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ABA module > guest lectures > Flashcards

guest lectures Flashcards

1
Q

how can we define effectiveness of treatment

A

symptom relief such as that of pharmacological treatments
treating the cause, self improvement, new skills, coping ability

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2
Q

what is psychoeducation

A

understanding why thinking a certain way may lead to us feeling or acting in certain ways

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3
Q

what is behaviour therapy?

A

uses conditioning replace maladaptive learned responses with adaptive ones like desensitization (conditioned calm). Works on the premise that certain emotions are incompatible and cannot happen at the same time neurologically, e.g. calm and anxiety have different biology so if you are one you cannot be the other (reciprocal inhibition)

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4
Q

what is reciprocal inhibition

A

certain emotions are incompatible and cannot happen at the same time neurologically, e.g. calm and anxiety have different biology so if you are one you cannot be the other

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5
Q

what is systematic desensitization

A

deep muscular relaxation is paired with a gradual hierarchy of phobic stimuli like picture of a spider to holding a spider

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6
Q

another example of how to induce calm when anxious

A

sexual arousal could be more easily induced and this is incompatible with anxiety

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7
Q

beck and ellis were the founders of cognitive therapy but what were there OG therapies?

A

beck- rational emotive behaviour therapy
ellis- cogntive therapy

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8
Q

what is the cognitive logic to why people have certain maladaptive emotions?

A

a persons appraisal not the situation itself is why a person reacts in a certain way- being on a bad first date for some is fine as they appraise it as a one off, if they appraise it as a problem with themself then they will hate themselves and dating

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9
Q

what do we call appraisals which reflect irrational ways of thinking

A

cognitive errors or distortions

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10
Q

how does cognitive therapy help people in terms of apprasials

A

it makes them more rational, more reasonable, more realistic, more evidenced based, keep things in perspective and be balanced in judgements

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11
Q

what is becks cognitive hierarchy model?

A

core beliefs from childhood and experiences- schema
intermediate beliefs- assumptions
automatic negative thoughts- NATs, can come in related clusters and these clusters themes can be identified during therapy

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12
Q

subtypes of becks cognitive distortions

A
  • all or nothing thinking
  • magnification/ minimisation
  • catastrophising
  • discounting the positive
  • labelling
  • mind reading
  • fortune telling
  • emotional reasoning (if i feel guilty i must be)
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13
Q

in what way is cognitive therapy like a science experiment

A

you are set tasks to gather evidence for your beliefs and thinking so you can prove yourself wrong or right

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14
Q

what does the phrase collaborative empircism refer to?

A

therapist and client working together with openess and transparency to explore the basis of the clients issues and sedt goals

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15
Q

what is the spot light illusion

A

thinking people are paying attention to you more than they are

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16
Q

difference between 2nd and 3rd wave CBT

A

2nd wave is quite focussed on changing the content of your thoughts whereas 3rd wave focusses on changing the person’s relationship to their thoughts, their metacognitions. You are not your thoughts type of thing

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17
Q

what is ACT- aims

A

Acceptance and commitment therapy

it helps people respond to distressing experiences in a mindful way which allows them to stop thinking negatively or being consumed by these events.
reduce the impact of events.
increase psychological flexibility

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18
Q

what is ACT- key messages

A
  • mind is often overly cautious and you are not your mind
  • respond rather than react
  • be aware of your values
  • serenity request (strength to change , courage to accept and wisdom to know diference)
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19
Q

issue with CBT delivery

A

we have very limited resources and clinicians to do the treatment

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20
Q

how can we aid the cbt resource crisis?

A
  • since many illnesses have similar symptoms we can offer standard and low intensity interventions which are more accesible and can be carried out by less specially qualified clinicians
  • can do zoom therapy, group therapy, apps, bibliotherapy
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21
Q

how does ACT get you to take control of your mind

A
  • consider what the mind directly controls and what YOU directly control
  • feelings happen to us so we shouldn’t feel guilty when they happen as they can be out of our control
  • recognise but dont deep comparisons to others
  • take the power away from the minds critique and just let them be
  • dont try to suppress or focus on unwanted thoughts or feelings
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22
Q

what are values driven actions

A

doing things which are in line with your actions will feel right so you should do these things

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23
Q

ACT in terms of pain

A
  • carry on as normal
  • dont fight the pain
  • change focus so pain isnt front of view
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24
Q

ACT overcoming fear

A
  • not avoid as this reinforces that this is the best thing
  • expose yourself, confront situation and accept that doing this will cause fear and anxiety
    feel the fear and do it anyway
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25
Q

what is experiential avoidance?

A

avoiding doing something because we dont want the emotional outcome

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26
Q

what is fusion (ACT)

A

confusing thoughts, images and words with reality

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27
Q

what is defusion (act)

A

reminding ourselves that thoughts, images, words we think are not reality. I am a loser vs I am having the thought that i am a loser

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28
Q

how to identify values (ACT)

A

if you overheard someone saying stuff about you what would you most want them to say about you? what you pick are clearly what you value most

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29
Q

what is language

A

complex system of communication that involve the use of symbols to convey meaning.
a system of arbitrary symbols (sounds and words) by means of which a social group cooperates.
storehouses of knowledge, glue that binds communities, the basis of human culture-we can still understand things written so many years ago

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30
Q

language and evolutionary gain?

A

being able to cooperate,by means of language, increases likelihood of survival so created a selection pressure to evolve language processes

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31
Q

how can direct learning history demonstrate that not all language is learned?

A

there can be no direct learning history between two words but we can still know what something means. we can combine learned relationships to produce new novel relationships.
Dog is the same as hund, hund is the same as inu so what is dog the same as? Inu.

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32
Q

what is language generativity

A

the ability to produce sentences never before said (novel) and to understand sentences never before heard –i.e., no direct learning history.

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33
Q

milk milk milk test?

A

turns into one big sound, decontextualised the sound. demonstrates that when someone talks to us normally we don’t hear the sound we just hear the meaning. The reason people reply to us is because we came up with words to represent something to enable us to communicate it.

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34
Q

universal grammar

A

chomsky’s criticism of skinners learning account of language- , we have an innate ability to grammatically organise language experiences.

35
Q

Sidman’s critique and demonstration of issue with skinnerian thinking of language

A

Taught a LD man to match spoken words to printed words. Results showed the participant emitted correct reading comprehension responses (matching words to pictures) without being directly taught. Ie the participant emitted unlearned responses.

36
Q

what is the theory of stimulus equivalence

A

Stimulus equivalence described the emergence of equivalence relations – how different stimuli become functionally equivalent.
add to skinners learning account

37
Q

briefly, Horn and Lowe naming theory of stimulus equivalence

A

multidimensional bidirectional
child learns that picture of a dog is called a dog then sees a real dog and sees barking, hair, panting straight away and hears someone else say dog so they then learn all these things to be associated with dog. them saying dog also triggers certain things in others too.

38
Q

briefly, relational frame theory

A

explain untrained language relations; generativity
responding to the relationship between 2 things, how context affects what we say? which circle is bigger changes dependent on what circle we show, this then can be moved on to purely language, we learn what things are like and so can compare them when people say about them even though we can’t see physical properties.
RFT describes how after initial training, people are able to generalise their responses to the relationships between arbitrary stimuli (e.g., symbols/language).

39
Q

generalised imitation

A

Generalized imitation is characterized by the continued imitation of nonreinforced responses even after many sessions of differential reinforcement. Recently it has been suggested that this generalized imitation effect is due to the child’s inability to discriminate reinforced from nonreinforced occasions.
imitation of forms of behavior that, until presented by a model, had been previously unseen.

40
Q

how do we define a relational frame?

A

A relational frame is a functional unit is composed of 3 features - mutual entailment (ME), combinatorial mutual entailment (CE) and transformation of stimulus functions (ToSF).

41
Q

what is mutual entailment

A

deriving a relation between two stimuli

42
Q

what is combinatorial mutual entailment

A

deriving a relation between two stimuli

43
Q

what is transformation of stimulus function

A

stimulus, like a word, can have different functions depending on contextual cues. Words getting meaning.

44
Q

example of RFT in regard to transformation of stimulus function

A

imagine a betrang is the same as a lemon, what does it taste like, look like? We’ve never had a betrang, it is an arbitrary sound but we understand it due to our relational understanding of a lemons function. This is an equivalence relation, the functions of one stimulus transfer to another.

45
Q

example of RFT in therapy

A

In the context of therapy; we can induce fear simply by thinking about words and experiences, how can we change the relational networks?

46
Q

how can language lead to psychological suffering?

A

Human language enables us to bring threat/aversive stimuli into any moment, but this alone is not the source of suffering

Psychological suffering is caused by how we respond to internal or private aversive events, not the events themselves

Suffering starts when we try to alter the form, intensity or frequency of private events – ‘experiential avoidance’ (EA)

47
Q

families of relational frames

A
  1. Equivalence/coordination : dog is the same as hound
  2. Distinction :a white dog is not the same as a brown dog
  3. Opposition :a black dog versus a white cat
  4. Comparison: this dog is bigger than that dog
  5. Spatial: that dog is on the left, the other dog is on the right
  6. Deictic: i am in front of that dog but behind the other
  7. Temporal: i fed the dog before i fed the cat
  8. Hierarchical: a dog is a sort of mammal, which is a type of animal
  9. Causal: if the dog bites me, i will punish it
48
Q

what is positive behaviour support?

A

assessment and reengineering of environments that brings about reductions in problem behaviours and increase in prosocial
positive and preventative

49
Q

what is school wide PBS

A

PBS for schools that is a decision making framework based on data with consistent use by all members of staff. Uses science. Creates a more inclusive ethos

50
Q

what is the SW-PBS model with examples

A

primary prevention- class wide changes to dynamics and systems effective for most, school wide positive culture
secondary prevention- small focus groups that have shorter lists for expectations, check in check out where they get reinforced if they do the things
tertiary prevention- individualised care

51
Q

example of primary prevention in SWPBS

A

teaching matrix- consistent rules applied by ALL staff
acknowledging behaviour by giving tokens which can be clubbed together to earn a reward

52
Q

example of long term benefits of SWPBS

A

less drug and crime related problems after school

53
Q

example of long term benefits of SWPBS

A

less drug and crime related problems after school

54
Q

how does token economy work in the behavioural analysis lens

A

tokens are a conditioned reinforcer (initially are neutral) but are conditioned to reinforcing as they give us access to the primary reinforcer

55
Q

give an example of a classroom management system and it short and long term effects

A

Good behaviour game
interdependent group contingency- whole group is rewarded for the positive behaviour of its indivudal members.
class divided into teams and then token economy like situation happens
encourages students to be well behaved themselves and encourage good behaviour in others
less suicidal ideation , less drugs, less crime

56
Q

what is precision teaching

A

used for specific skill deficit which may be creating poor academic progress in a subject. such as not being able to count so they are bad at maths.
improves fluency through daily practice

57
Q

give an example of systematic instruction

A

teaching early numeracy to children with developmental disabilities- TEN DD, based on maths recovery
headsprout early reading

58
Q

key features of systematic instruction in relation to ABA

A
  • setting precise mastery criteria
  • prompting and error correction
  • positive reinforcement
  • task analysis
59
Q

precision teaching, systematic instruction and discrete trial teaching are examples of what skill latham suggested teachers have?

A

teachers should have the skill to maintain a high rate of risk-free student response opportunities such as making sure work isnt too hard so that the student feels successful

60
Q

example of lathams teaching success

A

after a year after teaching the number of children classified as developmentally delayed fell from 80 to 11%, and so many more positive interactions were observed

61
Q

examples of lathams skill of teaching expectations

A
  • instructive not prohibitive (speak quietly vs dont shout)
  • ignore inconsequential behaviour such as sitting in a weird way
62
Q

creating an effective learning environment means having what two things?

A
  • effective methods of instruction
  • management of student behaviour
63
Q

what are some variables which impact choice to do a behaviour

A
  • Rate of reinforcement
  • Quality of reinforcement
  • Amount of reinforcement
  • Delay to reinforcement
  • Response effort
  • History of reinforcement
    o Trauma
  • Novelty
  • Deprivation state
64
Q

what is the UK society for behavioural analysis position on punishment and give an example

A

they condemn the use of harmful and degrading and painful treatment.
for example they will not work with people who are clearly unhappy about being trained

65
Q

case studies for ABA to help children

A

ABA was able to prevent medical intervention of feeding through tubes so ABA can improve food acceptance
Pitts Gent and Hoerger created an intervention and the childrne made 2 years worth of gains in one year despite intervention not being that frequent

66
Q

example of method used to teach children with disabilities

A

early intensive behavioural intervention to teach basic skills, 20-40 hours devoted per week
UK-EIBI program for 2-6 yr old

67
Q

what is positive behaviour support

A

Hyperethical compared to typical ABA

68
Q

method used to improve quality of life of people with dementia

A

Behavioural gerontology- functional assessment of challenging behaviours people with dementia. primarily on antecedent intervention since they are losing not acquiring skills

69
Q

new field in UK for big business using ABA

A

organisation and behaviour management

70
Q

how is ACT for young people different

A

DNVA is like ACT but it takes into account that young people might not yet know who they are so might not have as concrete values as older people
Discoverer, Noticer, Advisor and Values

71
Q

a key feature of wellbeing in regards to others

A

meaningful connection

72
Q

4 evolutionary inheritance streams

A

genetic
epigenetic
learning
cultural/ symbolic

73
Q

example of epigenetics in big world events

A

dutch hunger winter

74
Q

example of how behaviours can be inheritted

A

a person who has a behaviour which means they survive or that others find them attractive to mate with will have offspring who will then learn these behaviours from their parents

75
Q

what is extended evolutionary synthesis

A

adaptive change across multiple inheritance
streams and levels.
EES argues that the behaviour of an organism can systematically shape the environment
which in turn shapes it. This means the evolutionary change is not fully random, but can be
co-directed by the organism itself.

76
Q

example of niche construction

A

beavers built damns to shield them from predators, they changed their environment then this behaviour led for bigger teeth etc to be selected evolutionarily. they shaped their environment which in turn shaped them.
humans farming cattle led to the selection for the genes to be able to digest cow milk and so produce lactase

77
Q

how can we expain altruism

A

morality is unlikely to advance one persons success, however acting kindly towards others enables us to cooperate and being in a group makes survival more likely

78
Q

give an example of multilevel selection theory (outgroups vs ingroups )

A

Muir 90s research into egg laying productivity
most productive hens were selected and caged together on the thinking that this would lead to highest output. But thi resulted in less eggs and more aggressive chickens (most productive hens bullied to get food so experiment inadvertently selected most aggressive hens)
chickens in the other conditions were more productive since these chickens varied in personality so were more cooperative
cooperation = efficiency

79
Q

what is prosocial behaviour, example

A

Prosocial behaviour is everyday cooperative behaviour that benefits other people
or the wider group.
volunteering, social norms, charity

80
Q

how can groups achieve cooperation

A

Encourage and support prosociality with language, values, stories, social rules, laws and reward systems, or what we broadly refer to as culture

81
Q

what are core design principles, examples

A

encouraged cooperation and sustainable resource
management.
within group CDP example- shared purpose and identity, fast and fair conflict resolution
between group CDP example- authority to self govern

82
Q

how can we discover shared purpose and identities?

A

can do collective matrix/ noticing tools where we ask what normally motivates the people to join a group, what do they care about, what groups are enjoyable to be a part of

83
Q

how to use a matrix to create the most efficient group

A

provide scenarios
ask how this makes the person feel inside
ask how these inner feelings will then manifest outwardly
how can we stop this from happening
helps other group members learn how they need to act in order to maintain efficiency of other group members

84
Q

how can we implement CDPs practically

A

provide group members with all CDPs and ask them to rate how highly they think they group scores on each aspect

ABA module (2 decks)

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