Week 5 L9 Flashcards

0
Q

Treatment approaches for disruptive behaviours on children.

Should be evidenced based.

A

PMR
Psst
Mst

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1
Q

Attrition

A

Whn peoe drop out of studies.
Bad for internal validity, rct, and comparing groups.
Decrease external validity too.
Side note: facebook old mitigate this.

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2
Q

Ecological model of human dev?

A

Is by bronfemner.

Thinking in. SYSTEMS emphasized in his model. Cannot just act on the individual.

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3
Q

Proble solving skills training

A

Work with individual child. To reduce Behaviour problems,

Social information processing model,
Targeting cognitive processes upstream

Encoding
 Attention
Interpretation
 Hostile attribution bias
Response Search
 Generation
Response Selection
 Evaluation along different dimensions

Mnemonic: RIRE (laugh)

S say what the problem is
T think of solutions
E examine each one
P pick one and try it out
S see if it worked

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4
Q

Criteria for a Treatment to be Identified as Effective

A

 Well-established treatments:
 A large series (>= 9) of single-case study designs
demonstrating efficacy OR
 At least 2 between group design experiments

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5
Q

Anger coping program

A

Treatment for aggressive behavior designed by John Lochman and colleagues
 Focuses on specific cognitive biases:

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6
Q

Focuses on specific cognitive biases: in anger coping program

A

 Interpretation
 Hostile attribution bias
 Distorted perceptions of aggressiveness
 Aggressive youth underestimate their own aggressiveness and
overestimate the aggressiveness of others
 Faulty emotional identification
 Tend to mislabel affect arousal as anger
 Response search and selection
 Rely heavily on direct action rather than verbal solutions  Maladaptive outcome expectancies
 Aggressive youth do not think that conflict can be resovled through non-aggressive means

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7
Q

Three critical steps of anger management program.

A

Children taught:
1) To inhibit early angry and aggressive reactions
2) To cognitively relabel stimuli perceived as threatening
3) To solve problems by generating alternative coping responses and choosing adaptive, nonaggressive alternatives

Goal: To inhibit early angry and aggressive reactions. So be aware of what anger feels like, and then to act on them in a constructive manner,
 Sample Activities:
 Building domino towers while being verbally distracted by peers
 Learn to identify bodily cues that signal angry arousal and identify thoughts that contribute to greater or reduced anger

Goal: To cognitively relabel stimuli perceived as threatening
 Use stories and role-plays to recognize which parts of social situations lead to angry and aggressive reactions

Goal: To solve problems by generating alternative coping responses and choosing adaptive, nonaggressive alternative
 Use cartoon-sequences and role plays to practice generating and evaluating different solutions to interpersonal problems

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8
Q

Anger management program.

Effectiveness.

A

4 groups study design. With control and goal setting. And anger program..
Anger coping alone or with goal setting showed reduced aggressive behaviour in classroom. “Compared to other two conditions, Anger Coping and Anger Coping + Goal Setting both led to reductions in disruptive and aggressive off-task behavior in the classroom”

Ratings made by blind observers (to treatment lol)

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9
Q

Social Aggression Prevention Program (SAPP)

Relatively new field (20y) similar to physical agression models.

A

 Program designed by Elise Cappella to reduce socially/relationally aggressive behavior
 Several key components
 Recognition of emotions that may lead to social
aggression
 Social problem-solving
 Social skills

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10
Q

Social Aggression Prevention Program: Efficacy

A

 Cappella & Weinstein 2006
 Grade 5 girls randomly assigned to one of two conditions
 SAPP
 Reading group
 Reading group identical to SAPP in length and number of sessions (grreat for construct validity)

Found:

Group who received SAPP had improved social
problem solving abilities at the end of the
intervention
 Offered more assertive/prosocial solutions to problematic social situations
 Among girls who were very socially aggressive prior to starting the program, those who received SAPP were rated by teachers as being slightly more empathic and slightly less likely to engage in socially aggressive behaviors than those who received the reading intervention
 Teachers were kept unaware of intervention condition

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11
Q

Why psst may not be enough

A

Poor Behaviours may be reinforced
Children unlikely to Change habits
PARENTS

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12
Q

Prent management training

Based on operant conditioning.

A

Consequences of an behavior will determine whether you get more or less of it in the future

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13
Q

PMT ENTAILS

A

Education
Communication
and
Learn to observe your child’s behavior
 ABC model - Antecedent-Behavior-Consequence  In which situations does this behavior occur?
 What happens next?
 Modify the contingencies
 Monitor changes in behaviors

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14
Q

PMT EDUCATION

A

Reasonable expectations for child’s behavior

Behavior will get worse before it gets better

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15
Q

PMT COMMUNICATION,

A

Communication
“Say what you mean”
Be direct
 Give directions in managable chunks
 Tell child what to do, rather than what not to do
“Mean what you say”
 Let children know what will happen if they continue their behavior
 Pick conseqences that are
Doable
Important
 Immediate
 Not too lengthy or extreme

16
Q

Pmt operant conditioning table

A

See it but here:

Positive Reinforcement Behavior Increases
Examples:
Stickers for successful completion of chores
15 minutes of video game time after doing homework
Paying attention to child’s behavior

Punishment
Behavior Decreases Examples:
Clean up mess you made
Pay for the damage
Do extra chores

Omission Training Behavior Decreases
Loss of television privileges Time out

Negative Reinforcement
Behavior Increases
Doing a good job on your
Doing one fewer chore in a week
homework results in less time spent doing homework

17
Q

Parent Management Training words of wisdom from Malnie.

A

If you want to see more of a behavior:
 Reward it with something positive
 Pay attention to it! Attention can be a reward.
 Remove something negative
If you want to see less of a behavior
 Consequete it with something negative
 Remove something positive
Think carefully about which quadrant you are in
 In particular, think about whether a reinforcer is positive or negative
 Are you inadveretently providing positive reinforcement for a behavior you do not want to see
 Remember that attention is a very powerful positive reinforcer for children

18
Q

Pmt effectiveness

A

In general, studies have shown that parent management training results in a significant reduction in problem behaviors, relative to no- treatment control groups and wait-list control groups
 Stronger effects for preschoolers and elementary- school aged children than adolescents
 Adolescents tend to be more impaired
 People besides parents may be reinforcing behaviors

19
Q

Multi systemic therapy Mst

A

Based on research evidence
 Problem solving skills training
 Parent management training
 Change global reinforcement context
 Association with deviant peers
Targets multiple systems
 Children
 Parent
 Neighborhood
 School
 Probation
Very intensive
 Therapist available 24/7
 Services in home and directly other settings
 Typically 4 months of treatment

20
Q

Mst effectiveness

A

MST has been shown to improve important variables
 Statistical versus clinical significance, shows both.
 Functional outcomes

Study:
court-referred
– mean of 4 prior arrests
Design
– random assignment
– two groups (MST, individual therapy)
– mean of 24 hours of tx – assessed for 4 years

Results:
Days stay out of jail. 74% in Mst had not been, compared to 39%
Important functional and clinical outcome.

Mst: cost
Average ins like around 500$
But jail costs a lot more like 86000 $