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BEHP5018 Advanced topics in behavior analysis > 9- Main stream behavior analysis > Flashcards

9- Main stream behavior analysis Flashcards

1
Q

A collective term for anything a living
organism does

Occurs as a function of genetic-physiological predispositions + environmental events

A

Behavior

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2
Q

Determining the environmental events

A

Behavior analysis

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3
Q

Manipulating environmental events to bring about desired changes in behavior

A

Applied Behavior Analysis

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4
Q

The application of behavioral analysis and developmental psychology to child behavioral problems presenting in primary care settings

A

Behavioral Pediatrics in Primary Care

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5
Q

One major emphasis

• Prevention over cure or rehabilitation

A

Behavioral Pediatrics in Primary Care

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6
Q

Two types of intervention
• Supportive health education
• Prescriptive treatment

A

Behavioral Pediatrics in Primary Care

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7
Q

Three domains of care

• Common behavior problems
• Behavior problems with significant medical (biological) dimensions
• Medical (biological) problems with significant
behavioral dimensions

A

Behavioral Pediatrics in Primary Care

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8
Q

Approximately 50% of all primary
care child visits involve behavior problems.

High frequency, low intensity problems

Responsive to prescriptive behavioral treatments

A

Common Behavior Problems Presenting in Primary Care

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9
Q

Girls

  1. Night wetting
  2. Poor appetite
  3. Fears
  4. Night waking
  5. Sleep with parents
  6. Day wetting
  7. Picky eating
  8. Sibling rivalry
  9. Overactive
  10. Bedtime struggles
  11. Attention seeking
A

Ranked Behavior Problems:

3 Year Old Children

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10
Q
  1. Night wetting
  2. Day wetting
  3. Soiling
  4. Poor appetite
  5. Overactive
  6. Bedtime resistance
  7. Night waking
  8. Non compliance
  9. Picky eating
  10. Sleep with parents
  11. Sibling rivalry
A

Ranked Behavior Problems:

3 Year Old Children

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11
Q

Common behavior problems are not
pathologies, they are skill deficits. So
parents are on their own with these.

A

Common Tactics

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12
Q

Ignoring,

Warning,

Yelling

Spanking,

Rewarding

Reasoning

Placating or Indulging

Rule of thirds

A

Tactics commonly employed to reduce

typical child problem behavior include:

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13
Q

Behavior is largely a function of circumstances

A

Core of Behavior Analysis

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14
Q

Percent of Sample

11-25%

A

Incidence/Prevalence of Psychiatric

Problems in Community-based Children

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15
Q

Gap In Behavioral Health Care for
Children

 Primary care pediatrics on one side
 Conventional mental health services for 
children on the other
 Vast range of behavioral health 
problems in the gap
A

B

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16
Q

Average Office Time with Patients

A

11 to 15 minutes

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17
Q

Average Time Spent in Anticipatory

Guidance Birth to 18 years old

A

Seven to 97 seconds

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18
Q

Pediatricians don’t address common

behavior problems. Why? 3 X

A
  1. Limited or no time
  2. Limited or no training
  3. Lack of inclination

Gap In Behavioral Health Care for
Children

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19
Q

Conventional mental health services
don’t address those problem very
well either. Why? 2x

A
  1. Parents are reluctant to go because of a low and variable quality of care.
  2. Stigma

Gap In Behavioral Health Care for
Children

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20
Q

Over interpretation in practice

Research Practices

Public Impressions

A

Why parents are reluctant to seek mental health services for children:

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21
Q

Evidence based or empirically supported treatment

Parents like it

Physicians like it

It works

A

We have a specialized standard of

care. (Behavior Analysts)

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22
Q

Sample Topics

Learning

Crying

Sleep

Toileting readiness

A

Supportive Health Education-

Behavioral Pediatrics for Common
Behavior Problems

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23
Q

Learning: Children Learn Through ..

A

Repetition with Contrast

24
Q
  • Underlying problem syndrome
  • Berkson’s bias

•Textbook case bias

A

Over interpretation in practice:

Why parents are reluctant to seek mental health services for children

25
Q

Correlative theory building over intervention

A

Research Practices

Why parents are reluctant to seek
mental health services for children

26
Q

Not flattering

A

Public Impressions

Why parents are reluctant to seek mental health services for children

27
Q

Change in experience-Two types of change

  1. Quality—determines DIRECTION of learning
    • Pleasant—
    -Reward (positive reinforcement)
    -Relief—(negative reinforcement)
    • Unpleasant –
    - Pain (positive punishment)
    -Loss (negative punishment)
  2. Quantity—determines NEED for repetition
    •Large—large change, less repetition
    •Small—small change, more repetition
A

Clarifying Contrast

28
Q

Average sleep requirements by age.l; See hand out or instructor notes

 Fatigue deteriorates neural controls

 Sleep associations
To bed sleepy but awake

A

See instructors notes or handout

29
Q 
Physical readiness
 Raise and lower pants
 Pincer grasp
 Fully ambulatory
 Sit independently

Bladder readiness
 Dry for several hours

Language readiness
 Toileting words

Instructional readiness
 Follow simple instructions

Proprioceptive readiness
 Awareness of urge

Emotional-social readiness
 Assess for clinical
significance

A

Toileting readiness

30
Q

Drink, Undress, Play and Pay

A

Toileting Program

31
Q

 Toddler misbehavior

 Bedtime Problems

 Simple Habits

 Defiance, non compliance, and rule infractions in
older children

 Simple phobia

A

Sample Targets

32
Q

 Danger seeking

 Systematic use of carrot and stick

 Repetition

 Strategic use of nothing

- Time in
- Time out
A

Toddler Misbehavior

33
Q

Escape extinction (ignoring)

Often avoided by caregivers because
of the extinction burst

A

Treating Bedtime Resistance

34
Q

Bedtime Pass

A

Treating Bedtime Resistance

35
Q

When to treat:

  1. Older than 5 years
  2. Done in Public
  3. Oral/ Physical Problems- Physician says to treat

Non punitive procedure reminding rather than punishing. “reminder fluid” taste treatment)

Child Involvement (done with, not to, child)

 Systematic application

 Fading procedure

A

Taste Treatment for Thumb Sucking

36
Q

Menial jobs are assigned when child
engages in misbehavior

Grounding is done when the job(s) are completed

A

Job Based Grounding- Middle school and high school students

37
Q

 Attending school

 Performing required chores
 Following house rules
 Staying in room except for meals, homework, chores or school
 Nothing with a plug
Nothing with a battery
 Nothing with an 
electric current
 Nothing with door 
leading outside
 No snacks
A

For Child, Grounded Means

38
Q

No nagging

No reminding about jobs to be done

A

For Parent, Grounded Means

39
Q

Subject
-14 year old Boys Town boy

 General dependent variable
-Insect phobia

 Specific dependent variable
-Math calculations

 Independent variables

 - Exposure
- Incentives
A

Simple phobia

40
Q

Treatment: exposure and response prevention- (Main stream psychology)

Escape extinction - ( ABA)

A

Phobia Treatment

41
Q

“Performance is where the impairment was”

A

Phobias- Skinner

42
Q

Anxiety is a category. Doesn’t exist in the real world.

Inside the category is stuff you can point to:
“conditioned suppression”; suppression of operant behavior, i.e. school work

A

Insect phobia study

43
Q

Controlled by antecedent stimuli

A

Respondents

44
Q

Controlled by both antecedents and

consequences

A

Operants

45
Q

What was once a respondent becomes an operant

Ex., - Fear of bugs* and the reinforced escape response. *insert any “phobia
- The reinforced knee jerk

A

How do they interact?

46
Q 
To name a few:
 Anxiety
 Phobias
 Problem behavior
 Example: The crying baby
A

Problems Based in Respondent-

Operant Interactions

47
Q

Sperm are organisms that behave

Their behavior occurs in an environment

That environment exerts strong influence on sperm behavior

That environment is changeable

A

Spermatogenesis- Why important in ABA

48
Q 
 Heat.  - GENERIC VARIABLE 
 Fever
 Climate
 Stress
 Illness
 Allergies
 Abstinence 
 Chemotherapy
 Smoking
 Cryptorchidism
 Age
 Renal failure
 Steroids
 Radiation
 Nutrition
 Fit of clothing
A

Variables That Change the Sperm

Environment

49
Q

 General dependent variable
-Spermatogenesis

 Specific dependent variables

  • Total volume of semen
  • Total sperm count
  • Sperm concentration (density)
  • Total # of motile sperm
  • Total # of motile sperm per hour of abstinence

 Independent variables

  • Loose fitting “boxer” type shorts
  • Tight fitting “bikini” type briefs

•Subjects
-2 Caucasian men, single, good health,
mid 30s, paid sperm donors

 Semen analysis
-Hemocytometer grid

 Data analysis
-ABAB

A

Representative Study- sperm

50
Q

Intrinsic Aspect of Behavior:

Effort

51
Q

Subjects: - Smokers entering the hospital

*GENERAL dependent variable- Littering

• SPECIFIC dependent variable- Cigarette butts in
ashtrays

• Independent variable
-Distance from door to ash tray

 Data analyses

   - A-A, B-C-D-E-F
   - ABAB
A

Representative Study

52
Q 
 Depression
 Sleep problems
 Difficult people
 Sexual performance and satisfaction
 Anger control
 Athletic performance
 Voting
 Traffic
 Diet
 ‘Neurosis’
 Life extension
 Life satisfaction
 Medical compliance
 Marital problems
 Etc. etc. etc…
A

Other Mainstream Possibilities

53
Q

Emphasis on highly impaired populations

A

Berkson’s bias

54
Q

• Emphasis on extreme cases

A

Textbook case bias

55
Q

Determines DIRECTION of learning
• Pleasant—
-Reward (positive reinforcement)
-Relief—(negative reinforcement)
• Unpleasant –
- Pain (positive punishment)
-Loss (negative punishment)

56
Q

Determines NEED for repetition

•Large—large change, less repetition
•Small—small change, more repetition

57
Q

suppression of operant behavior

i.e. school work

A

conditioned suppression

BEHP5018 Advanced topics in behavior analysis (21 decks)

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