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Behavior modification > Final exam > Flashcards

Final exam Flashcards

1
Q

response maintenance

A

if the behavior change is maintained after the intervention is terminated

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2
Q

pivotal behavior / entry or gateway behavior

A

a behavior that is key in unlocking other behaviors (e.g. learning to speak, learning to walk, social communication)

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3
Q

transfer of behavior

A

if the behavior change extends to settings that were not targeted

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4
Q

response generalization

A

if the intervention causes changes in other behaviors other than the one targeted

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5
Q

contingency

A

the relationship between antecedents, behavior, and consequences

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6
Q

maintaining contingency

A

factors or functions that CURRENTLY maintain a behavior

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7
Q

operational definition

A

must have 3 criteria: objectivity, clarity, completeness

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8
Q

different observational strategies

A

frequency, duration, interval, latency, intensity

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9
Q

how do you use positive reinforcement to reduce an unwanted behavior?

A

differential reinforcement of other behavior; differential reinforcement of alternative/incompatible behavior; reinforcement of functionally equivalent behavior; differential reinforcement of low response rates

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10
Q

behavioral cusp

A

a domain of behavior which, when changed, unlocks other domains of behavior, enabling many more contingencies

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11
Q

keystone behavior

A

a behavior that when altered will influence other behaviors. a ‘pivotal’ behavior. (example: a shy person learns to enter a group; this unlocks eye contact, social communication, making jokes, etc)

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12
Q

Good behavior game

A

token economy in which students are on a team and have a certain number of points; lose points for disruptive behavior. this induces compliant/attentive behavior in class b/c it eliminates peer reinforcement of disruptive behavior. The effects of GBG were maintained into adulthood and generalized to many different settings

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13
Q

behavioral trap

A

behaviors developed by intervention programs may be maintained by naturally occurring reinforcers after the program is terminated

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14
Q

naturally occurring reinforcers

A

things like attention, praise, positive social feedback, mastery of a task, etc. that occur extraneous to the behavior change program. these should be built into the program

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15
Q

delaying reinforcement

A

after the behavior has been developed, start lengthening the time between performance of the behavior and reinforcement

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16
Q

in situ training

A

training of a behavior in as naturalistic conditions as possible to ensure it generalizes to those situations (e.g. women w/ mental retardation were trained in sexual abuse prevention)

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17
Q

peer facilitators

A

when peers are involved in some aspects of the behavior change program

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18
Q

self-maintenance / self-control procedures

A

component of behavior change program in which the individual provides the positive reinforcement; this is very helpful for maintaining the behavior after program is terminated

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19
Q

3 ways to promote response generalization

A

1) choose keystone behaviors
2) choose varying response conditions (reading a paragraph, not just list of words)
3) promote response variability

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20
Q

Strengths & weaknesses of self-administered interventions

A

Strengths: high unmet need for mental health services; ability to maintain the program; allow people to control their behavior and be as independent as possible; have ppl assume responsibility for their own health
Weaknesses: if a person does not have initiative to pursue a self-administered intervention. Sometimes a person cannot be able to, e.g. individual with Autism

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21
Q

self-monitoring

A

an individual monitors/observes his or her own behavior. sometimes using checklists or other tools

22
Q

self-reinforcement

A

reinforcing oneself contingent upon performing a specific behavior. However, for true self-reinforcement, the individual must be free to give him/herself the reinforcer no matter what

23
Q

self-determined reinforcement

A

the individual determines what qualifies as performing the behavior

24
Q

self-administered reinforcement

A

the client’s delivery of reinforcement to him/herself

25
Q

self-recruited reinforcement

A

individuals recruit others to provide prompts and feedback/reinforcement for their behavior

26
Q

self-punishment

A

administering punishment to oneself for doing an unwanted behavior

27
Q

stimulus control

A

when a behavior is performed only in the presence of a certain stimulus

28
Q

response priming

A

an event or behavior that facilitates downstream behaviors; makes the terminal behavior easier

29
Q

establishing operation

A

an antecedent/stimulus that increases the value of a reinforcer (e.g. being hungry)

30
Q

abolishing operation

A

an antecedent/stimulus that decreases the value of a reinforcer (e.g. being satiated)

31
Q

alternate response training

A

an individual is trained to engage in a response that interferes with an unwanted behavior (e.g. relaxation for anxiety)

32
Q

biofeedback

A

tools that provide biological measures to the client to monitor his/her internal state. (e.g. heart rate, skin conductance, brain activity). Often used in conjunction with relaxation

33
Q

bibliotherapy

A

self-help manuals

34
Q

reactance

A

when a client resists a behavior change program

35
Q

3 main uses for self-help manuals

A

1) Initial encounter of the problem
2) A supplement to one-on-one therapy
3) An alternative to one-on-one therapy if ppl don’t have access to it.

36
Q

Strengths and weaknesses of self-help manuals

A

Strengths: less stigma, more convenient, less cost; allow techniques to reach more people
Weaknesses: sometimes not as effective; many self-help programs are not evidence-based; ‘pop’ psychology

37
Q

What are the types of punishment?

A

1) presentation of an aversive stimuli
2) removal of a positive stimuli
3) overcorrection (restitution, positive practice)

38
Q

What are the negative side effects of punishment?

A

aggression; emotional reactions; withdrawal; modeling of punishment; perpetuation of punishment

39
Q

punishment trap

A

a parent’s punishing a child is maintained because it is negatively reinforced by the child’s bad behavior ceasing immediately. However, punishment is not v. effective on changing child’s behavior, so the only thing that is reinforced here is the parent’s punishing the child.

40
Q

model of anxiety

A

A person attends to certain information/event/stimuli that provokes anxious thoughts. This leads to anxious symptoms which lead the person to look for escape procedures. This causes heightened attention to any signs that would trigger anxiety symptoms, which increases the anxiety.
Overestimate Danger + Underestimate Personal Coping = ANXIETY

41
Q

Thinking errors

A 
Catastrophizing 
Tunnel Vision
All-or-nothing thinking 
Emotional reasoning 
Jumping to conclusions 
Nearsightedness
42
Q

Beliefs about the experience of anxiety

A

Intolerance of anxiety
Anxiety sensitivity (physical symptoms)
Intolerance of the uncertain
Discomfort with the unfamiliar / novel

43
Q

Key components of treatment

A 
Assessment (develop road map)
Identifying triggers 
Homework assignments 
Learn to recognize sources of fear (Catching the fear)
Become aware of thinking errors 
Return to normative functioning
44
Q

Fear and anxiety

A

fear and anxiety are completely interrelated. Fear is about being scared of the future, about certain future outcomes. Anxiety occurs when fears become a preoccupying and prolonged mental state. You overblow fear thoughts.

45
Q

primary aversive stimuli

A

inherently aversive stimuli – e.g. bright lights, loud noises

46
Q

secondary aversive stimuli

A

stimuli learned to be aversive through being paired with primary aversive stimuli

47
Q

extinction burst

A

at the beginning of extinction, there is a burst in activity of the behavior (turning on radio/car that doesn’t work; girl vomiting). A problem is that if this inadvertently leads to more reinforcement, it is a problem.

48
Q

spontaneous recovery

A

temporary recovery of a response that is trying to be extinguished. it is normally lower in magnitude than the behavior was initially.

49
Q

escape extinction

A

extinction of an escape behavior that was negatively reinforced by making it so that the escape behavior no longer leads to escape.

50
Q

reinforcer sampling

A

a small sample of the reinforcer to promote greater utilization of those events

51
Q

vicarious reinforcement

A

seeing someone be reinforced for a behavior may increase the likelihood that a person will perform the behavior.

Behavior modification (1 decks)

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