Exam 2 Flashcards
Temperament
Individualized blueprint that each child is born with and that determines how he reacts to the world around them
Ten temperament traits
Intensity Activity level Regularity Quality of mood Emotional sensitivity Sensory sensitivity Adaptability Approach/withdrawal Distractibility Persistence
Percentage for flexible for infants
40%
Percentage for feisty in infants
10%
Percentage for cautious in infants
15%
Minded types
Flexible/feisty
Feisty/flexible
Flexibly/cautious
Cautious/flexible
Activity
Feisty - need to move
Cautious - med to low need to move
Flexible - Calm or not calm
Quality of Mood
Feisty - Pessimistic
Cautious - Pessimistic
Flexible - Positive / pessimistic
Regularity
Feisty - Spontaneity
Cautious - Consistency
Flexible - Medium
Intensity
Feisty - Need for expression
Cautious - Little need for expression
Flexible - Med to little need
Approach/Withdrawal
Feisty - High approach / high withdrawal
Cautious - Withdrawal
Flexible - Medium approach
Emotional Sensitivity
Feisty - Unaware of others/ super aware of others
Cautious - Unaware
Flexible - Both sides of the continuum
Persistence
Feisty - Long time
Cautious - Short time
Flexible - Medium
Distractibility
Feisty - Focused
Cautious - Stimulated
Flexible - Medium
Adaptability
Feisty - Quick to respond
Cautious - Slow to respond
Flexible - Medium to quick
Sensory Sensitivity
Feisty - Strong awareness to touch / super unaware
Cautious - Both sides of the continuum
Flexible - Both sides of the continuum
What are the ABCs?
A - Antecedent
B - Observable Behavior
C - Consequences
Antecedents
- anything that comes before and triggers the behavior
- all behaviors have multiple antecedents
When figuring out antecedents…
First start with observable behavior then go backwards
Direct antecedent
An antecedent that comes immediately before the behavior (seconds before)
Indirect antecedent
All other antecedents are indirect
Observable behavior
- action that can possibly be seen or heard
- does not have to actually be seen or heard
- if it’s what you think and not what the other person thinks then it’s not a behavior, it’s just your thoughts
Criteria for observable behavior
- Action: should be the full active verb phrase
- Not emotions, thoughts, attitudes or anything else that goes on inside one’s head
- Not your interpretation of actions
- Specific (not general)
Consequence
- Outcome of the behavior
- Anything that comes after & is caused by the behavior
- Much more specific than how we use the word ‘consequence’ in everyday life
Reinforcer
- something that comes after the behavior and increases (strengthens) or maintains future behavior
- DON’T worry about negative/positive
- Negative reinforcement is NOT punishment
Punisher
- something (aversive to the person) that comes after a decreases (weakens) future behavior
What are common mistakes and misunderstandings about reinforcer and punisher?
- Reinforcement only occurs for positive behavior and punishment only occurs with negative behavior
- Only “good” things can be R’s and only “bad” things can be P’.
- Something that is a R for one person is an R for everyone
Goodness of fit
How well the environment is comparable with the temperament
Adversive
Goes against something, is negative
Mnemonic Device: Order in which to try to change behaviors
“CARE DROP” CARE CA: Change Antecedent R: Reinforcement E: Extinction
DROP
DRO: Differential Reinforcement of Opposite behavior
P: Punishment
Centration
focusing on one side of the pencil versus whole thing
Assimilation
existing schema works
Accommodation
existing schema does not work
Equilibrium
when a child’s schemas can deal with most new information through simulation
Disequilibrium
new information cannot be fitted into existing schemas
Within the importance of environment goodness of fit is
how the environment impacts an individual’s temperament
Why is it important to describe temperament neutrally?
Temperament should not be described negatively or positively, as they are not good or bad qualities. They should be observations not opinions
What is one way you can increase desirable behaviors
- Define the observable behaviors
- Figure out the current antecedents (can they be changed?)
- Choose effective possible reinforcers
- Beware of satiation (overuse) of reinforcers
- Make the reinforcer contingent and timely
What is Piaget’s Theory
suggests that children move through four different stages of intellectual
development
What are the four stages of Piaget’s theory?
- Sensory motor
- Preoperational
- Concrete
- Formal
Reversibility
can flip the sequence of event to go back to how they started (concrete)
Irreversibility
unable to trace events back to the beginning (preoperational)
Adaptation in Piaget
involves the child changing to meet situational demands
Preoperational
centration, egocentrism, symbolic representation, animism, artificiality,
irreversibility
Concrete Operational
Beginning of logical ADULT thought, conservation, classification,
seriation (logical order)
What is Social and Emotional learning?
Promotes resiliency that can help a child cope with adverse childhood experiences (ACEs)
The 5 competencies of SEL are?
- Competency A: Self-Awareness
- Competency B: Self-Management
- Competency C: Social Awareness
- Competency D: Relationship Skills
- Competency E: Responsible Decision-Making
Self-Management
- The ability to navigate one’s emotions, thoughts and behaviors in different situations while managing stress, controlling impulses and motivating oneself.
- Self-management includes the ability to set and work toward personal and academic goals.
Social Awareness
- The ability to consider the diverse perspectives of and empathize with others, including those from different backgrounds and cultures.
- Social awareness also reflects the ability to understand social and ethical norms for behavior across settings and to be able to identify and use family, school and community resources and support.
Relationship Skills
- The ability to establish and maintain healthy relationships with diverse individuals and groups.
- Developing relationship skills promotes the ability to communicate clearly, listen well, cooperate with others, resist social and peer pressure, negotiate conflict and seek help or offer it to others.
Responsible Decision Making
- The ability to make constructive choices about personal behavior and social interactions in the context of ethical standards, safety concerns and social norms.
- Responsible decision-making involves making realistic evaluations of the consequences of one’s actions and considering the well-being of one’s self and others.
Self-Awareness
- The ability to accurately recognize one’s own emotions and thoughts, including how they relate to one’s identity and culture and how they influence behavior.
- Self-awareness is the ability to accurately assess one’s strengths and limitations with a sense of integrity, confidence and optimism.
Acronym for the ten temperament traits
3 A, DRIPS, QE
Activity level, Adaptation, Approach/withdrawal, Distractibility, Regulation, Intensity, Persistence, Sensory Sensitivity, Quality of mood, and Emotional sensitivity
