Exam 2 Flashcards
Describe the function of the maintenance phase.
-Now the behavior is successfully occurring but bumps in the road are possible. Understanding where the pitfalls are and how to cope with them are ways to avoid relapsing. Loss of motivation is a problem. Also transferring the skills learned to each environment and not the specific one is good.
Define and exemplify behavior.
Behavior is what people say, do or think.
List and define the four dimensions of behavior.
The dimensions of Behavior are Frequency, Duration, Intensity and Latency (time from when the stimulus presents itself and the behavior follows)
Differentiate overt and covert behavior
Overt Behavior is behavior we can observe and be measured and recorded such as what a person says or does. Covert Behavior is behavior we cannot observe such as how we feel
Describe how behavior impacts the environment.
How our behavior manifests itself has environmental impacts. Emotions are part of what guide our actions
Contrast basic and applied science.
Basic is knowledge for the sake of knowledge such as the experimenter analysis of behavior. Applied is for solutions to real world problems such as applied behavior analysis (ABA).
Describe the ABCs of behavior.
-A is Antecedents (environmental stimuli or associated event), B is Behavior (What I call belief system), C is Consequence or Emotional consequence
Define self-management or self-modification.
-When an individual takes charge of changing their own behavior
Differentiate self-regulation and self-control.
-Self regulation is analyzing our behavior and making adjustments. Self-Control is avoid temptations
Outline the process of change and its steps.
- Identify the Target Behavior
- Conduct a Pros and Cons Analysis and Assess Self-Efficacy
- State the behavioral definition
- Establish goals and criterion
- Determine a plan to record data
- Conduct a baseline phase and functional assessment, to include an identification of temptations
- Select strategies
- State the plan rules, identify potential mistakes, and develop a behavioral contract
Implementation and Behavior Change - Implement the plan and collect data as you go – Treatment phase
- Re-evaluate the plan and see if it is working. Make adjustments as needed
- Once you have achieved your final goal move to maintenance phase. Engage in relapse prevention
Outline the steps of change according to Prochaska et al. (1995).
Outline the steps of change according to Prochaska et al. (1995).
1. Thinking about changing: Considering whether or not you need to change
2. Precontemplative Stage: Resisting the idea of changing
3. Contemplation Stage: When the change is seriously considered but the test to whether people will or will not stick to the thought of change is tested for around 6 months
4. Preparation stage: The change is begun and a detailed action plan is made to enact the change
5. Action stage: Engaging in countering or substituting a negative behavior for a positive one. This si where the act of changing begins
6. Maintenance stage: Does the change last only for a little bit or a lifetime. This is where life pressures test us.
7. Termination Stage: the ultimate goal is achieved but relapse is still possible
Define self-efficacy.
-Is our sense of self esteem and competence to deal with life’s problems
Contrast those high and low in self-efficacy.
Those with high self esteem feel confident and competent in the wake of life’s problems but those who have low self-efficacy feel hopeless and helpless to deal with life’s problems
Define and exemplify behavioral definition
-It is a precise, objective, unambiguous description of the target behavior or a competing behavior. It must be stated with enough precision that anyone can read our behavioral definition and be able to accurately measure the behavior when it occurs. Like a weight plan to gain strength and lose weight.
Clarify how a criterion is used to move from one goal to the next.
-It’s the factors for escalation. Such as pushing up your one rep maxes. Like right now I bench 225, If I bench 235 by the end of this section, I can bench 10 more pounds
Define self-monitoring.
-Our ability to keep ourselves on track with our goals. One issue in behavior modification is what we call reactivity, or when the process of recording a behavior causes the behavior to change, even before treatment is applied. We need clearly defined goals with dated deadlines to make this effective.
Clarify what the observation period is.
A clearly defined period in when the behavior is likely to occur.
Differentiate between a natural setting and an analogue setting.
-a natural setting or place where the behavior typically occurs, an analogue setting or one that is not part of the person’s daily routine. Naturalistic observation is like the former and Laboratory observation is like the latter.
Clarify the use of the ABC chart in data collection.
-Antecedents: Events that led to the behavior happening or not; Behavior: How the behavior enacted in amounts, time, etc; Consequences: The results of the behavior in terms of terminology learned in this course
Describe the importance of the baseline phase.
-Observation of your behavior in the absence of the target behavior. Getting a baseline.
Define functional assessment.
when we much more closely scrutinize the antecedents and consequences to see what affects the occurrence or nonoccurrence of a desired or problem behavior, all to maximize how effective our plan/strategies will be.
Outline what information is gained from a functional assessment
We get what makes up the problem or desired behavior; The antecedents or environmental factors that made the behavior occur or not occur depending; and the consequences of what happened as a result of that behavior.
Define temptation.
-A person, place, thing or situation that may be immediately rewarding in the short term that takes away the benefit of the desired behavior in the long term. Such as trying to be on a diet and your friends pressuring you to have wings and beer and be too hung over to work out.
Explain how people and things can be temptations.
-People can tempt you with peer pressure or your phone can present temptations of that bad behavior your trying to avoid such as “try our new deal at domino’s”
Clarify the significance of situations and places and how they might lead you to engage in the undesired behavior.
-Situations have different associations that can lead to bad behavior. Such as popcorn being associated with going to the movies and being on a diet.
Propose ways to avoid giving in to temptations.
Not to go to the places, ask your friends to not tempt you, be mindful of when you give in and how much and forgive yourself when you do.
Define discriminative stimuli.
Part of the antecedent focused strategies. It is understanding how stimuli bring cues for wanted or unwanted behavior
Clarify how stimuli or antecedents become cues.
Certain have associations and you must work on removing them. A big one for me recently is removing the link between screens and food which is a cycle that reinforces two bad behaviors at one, excessive eating and screen habits
List and describe the six antecedent manipulations.
Create a cue for desired behaviors, remove a cue for undesired behavior, increase energy needed to engage in a problem behavior, decrease energy to engage in a desirable behavior, establishing operations to make a desired behavior more exciting or alluring, abolishing operations is reducing the reinforcing value of undesired behavior such as seeing the nutritional info of bad food, it helps
Define prompts.
verbal, gestural, modeling or physical stimulus that is added to the situation and increases the likelihood that the desirable response will be made when it is needed. Such as Sparta meowing as a prompt to give him food or scratches
Define fading. List and describe the two major types of fading and any subtypes.
Prompt fading is when the prompt is gradually removed as it is no longer needed. Fading within a prompt means that you use just one prompt and once the person has the procedure down, you stop giving them a reminder or nudge. Prompt Delay is when you delay giving the prompt to see if the person still needs it or not
Clarify the use of self-instructions in behavior modification.
- self-instructions, or statements you write or say to yourself as positive affirmations and motivational tools. These statements should remind yourself of what the desirable behavior is, why you are doing it.
Clarify the use of social support in behavior modification.
the use of friends and family as emotional support as we are trying to take on this goal and to help us when we are not at our strongest.
Describe how shaping can be used to modify a behavior.
-Modeling a behavior that is unknown to a person to gradually build them towards doing the behavior we want them to do. Such as Skinner’s rats with the switch or using hot-cold when getting kids to flip a switch with reinforcers
Describe strategies used to modify fear and anxiety behaviors.
-Awareness Training or just simply letting know what the behavior is. Create competing responses such as sitting on your hands instead of nail biting, practice the habits, make the competing responses in real life and talk it over with your therapist
Describe strategies used to modify maladaptive cognitions.
-CBT, cognitive coping skills, acceptance techniques
Clarify how to use differential reinforcement in a treatment plan.
-1. DRA or Differential Reinforcement of Alternative Behavior – This is when we reinforce the desired behavior and do not reinforce undesirable behavior. 2. DRO or Differential Reinforcement of Other Behavior – What if we instead need to eliminate a problem behavior – i.e. reducing it down to no occurrences? DRO is the strategy when we deliver a reinforcer contingent on the absence of an undesirable behavior for some period. 3. DRL or Differential Reinforcement of Low Rates of Responding – There are times when we don’t necessarily want to completely stop a behavior, or take it to extinction, but reduce the occurrence of a behavior. Reduce it but don’t go down to cold turkey. 4. DRI or Differential Reinforcement of Incompatible Behavior – There are times when we need to substitute Behavior A with Behavior B such that by making B, we cannot make A. The point of DRI is to substitute a behavior.
Describe and exemplify the use of the token economy in a treatment plan.
Tokens are acquired when a desired behavior is attained and when enough tokens are accumulated they can be traded for something they want.
List, describe, and exemplify punishment procedures.
- Punishment is an aversive consequence meant to deter an unwanted behavior.
Define the treatment phase
-The treatment phase is when you employ all antecedent, behavior, and consequence-focused strategies.
Clarify what to do if you have to change your target behavior if the plan isn’t working.
-Look at the data and see what has to change if the plan isn’t working out. Maybe lessening the goal. Changing the prompts, realizing certain people are hurting you, not helping you. Etc.
Differentiate a lapse and a relapse.
Lapse is a slip, relapse is a full on reoccurrence of the behavior we did not want
Define Goal
Objective or result we desire that outlines how we spend time and energy which involves choosing a course of action and sticking to it
Define Values
reflect what we care about most in life and guide us in how we make decisions. Our actions reflect what we care about the most
Contrast Goals and Values
Goals are the desired outcomes, values reflect what our morality is and what do we care most about in life which could be goals or not
Opportunity cost
when you allocate time to things that are not your goals
Where do our goals come from?
- Desire to improve ourselves: Behavior modification or self modification
- Desire to meet psychological needs: Some are based on physiological needs such as hunger and thirst however some are based in things like power and love which might have deep roots
- Self-Efficacy: To test whether we have the skills to achieve goals
- Outside of us: Such as a supervisor or parent offering a reward
Goal difficulty
How hard will it be to achieve a goal
Goal level:
Where certain goals fall in priority of our to-do list. From most important to least important
Goal Specificity:
How specific our goal is. The more specific the better it can be to plan for
Goal commitment:
Sticking to a goal. Generally motivation is higher the more difficult a goal is because we make more time and investment and thus we are putting more down to achieve the goal
Steps in Achieving a goal:
- Coming up with a Goal Statement: Why are you doing this? It has to be specific with meaningful steps that are measurable. It should also be realistic and attainable otherwise it will kill motivation
- Goal Planning: Your goal should be measurable. You should know whether or not you are meeting the step to achieve your goal. Goals can be distal or far off and they are usually bigger, we can break them up into smaller proximal goals or nearer goals
- Implementing the plan: Start on a specific date and keep recording along the way
- Success: Achievement of the goal
What does failure look like?
When we fail to meet our specific goals
Why do we fail?
We make excuses, our why wasn’t strong enough, We allow ourselves to be distracted, no clear plan, We give up when it gets tough.
Zeigarinik effect:
An emphasis on what was not done over what has been done (Yah I know this one)
Hemingway effect:
The ‘near miss” effect. When we get close and fail, we try again to avoid the feelings of failure
Expectancy-Value Theory:
Our motivation to engage in specific goal is influenced on how likely we feel we can achieve it. If we feel we can then we are more likely to do so.
Define the difference between proximal and distal goals:
A proximal goal is one that is close and a distal goal is one that is far off
Demand:
A life situation that may cause stress
Resources:
What we can use to handle stress both physical and psychological
PFC Problem Focused Coping:
To find the best way to find a solution to the problem
Stress:
The negative feelings caused by failing to find solutions to problems. Our reaction to the unknown. You know what stress feels like
EFC Emotion Focused Coping:
the physical physiological and behavioral strategies needed to deal with the stress brought on with the problem
The aspects of daily hassles
Daily hassles can show pressure when we are forced to deal with the problem with conditions that may not be idea, frustrations when we are prevented from reaching a goal and conflict when two opposing forces make demands of our lives
Stressors
are environmental demands that create tension or threat that require change or adaptation.
Eustressors
Good things such as getting a new job or starting college can be good stressors
Distressors
bad stressors such as losing a job or girlfriend
Self-imposed Stressors:
Standards you yourself keep that cause stress. It can help but also be too much.
Resources:
Your physical and psychological abilities to deal with life’s problems and honed by experience, they are your best friend in the pain that is life. Time is one resource you constantly lose and never really gain back
Strain:
Short term pressure of the demands and problems of life
Problem focused coping
Coping with strain or demands by making it a solvable problem and proceeding on solving it
Techniques to use for Problem focused Coping
Confrontation we take the problem head on and try to win. Compromise to find a solution with all parties involved. Withdrawal We escape the problem and admit defeat or it comes of a consequence of reappraisal and abandoning dealing with the problem
Stress
Can be defined as the non-specific state of arousal from demands in the environment that cause excess pressure. Stress can be a growing experience and cannot be avoided so adaptation is needed.
General Adaptation Syndrome (GAS)
Alarm Reaction, Resistance and Exhaustion
How can stress be measured
Stress can be measured using some questionnaires like the hassles scale and the Perceived stress scale along wit physical markers of stressors such as heart rate and breathing
Adaption Energy:
Which occurs in the resistance phase of GAS, is your body and minds ability based on experience to deal with the new situation
Psychosomatic disorders:
Are psychological conditions causing a body reaction like headaches and hypertension and asthma
Appraisal
the process of interpreting situations and what to do about them. We decide whether its no concern or something to worry about.
Secondary appraisal:
Say it is something to worry about. Lets rethink it and come to an action plan. This is controlled by the prefrontal cortex.
Reappraisal:
My new favorite word. Reanalyzing a new situation with new information
Brain pathway of stress
Thalamus>Amygdala>Prefrontal cortex
PTSD
traumatic flashbacks, distressing dreams and distinct memories that have negative effects on mood and the client will have difficulty processing specific parts of the trauma
Acute Stress Disorder
Similar to PTSD but symptoms must be present 3 days to 1 month following the exposure to trauma.
Adjustment disorder:
Trouble adjusting to a traumatic event from the last three months. The least severe of the three trauma disorders.
Buffering hypothesis
Help from others can help vent out stressed feelings and eliminate stress
Emotional reactions to stress
-Wishful thinking, Distancing, Emphasis on the positive: Focus on the good and downplay the bad, Self Blame, Tension Reduction, Self isolation
Behavioral Interventions:
Stress Inoculation: Form of CBT where the therapist helps the client identify the problem and come up with coping strategies or problem solving skills to deal with the problem
Emotional disclosure: the venting of emotions to a trusted person, a therapist or family member
Mindfulness: A focus on the present
Relaxation Training: Deep muscle relaxation exercise
Choice overload phenomena
Sometimes, having too many choices can be a bad thing. It can make choosing one of the choices less satisfying but have the same regret at not doing other things. This is called choice-overload phenomenon. It is worse if people ruminate on the choices not made.
Response resources
are the number of behaviors needed to complete a goal. Such how many times do you have to punch the keys to get to 100 words in your book.
grit and its five components
need grit for when times get tough. Five components to grit are overcoming fear of failure, following through with long term goals, optimism, and knowing the difference between perfection and excellence, and self-control
Principle of Least Effort
is pretty straight up. We choose the path of least resistance and the easiest path most of the time. Such as easy electives for the same amount of credits.
Tension Reduction:
Engaging in behaviors to reduce stress such as eating, drugs or binge watching. Or positive ones like meditation or exercise
-1. DRA or Differential Reinforcement of Alternative Behavior
This is when we reinforce the desired behavior and do not reinforce undesirable behavior
- DRO or Differential Reinforcement of Other Behavior
What if we instead need to eliminate a problem behavior – i.e. reducing it down to no occurrences? DRO is the strategy when we deliver a reinforcer contingent on the absence of an undesirable behavior for some period.
- DRL or Differential Reinforcement of Low Rates of Responding –
There are times when we don’t necessarily want to completely stop a behavior, or take it to extinction, but reduce the occurrence of a behavior. Reduce it but don’t go down to cold turkey.
- DRI or Differential Reinforcement of Incompatible Behavior
There are times when we need to substitute Behavior A with Behavior B such that by making B, we cannot make A. The point of DRI is to substitute a behavior.
