as finding a new job at which Myla can better succeed. By positively changing her environment, her behavior and thoughts will likely change positively as well.

38
Q

schedules of reinforcement: FR, FI, VI, VR, CRF

A

WHO: Eric Skinner’s theory of operant conditioning

WHERE: Used when trying to increase a behavior, especially to schedule a time at which the behavior is performed (i.e. teaching children proper behavior in ABA therapy

WHAT:
Schedules of reinforcement are specific patterns that determine when a behavior will be reinforced in operant conditioning. They play a crucial role in shaping behavior by influencing how often and under what conditions reinforcement is provided.

Fixed Ratio = reinforcement is delivered successfully by responding a certain amount of times (restaurant punch card)
Fixed Interval = reinforcement is delivered after a certain amount of time has passed (salaried paycheck)
Variable Ratio = reinforcement is delivered after a varying average of X responses, no predictability (gambling)
Variable Interval = reinforcement is delivered after a varying amount of time (pushing the elevator button and waiting for the door to open)
Continuous Reinforcement = reinforcement is delivered each time a response occurs, useful when first learning a behavior (drinking water is reinforced by the removal of thirst)

*Ratio schedules are often more effective than intermittent schedules
*Variable schedules have more consistent response rates

WHY: Intermittent schedules of reinforcement (FI & VI) enhance generalization and long-term maintenance. Being aware of the various response rates for each schedule can help develop an optimal behavioral modification plan.

EXAMPLE: A therapist is conducting ABA therapy with a child that has ASD. The therapist is practicing sharing toys with the child, by having them roll a ball back and forth with a peer. Every 5 times the child receives and rolls the ball back to the peer, they get a piece of candy. The therapist is using a FR-5 schedule of reinforcement.

39
Q

schema

A

WHO: Beck’s cognitive theory

WHERE: An aspect of CBT, seen in the downward arrow technique

WHAT: AKA core beliefs
Cognitive structures that organize and process info.
- deepest and most ingrained level of cognition.
- comprised of the underlying beliefs a person has about their self, others, the world, and the future
- resistant to change, regardless of their accuracy/the reality of situation
- influence assumptions and automatic thoughts

Negative schemas are believed to maintain psychopathology (in cognitive therapy).

WHY: One’s schemas/core beliefs may hold maladaptive cognitions that have led to psychopathology. They may be the underlying force behind maladaptive/dysfunctional behavior. Therapists should be aware of how one’s core beliefs can affect them to effectively undercover and modify them.

EXAMPLE: A client, Mary, has been coming to therapy for several months. During this time, her therapist has used the downward arrow technique to uncover Mary has the core belief that she is unlovable. The therapist explains to Mary how this core belief is likely playing a part in her difficulty with maintaining relationships, poor self-esteem, and shame.

40
Q

self-efficacy

A

WHO: Albert Bandura

WHERE: An aspect of social learning theory.

WHAT: A person’s belief of their capability to successfully perform a certain behavior or perform in a given setting.
Strengthen self-efficacy thru modeling and behavioral therapy. Change beliefs about self-efficacy thru acquisition and performance.

WHY: Strengthening self-efficacy is a goal/outcome of several treatments. SEs also plays a part in the outcome of a situation (believing in yourself = success, vice-versa). A high SE is associated with positive self-talk, persistence, and willingness to face obstacles– all of which relate to treatment outcomes.

EXAMPLE: A client, Ivy, is seeking therapy because she is struggling with low self-esteem due to her lack of social skills at work. Ivy tells the therapist when she first got her job, she didn’t she would fit in with her coworkers and never expected them to like her (outcome expectation), so she saw no point in putting effort into getting to know them. The therapist has Ivy watch models socializing with peers at work (vicarious experience), and practice role-playing (actual performance) to help build her self-efficacy in her social skills.

41
Q

shaping

A

WHO:

WHERE: Part of operant conditioning, used within chaining procedures

WHAT: Used to establish a new behavior that is not in the client’s repertoire.
Done by dividing the behavior into a series of small steps. Each approximation of the behavior is reinforced. Continue to reinforce behaviors that are more and more similar to desired behavior. Eventually, only the desired behavior is reinforced.

WHY: Shaping teaches new and complex behaviors to the client. As clients complete each step and learn new behaviors, it aids in confidence and self-efficacy. This serves as reinforcement to try learning additional skills and to use their newly learned skills in other contexts.

EXAMPLE: Omar is a 12-year-old therapy client. His parent brought him to therapy because they’re worried about the fact that he has trouble making friends with kids his age. The therapist tries shaping to teach Omar new social skills, with the ultimate goal of initiating a conversation with a classmate. Instead of having Omar try to talk to a peer right away, shaping and reinforcement are used. First, Omar is rewarded for smiling at a peer. Then, saying hi, and later asking a simple question, such as “What game are you playing?” Once Omar has mastered these skills, he can try to initiate a longer conversation.

42
Q

skills training

A

WHO:

WHERE: Skills training is used in behavioral therapy, CBT, and DBT.

WHAT: Used if a client is believed to have deficiencies in any knowledge, proficiency, discrimination, and motivation.

Goal =
- generalize skills taught in therapy to real life
- improve social skills/functioning that may have resulted in pathology

Types of skills training:
- social skills
- interpersonal skills
- problem solving

WHY: Can help increase independence and self-efficacy, as well as help clients manage their symptoms to consequently improve quality of life.

EXAMPLE: Omar is a 12-year-old therapy client. His parent brought him to therapy because they’re worried about the fact that he has trouble making friends with kids his age. The therapist recommends social skills training– focused on asking appropriate questions, maintaining eye contact, and acting in a warm and friendly manner. The therapist begins modeling the skills for Omar. Omar then role-plays these skills with the therapist. Once this is mastered, he has homework to apply these new skills to his peers.

43
Q

systematic desensitization

A

WHO: Developed by Wolpe, based on conditioning principles

WHERE: A gradual and imaginal type of exposure therapy used in the treatment of disorders such as phobias, anxiety disorders, and OCD.

WHAT: An exposure therapy that consists of relaxation training, anxiety hierarchy, and paired presentations/exposures.
The client is first taught a competing response (bx that can occur with anxiety, i.e. PMR, breathwork).
Then, an anxiety hierarchy is made– a list of events/situations that elicit anxiety ordered in terms of increasing intensity (rated with SUDs)
After, the client engages in a competing response and imagines the lowest item on their hierarchy. If they experience anxiety or discomfort, they are to stop visualizing. Once relaxed, the client resumes imagining.

Trials are repeated until no anxiety occurs after several presentations, then move to the next item on the hierarchy. The goal of this is to reduce and eliminate the anxiety associated with a particular stimulus.
The client imagines successively more anxiety-arousing situations while engaging in a behavior that competes with anxiety– using counter conditioning.

WHY: SD gives the client control over their exposure. Since it’s imagined, the client can remove themselves from the anxiety-inducing situation at any time during the process.

EXAMPLE: Minnah comes to treatment due to her phobia of spiders. The therapist teaches and practices with Minnah competing responses, and then they create a fear hierarchy. Minnah engages in relaxation while imagining the lowest item on the hierarchy for 10-15 seconds. Once she can do this several times with no anxiety, the therapist instructs her to move to the next item on the hierarchy.

44
Q

token economy

A

WHO:

WHERE: Used in behavioral therapy, especially with children or in ABA therapy.

WHAT: Used to increase desirable behaviors and decrease undesirable ones.
Learners earn tokens for desirable behaviors and lose tokens for undesirable ones. Tokens can be exchanged for things that are reinforcing to the learners (back-up reinforcers).

4 components of TEs:
1) a list of target behaviors with the number of tokens lost/earned for engaging in each behavior
2) a list of backup reinforcers with the price of each
3) established tokens
4) establish rules and procedures for the system (i.e. when can tokens be traded, how/who will deliver tokens + backup reinforcers).

WHY: TEs are convenient (can work in multiple settings), organized, and fair. They provide instruction as to what is a desired behavior, rather than only punishing undesirable ones. However, supplying backup reinforcers can be costly, an authority figure must be present to enforce it, and TEs have been accused of being a form of bribery.

EXAMPLE: An ABA therapist is conducting a social skills group for children ages 9-12. The therapist is trying to increase hand-raising and decrease interruption. Each time they raise their hand to answer a question, they get a sticker. If they blurt out an answer, they lose a sticker. Once a child has 5 stickers they can leave the room and go have a break in the play room.