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BACH2143 Counselling and Behaviour Management > Behaviour Management Week 1 (wk8) > Flashcards

Behaviour Management Week 1 (wk8) Flashcards

1
Q

What is behaviour?🚶🏽‍♀️

A
  • Anything someone says 🗣or does 🏋🏽‍♀️
  • Can be OVERT (objectively observable, see it happening) or COVERT (thinking is behaving, people external to self cannot see it happening)
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2
Q

Examples of behaviours that are USEFUL ✔️

A
  • > Helps person function successfully in environment
    e. g. communicating with others both verbally and non-verbally (e.g. speaking clearly and loudly, maintaining eye contact) 🗣👁‍🗨
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3
Q

Examples of behaviours that are UNHELPFUL/NOT USEFUL ✖️

A
  • > Some behaviours are unhelpful/inappropriate (does not allow them to function in own environment)
    e. g. too low of volume, stuttering, yelling abuse/sexual comments, not paying attention to instructions
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4
Q

What are behavioural excesses? 🎊

A

Occurs at TOO high of a rate (causes inability to function)

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5
Q

What are behavioural deficits? 🎈

A

Occurs at TOO low of a rate (unable to function)

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6
Q

What is the behavioural approach?

A
  • Look at what people say 🗣 and do 🏋🏽‍♀️(to themselves and others)
  • Considers conditions (environment) in which we behave 🏝
  • Behaviour is determined largely by consequences 👏🏻 (positive consequence=likely to be repeated, negative consequence=less likely to be repeated)
  • Behaviour therapy can be used in a variety of ways:
    • helping perform appropriate behaviours ⬆️
    • decrease frequency of inappropriate behaviours ⬇️
  • Can be applied to a spectrum of disorders (e.g. for anxiety disorders, obesity, eating disorders, stuttering)
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7
Q

Define Learning (in context of behaviour therapy)

A
  • A process based on experience 👨🏽‍🔧
  • Results in (typically) permanent change
  • Systematic use of principles of learning to INCREASE ⬆️ frequency of desired behaviour or DECREASE ⬇️problem behaviour
  • defines problem in terms of behaviour that can be measured 📏(using change in behavioural measure of problem=indicates the extent of the problem that is being helped)
  • Treatment=altering individual’s environment to function more successfully (e.g. placing exercise equipment at door as a visual cue to work out) 🏋️‍♂️
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8
Q

Define environment 🌲

A
  • People, objects and events CURRENTLY present in one’s immediate surroundings
  • Impinge on one’s sense receptors (smell, taste, touch) that affect behaviour
    e. g. placing exercise equipment at door as a visual cue to work out 🏋️‍♂️
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9
Q

Define stimuli 🔊

A
  • People, objects and events (makeup person’s environment)
    e. g. In clinic: toys, furniture, bright colours, window (can be distracting), noise level/soundproofing
  • Individual’s behaviour can be part of the environment influencing SUBSEQUENT behaviour
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10
Q

What are the TWO theoretical models of Behaviour Modifications? 🔴🔵 (plus ONE additional) 🟢

A

MAIN: 🐶 Pavlovian &; Operant 🍬
EXTRA: 🏋🏽‍♀️Social Learning theory (e.g. watching someone setting up weights at the gym-> you learn how to do it)

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11
Q

What is Pavlovian Classical Conditioning? 🐶

A
  • basic form of learning
  • behaviour elicited by a STIMULUS
  • Stimulus acquired behaviour through association with a BIOLOGICAL SIGNIFICANT stimulus
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12
Q

What are the parts of Classical conditioning?

A

🦴Unconditioned stimulus (UCS): dog food
💧 Unconditioned response (UR): salivation
*naturally, food causes salivation, therefore the food
isn’t conditioned (paired with something) to cause
salivation
🔔 Conditioned stimulus (CS): a neutral stimulus (e.g. sound) that becomes associated with US (e.g. food)
🔔💧Conditioned response (CR): Salivation at sound of the bell
*A sound on its own would not cause salivation, but pairing of the bell with food (association) will lead to salivation (even if its the sound alone with no food present)
*but if pairing stops: EXTINCTION
*shows that learning is a cognitive process rather than passive (e.g. anticipating that food is coming)

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13
Q

Other examples of UCS and UR

A

🥣Bad food (UCS) & Nausea (UR) 🤢
📣 Sudden loud noise(UCS) & pounding heart(UR) 💓
🤥Irritation in nose (UCS) & sneezing (UR) 🤧
📸 Light in eye (UCS) & blink (UR) 👀

*all unlearned responses, naturally elicited

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14
Q

Clinical relevance of classical conditioning (Chemotherapy) 🧪

A

*Chemotherapy: causes loss of appetite nausea, vomiting as a consequence (even when exposed to stimuli e.g. hospital smell, seeing the nurse)
UCS (Chemotherapy)—-> UR (nausea)
CS (Hospital stimuli) *associated with UCS
(Chemotherapy)—->CR (nausea)
*Introduce a scape goat 🍡(novel foods that are not a part of normal diet e.g. licorice)
*novelty of scapegoat=blocks development of aversions to food that were a regular part of a patients diet prior to treatment 🚫
*Two or more stimuli are present (MORE salient produces stronger response than other, weak stimulus overshadowed by strong one)
*found twice as likely to eat regular food (scapegoat is too strong, therefore desire regular food) 🍞🍇🍗

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15
Q

Watson’s theory on behaviour

A

Watson: abnormal behaviour LEARNED or MODIFIED by learning environment (not just genes alone)

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16
Q

Little Albert (Pavolvian)

A

-Behaviour shaped SOLELY by environment
-Little Albert demonstrated little fear towards rats and other stimuli (e.g. burning paper) 🐇
-Theory: FEAR IS LEARNED 📔🧮
CS (rat) *no association—> no response
UCS (loud sound)—-> UR (fear)
CS (rat) *associated with UCS (loud sound)—->CR (fear)

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17
Q

Findings from Little Albert

A
  • Prior to association/pairing=rat did not induce fear
  • CLASSICAL CONDITIONING could induce fear of previously unfeared stimuli
  • GENERALISED to similar objects (fear transferred to other fluffy objects)
  • NEGATIVE REINFORCEMENT=when Little A moved away from rat, anxiety decreased, meaning that he is likely to do it again)
  • Watson believed that all INDIVIDUAL DIFFERENCES IN BEHAVIOUR were due to DIFFERENCES IN EXPERIENCES OF LEARNING
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18
Q

What is Operant Conditioning? (Principle behind it)

A

Power of stimulus to EVOKE a response is:

  • > strengthened when the response is followed by reward 🎁
  • > weakened when it is NOT followed by a rewards 🚫🎁
19
Q

What is the law of effect?

A

-Learning where the probability of responses is changed by a change in CONSEQUENCES
(Behaviour is modified by consequences=more likely or less likely to do something)
e.g. went to vending machine for Mars bar, but 5 came out (more likely to go to that machine) 🍫🍫🍫🍫🍫
e.g. went to vending machine for Mars bar, but gave you an electric shock (less likely to go to that machine) ⚡️

20
Q

Reinforcement contingencies:

POSTIVE REINFORCMENT ➕⬆️ (principles)

A

*used to ⬆️ useful behaviour
*must select behaviour to be increased
-> specific (e.g. rather than just “socialising” we have
“smiling”-easy to identify and reinforce)
-> observable (e.g. picking up toys)
*IMMEDIACY=R+ must immediately follow desired behaviour
*DEPRRIVATION= Reinforcement won’t be effective unless individual has been derived of it for a period of time (e.g. a mars bar isn’t reinforcing if a person just had two) 🍫🍫
*SATIATION=during “experimental phase”, may reinforce so often that it is NO LONGER reinforcing, so must provide reinforcement intermittently during trial
*INSTRUCTIONS=not necessary but it speeds up process if they can cognitively understand it.
*NATURAL R+ =praise, smile, gesture in natural environment, so that it is transferrable

21
Q

How do you apply reinforcer?

A

1) outline plan before starting (can speed up process)
2) Immediately reinforce appropriate behaviour
3) Verbally describe desired behaviour (e.g. “you READ that well” not just “good girl”->specificity encourages them to do it again to receive R+)
4) Use praise
5) Vary social reinforcers (to avoid satiation)
6) Move from Concrete (tangible)–>Social reinforcers
7) Look for natural reinforcers in environment so it is transferrable
8) Contionus R+ –> Intermittent R+ (allows for consistent maintenance of behaviour, gradually fading til it’s a natural behaviour)-e.g. pokies, reinforced intermittently so behaviour ⬆️

22
Q

Examples of positive reinforcement

A

Situation: Father and daughter at shopping mall
Response: Child follows father around in shop quietly
Immediate consequence: Buys child icecream
Long term effect: future shopping trips=more likely to follow father quietly

23
Q

Example of positive reinforcement (misapplication)

A

Situation: Child colouring in, gets up and walks around
Response: Fiddles with dials on TV
Immediate consequence: parent gives her attention, goes on a walk with her
Long term effect: Child likely to fiddle with dials again

24
Q

Partial Reinforcement effect

A
  • Responses acquired through INTERMITTENT REINFORCEMENT are MORE DIFFICULT to extinguish than those acquired through continuous
  • Maintenance of behaviour by reinforcing it occasionally (not every time it occurs a.k.a continuous)
25
Q

Schedule of reinforcement (continuous, extinction, intermittent)-Ratio

A
  • Continuous 1:1
  • Extinction 1:0
  • Intermittent 5:1
26
Q

Schedules of reinforcement:

FIXED RATIO 5️⃣

A

5: 1 (every 5 behaviours, 1 reward)
- > high rates of responding
- > R+ remains effective for longer
- > Behaviour is less likely to extinguish
- > Helps maintenance

27
Q 
Schedules of reinforcement: 
VARIABLE RATIO (VR) ✳️
A

1: 1. 8:1, 11:1 (reinforced after average of responses)
- > Unlike FR, no pause (sometimes people may pause before performing behaviour again-> VR has the possibility of reinforcing next behaviour, so there is no pause)
- > Very stable behaviour (e.g. poker machines, fishing=keeps anticipation)

28
Q

Schedules of reinforcement:

FIXED INTERVAL SCHEDULE (FI) ⏰

A

-R+ after a passage of specific time (keeps them keen)

29
Q

Schedules of reinforcement:

FIXED-INTERVAL-with-Limited-Hold (FI/LH) 🚌

A
  • FI 5 min/2 sec LH
  • Behaviour must occur in 2 seconds after following a time interval of 5 minutes
    e. g. 🚌bus comes every 5 minutes, you have 2 seconds to shoot your hand out to signal bus OR you won’t be reinforced (window of opportunity)
30
Q

Schedules of reinforcement:

VARIABLE INTERVAL SCHEDULE (VI) 📞

A

-Similar to FI but interval varies around a mean value e.g. telephoning a friend whose line is busy 📞

31
Q

Schedules of reinforcement:

VARIABLE-INTERVAL-with-Limited-Hold (VI/LH) 🏈

A

E.g. a sporting event on tv, team gets a goal in first 10 minutes then 15 minutes-> watch for 2 seconds

  • See goal: R+
  • No goal: No R+
32
Q

Schedules of reinforcement:

FIXED-DURATION 🎹

A
  • R+ occurs after behaviour has been performed for a certain continuous period of time
    e. g. play the piano for 5 minutes then you get $5 🎹
33
Q

Schedules of reinforcement:

VARIABLE-DURATION (VD)

A

e.g. waiting in cue for ticket (pay off R+ is getting what you want to buy after that long period of time)

34
Q

Misapplication of Intermittent R+

A

E.g. Inconsistent use of extinction

  • parent ignores a child’s tantrum (instructed not to R+)
  • child PERSISTS
  • Parent “gives in”
  • Tantrums R+ on Variable Ratio and Variable Duration (behaviour will be strengthened and maintained)
35
Q

Considerations for EFFECTIVE Use of intermittent reinforcement

A

1) Choose schedule APPROPRIATE to behaviour (e.g. not one piano key then $5 reinforcement)
2) Convenience of administration/approximation of natural environment (e.g. hard to ignore behaviour if child is having a tantrum, have to give them that attention/R+)
3) Use appropriate measuring devices (e.g. timers/counters)=measure before extinction and count through time *helps monitor progress
4) Frequency of R+ should be HIGH initially (continuous) then gradually decrease (intermittent)

36
Q

What are conditioned reinforcers? (CR+)

A

-Neutral stimulus that acquires FUNCTIONAL properties or PRIMARY REINFORCER (natural reinforcer)-> through being paired with primary reinforcer OR by another conditioned reinforcer
💲e.g. Money=neutral stimulus that acquires reinforcing properties because it is “backed up” by LOTS of primary/natural reinforcers. Money results in-> food, alcohol, activities
☕ e.g. Coffee stamps=get a certain amount of stamps to get one free coffee

37
Q

Factors influencing the effectiveness of CR+

A

💪 1) Strength of back up stimulus (e.g. adults don’t want free toy after 10 coffees, they want a free coffee-> R+ loses value-> R+ must be strong)
💌 2) Variety of back up R+ (avoid satiation, backed up with a range of things e.g. money)
☕ 3) Schedule of pairing CR+ with R+ (e.g. won’t want to be R+ coffee if it takes 30 coffees for a free one)

38
Q

Misapplication of CR+

A
  • e.g. adults smacks child
  • adult feels guild
  • adult gives the child a drink, a hug, watches TV with them 🥛🤗📺
  • Result=smacking (conditioned reinforcer) maintains misbehaviour
39
Q

Stimulus discrimination 🤫🎤

A

-How do we learn to perform behaviours at certain times but NOT others? (e.g. swearing at friends, but not at grandparents-will gett scolded at)
-DISCRIMINATE by using stimuli in environment (e.g. objects and people) to determine when to perform a specific behaviour and when NOT to
-always cues around when behaviour is REINFORCED or EXTINGUISHED
e.g. in church (hushed, quiet)-> specific environment, watching behaviour of others, scolded for talking loudly
BUT may be difference learning histories according to individual (e.g may be normal for some churches to sing loudly)

40
Q

Stimulus control

A

-correlation between STIMULUS and SUBSEQUENT RESPONSE
-effective stimulus control=HIGH correlation
-certain stimulus-> certain response (repetitive, cause and effect)
*whereas discrimination (emit behaviour in the
presence of some stimuli and no others-different
environments)

41
Q

Types of Controlling Stimuli:

Discriminative Stimulus for Reinforcement 🎭➕

A
  • response R+ in presence of particular stimuli

- cue that response will pay off (e.g. laughing when you swear=cue for paying off, will do it more)

42
Q

Types of Controlling Stimuli:

Discriminative Stimulus for Extinction 🎭➖

A
  • response extinguished in presence of a particular stimulus
  • cue that a response WILL NOT pay off (e.g. strict grandparents will get cranky)
43
Q

Stimulus generalisation 🧩

A
  • reinforcing response in presence of stimuli or situation (effect of response becomes probable in presence of other stimuli)
  • OPPOSITE to discrimination (instead of responding to two situations differently, it is responding to two situations in same way)
  • e.g. 🐇 Little Albert (feared transferred to other fluffy objects)

BACH2143 Counselling and Behaviour Management (9 decks)

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