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Self-Control > Final study > Flashcards

Final study Flashcards

1
Q

Frequency

A

How often a behavior occurs

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2
Q

Duration

A

How long a behavior lasts

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3
Q

Intensity

A

How strong is a behavior

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4
Q

latency

A

Time between the presentation of a stimulus to when the behavior occurs

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5
Q

Overt

A

Behavior can be observed

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6
Q

Covert

A

behavior cannot be observed

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7
Q

Behavioral Deficit

A

If there is an adaptive behavior, we want to increase then we classify the behavior as in behavioral deficit. We have a deficit if we want to increase a behavior.

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8
Q

behavioral Excess

A

If there is a non-adaptive behavior, we want to decrease then we classify the behavior as in behavioral excess. We have an excess if we want to decrease a behavior.

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9
Q

Antecedents

A

Environmental stimuli that triggers the behavior

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10
Q

Behaviors

A

What a person does, thinks, says or feels

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11
Q

Consequences

A

Outcome of the behavior that makes it more likely to occur or less likely to occur

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12
Q

Three cardinal features of science

A

Observation, Experimentation and Measurement

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13
Q

Naturalistic Observation

A

when a scientist observes human or animal behavior in the natural environment. Pros: Seeing the behavior as is without experimental tampering. Cons: Could take a long time to see the behaviors and be expensive.

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14
Q

Laboratory Observation

A

when a scientist brings a subject into a laboratory to be observed. Pros: The scientist can use equipment to observe the behavior. Cons: The subject knows they are being watched and will modify their behavior accordingly.

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15
Q

Case Studies

A

when a psychologist observes a person or a small group for detailed observation. Pros: Abel to get a rich description of the subject. Cons: Lacks generalizability to larger groups

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16
Q

Surveys

A

when a subject takes a questionnaire consisting of at least one scale to measure a psychological construct. Pros: It’s easy to administer and cost effective. Cons: The survey could be tedious and survey fatigue may impact results. Also participants may answer questions for social desirability to be seen in a more favorable light.

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17
Q

Correlational Research

A

when we find a statistical relationship between two variables or groups with +1.00 being a perfect correlation, -1.00 being a perfect inverse relationship and 0 meaning no relationship at all. Pros: provides good numerical data for relationships. Cons: You can correlate anything and make a insinuate a causal relationship where one may not exist.

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18
Q

Experiments

A

when experimenters control two groups (experimental and control) and manipulate a IV (independent variable) to determine a DV (dependent variable) for the experimental group. The when measured against the control group to see if there was a change or behavioral change in psychology. Pros: this type of research allows for the making of a casual statement. Cons: Costly and tedious to set up.

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19
Q

Precontemplation stage

A

When a person is not even considering making a change and may be even in denial

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20
Q

Contemplation Stage

A

This is when change is seriously considered, but within a vague timeframe of the next six months. Many people stay stuck in this stage for a long period of time due to a fear of failure and so they postpone and procrastinate.

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21
Q

Preparation Stage

A

This is when the person gets ready to change within the next month. The goal must be specific, measurable and attainable.

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22
Q

Action Stage

A

When we are in full swing of modifying the behavior. we go through the fight and sacrifice and substituting of behaviors in order to change.

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23
Q

Maintenance Stage

A

When you have achieved the behavioral change and are in the process of maintaining it long term

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24
Q

Termination stage

A

You have achieved the goal but relapse is still possible. Recycling is a better way to think of it.

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25
Q

Goal

A

An object or result that is clear to interpret that we made it. We hit the mark.

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26
Q

Proximal goals

A

Goals that are in the near future

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27
Q

Distal Goals

A

Goals that are far off

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28
Q

Behavioral definition

A

A behavioral definition is a precise, objective, unambiguous description of the target behavior or a competing behavior.

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29
Q

Baseline Phase

A

When we are recording the behavior before any change has occurred so we have something to compare it to in the treatment phase.

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30
Q

Self-Efficacy

A

Self-Efficacy is our self-esteem and belief about competence and feeling like we can deal with life’s problems.

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31
Q

AB design

A

To see if there is an effect between baseline and treatment phases but no replication

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32
Q

ABAB Reversal Design

A

Subjects are taken back to the baseline phase to see if the experiment works again.

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33
Q

Multiple Baselines design

A

Across subjects is 2 or more subjects, across behaviors is 2 or more behaviors and across setting is 2 or more settings to see fi the person is meeting the same criterion.

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34
Q

Changing Criteria Design

A

Criteria changes as a person achieves goals such as with weight lifting.

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35
Q

Functional Relationship

A

when an experimenter can say that a target behavior (DV) has changed due to a procedure, treatment or strategy (IV)

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36
Q

Criterion

A

trigger for achieving the goal or target behavior

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37
Q

self-monitoring

A

when you measure and record your own behavior

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38
Q

Natural setting

A

A place that is part of the subjects daily routine

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39
Q

Analogue setting

A

A place not part of the subjects routine

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40
Q

Continuous recording

A

When a client is watched continuously throughout the observation period and all occurrences of the behavior are recorded.

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41
Q

Product or outcome recording

A

when a tangible outcome is recorded

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42
Q

Interval Recording

A

When you take the observation period and divide it up into shorter periods of time

43
Q

reactivity

A

the process of recording the behavior causes the behavior to change

44
Q

interobserver agreement

A

also called interrater reliability, and is when two people independently observer the same behavior and record that it occurred.

45
Q

functional assessment

A

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.

We gather the behaviors, the antecedents, the consequences and previous attempts to change the behavior

46
Q

Temptations

A

Alluring behaviors or activities that we are undesirable in the long term. They can be a person, place, thing or setting

47
Q

If-then statements

A

If X happens then X happens such as if I go to a restaurant and am offered beer then I will ask for water instead.

48
Q

behavioral contract

A

This is a written agreement between two people in which at least one of the two have agreed to engage in a specific level of the target behavior.

49
Q

Primary Reinforcer

A

Reinforcers and punishers that have their effect without being learned such as food, water, temperature and sex

50
Q

Secondary reinforcers

A

Reinforcers or punishers that are not innate and must be learned.

51
Q

Establishing operation

A

makes a reinforcer or punisher more potent

52
Q

Abolishing operation

A

Makes a reinforcer or punisher less potent

53
Q

Five factors that make reinforcers and punishers more effective

A
  1. Immediacy (how soon you get it)
  2. Contingency (you only get it when you do the thing and at no other time)
  3. Magnitude (The more or better you do, the more reward you get)
  4. Motivation operations – establishing and abolishing
  5. Individual differences (everyone likes different things)
54
Q

Fixed Ratio schedule (FR)

A

We reinforce the target behavior with a set amount of correct behaviors. Such as getting 10 good grades on assignments gets a reward

55
Q

Variable Ratio schedule (VR)

A

Reinforcing the target behavior with a varied amount of target behaviors such as reinforcement between 5-10 good grades on assignments.

56
Q

Fixed Interval schedule (FI)

A

Getting a reinforcement after a set amount of time. like paychecks. Every two weeks I get paid for the hours I worked at 43 bucks an hour.

57
Q

Variable Interval schedule (VI)

A

When the time to get the reinforcement varies such as when watching a sports team lose. The time spent is not reinforced with victory.

58
Q

Discriminative Stimuli

A

Also called SD. It is when an environmental thing triggers a specific behavior. This trigger can be reinforced or punished

58
Q

Stimulus control

A

When an antecedent trigger has been reinforced in the past and therefore is more likely to occur in the presence of the stimulus.

A good example is stopping at a stop sign

59
Q

Stimulus Discrimination

A

When we make sure the behavior occurs with a specific stimulus and not another.

Such as stoplights. Green means go and red means stop

60
Q

Stimulus generalization

A

When a behavior occurs with novel yet similar to the reinforced behavior.

Such as practicing good diet practices when at restaurants instead of just at home

61
Q

generalization training

A

when we reinforce behaviors across settings till the stimulus occurs generally

Steps for this include teach others to reinforce the behaviors.

Always reinforce the behavior outside training and practice it in many situations.

use natural contingencies when you feel tempted.

62
Q

Prompts

A

Stimulus that can be added to a situation that can make a behavior more likely to occur.

They can be verbal, gestural, modeling or physical

63
Q

Prompt fading

A

gradually removing prompts as they are not needed.

64
Q

Prompt Delay

A

when you delay giving the prompt to see if the person makes the desirable behavior in wake of the stimulus

65
Q

Programing

A

the entire antecedent manipulation process put together in a procedure.

Step 1: Start with Prompts.

Step 2: reinforce the behavior.

Step 3: fade the prompts.

Step 4: Repeat the prompt across novel situations and setting.

66
Q

General Adaption System (GAS)

A

A series of reactions when a demand is placed on the subject.

  1. Alarm reaction: the sympathetic nervous system goes into alarm to fight off a physical or psychological threat.
  2. Resistance: Our body is handling the stress
  3. Exhaustion: We have lost the adaption energy and are running on fumes. Such as physical when tired or psychological when depressed.
67
Q

Modeling

A

showing a person who is fearful of a stimulus or unsure about their competence in a thing another person doing it to show them it can be done.

68
Q

key strategies for combating anxiety

A

diaphragmatic mindful breathing, Progressive muscle relaxation or tension release and attention focus exercises

69
Q

flooding

A

calming when exposed to the full fearful situation

70
Q

desensitization

A

gradually reducing a client’s fear by exposing them to a fear hierarchy and having them relax as they go up the hierarchy till they are no longer afraid of the thing

71
Q

Shaping

A

getting approximate successions to the behavior we want is a tool. Such as Amber using praise and instruction to a proper clean and jerk. You should clearly know the subject, the behavior you want, the successive steps to the behavior and the reinforcer to be used. The successive approximations must get close to mimicking the behavior.

72
Q

Habit

A

An acquired behavior that is followed to the point its almost involuntary

73
Q

Habit disorder

A

A habit that occurs where it is annoying or unpleasant for the person and those around them.

They can be nervous habits, tics and stuttering

74
Q

Tics

A

which can take a vocal form such as repetitive vocal sounds or a motor form such as snapping or eye blinking. Tics are odd in that they are not involuntary but because repressing the urge to act on a tic is stressful and eventually causes relief when the tic occurs, it is said to be unvoluntary

75
Q

Habit reversal

A

is a behavior modification style that helps to treat nervous habits which include awareness training and a competing or incompatible response

76
Q

Awareness Training

A

when the client is made aware exactly what the nervous habit is with a clear behavioral definition and when it is occurring.

77
Q

Competing responses

A

habits to make nervous habits hard if not impossible to accomplish such as a clenched fist when nail biting is the problem. Or using shorter words in the case of stuttering. The competing response should be made with the same part of the body as the nervous habit is. This should be done as often as possible and in as many environments as possible.

78
Q

Types of Punishments

A
  1. Time outs
  2. Response costs (token economy)
  3. Contingent exercise (drop and give me 20)
  4. Overcorrection (restitution and positive practice)
  5. Physical restraint
  6. Guided compliance (another person guides a person in a corrective behavior such as cleaning the room)
79
Q

pros of punishments

A
  1. They can be effective if contingent
  2. Sometimes it only needs to be applied a few times.
  3. Most times, the act of punishing is enough and doesn’t need to be too severe (but the punishment must exceed the benefits of doing the negative behavior, yes I am looking at you Wall Street.
80
Q

Cons of Punishment

A
  1. It’s often administered incorrectly. Especially in anger.
  2. The recipient often responds in fear and contempt for the punisher
  3. The effects are typically temporary and only effective in the presence of the punisher.
  4. Its hard to be immediate with punishments
    ‘
  5. Punishment conveys little information. They may not know why they are being punished.
  6. It might actually being reinforcing in the case of attention seekers or people who get a jolly out of being hit.
81
Q

Types of Reinforcers

A
  1. Consumables.
  2. Activities.
  3. Tangibles and
  4. Privileges
82
Q

Preference assessment

A

when we asses what type of reinforcers a client likes the best and will be most effective in curbing behavior.

83
Q

differential reinforcement

A

types of strategies of using positive reinforcement in an attempt to get rid of or reduce undesirable behavior

84
Q

DRA or Differential Reinforcement of Alternative Behavior

A

when we reinforce a desired behavior and do not reinforce the undesirable behavior. The point is to extinguish the undesirable behavior. Such as points for going to the gym. We have to go at least 4 times a week otherwise we get a substantial punishment in points but gain benefits for going.

85
Q

DRO or Differential reinforcement of other behavior

A

the elimination of a problem behavior. We deliver positive reinforcement contingent on the absence of the undesirable behavior. We need to determine how long of a period of abstinence we need for a reinforcer. A good example is drug addiction. Going a week without drinking alcohol will get a reinforcer.

86
Q

DRL or Differential reinforcement of Low Rates of responding

A

the reduction of undesirable behavior to reduce its occurrence but not eliminate it. Lets say overeating is a good example. Like we don’t want to completely eliminate over eating lest we get rid of social gatherings centered on food. However long term it isn’t healthy so we need to reduce it in other times.

87
Q

DRI of Differential reinforcement of Incompatible behavior

A

when we are substituting behavior A with behavior B so that by making behavior B we cannot make behavior A. Such as with thumb sucking, if we reinforce putting a kids hands in their pockets, they cannot thumb suck.

88
Q

Why don’t Differential reinforcement strategies sometimes not work?

A

Sometimes these strategies don’t work for s variety of reasons. Such as the reinforcement isn’t appealing to the client, the alternative behavior may not be within the client’s capacity, the reinforcers are inconsistent, or generalization beyond the training environment isn’t occurring.

89
Q

How might the token economy include the concept of an establishing operation from your antecedent manipulations? Why is this important?

A
  • An establishing operation is something that increases the potency of a reinforcer. Token economies can effect this by increasing or decreasing tokens for certain behaviors based on the Tokens exchange rate. Since they are linked with backup reinforcers, the exchange rate can be for something the client really wants and can further increase potency. Finally, because tokens can be given immediately, it increases their contiguity and increases their strength as well.
90
Q

Pros and Cons of a Token economy

A

Pros of a token economy is immediacy, motivation to do desirable behaviors and can translate to a lot of behaviors and reinforcers. Cons are it takes a bit of work to set up and good record keeping

91
Q

NCE’s

A

NCE’s or Non-contingent events are rewards delivered on a Fixed interval (FI) of time. Simply by doing the plan gets the reward and not the specific behavior.

92
Q

Back-up reinforcers

A

the things a client that can be traded in from tokens or in the case of NCE’s, time.

93
Q

Short-circuiting the contingency

A

Short circuiting the contingency is simply waiting for the passage of time to get a reward and reduces the effectiveness of the token economy. Which is why NCE’s and back-up reinforcers cannot be the same thing.

94
Q

Importance of Rules

A

Rules add predictability, reliability and order to the plan. Helps to fight chaos.

95
Q

Maintenance Problem

A

is when we faulter and go back to bad habits after the behavior correction has been established.

96
Q

Transfer Problem

A

when the desired behavior isn’t occurring in multiple environments and situations that it wasn’t trained in

97
Q

Solutions to Maintenance and Transfer Problems

A
  1. Updating you pros and cons.
  2. Review your goals.
  3. Make sure your recording your behavior correctly. Restate your final commitment.
  4. Seek social support.
  5. Restart the plan to get back into the good behavior.
  6. Also revisit your narratives and emotions during this time as something else may be occurring.
  7. Lower Stress.
98
Q

Contrast Lapse vs. Relapse

A

A Lapse is a single mistake where a relapse is a pattern of mistakes in accomplishing behavior modification.

99
Q

What are some reasons a behavior modification plan isn’t working?

A
  1. Unrealistic goals.
  2. Faulty Criterion.
  3. Record keeping issues.
  4. Strategy Problems.
  5. Temptations.
  6. Vague rules.
  7. Bad social support.
100
Q

Types of Problem-focused coping

A

Conflict, Compromise, withdrawal

101
Q

Types of Emotion Focused coping

A
  1. Wishful thinking
  2. Distancing
  3. Emphasizing the Problem
  4. Self-Blame
  5. tension-Reduction
  6. Self-isolation
102
Q

difference between Eustress and distress

A

eustress is a positive stressor like riding a roller coaster. Distress is a negative stressor like getting cut off on the highway

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