Studying, controlling, predicting behavior
Focus on observations
Teachers use interventions
Parents use for children to gain skills, how to act
Pavlov - Respondent (Classic) conditioning
Thorndike - Law of Effect - rewards +, punishment-
Watson - Stimulus-Response, Psychology + Beahviorism.
Positive or negative reinforce behaviors
Skinner - Operant Conditioning
Behavior is multidimensional
Frequency, duration, intensity, magnitude
Behavior can be observed, described, recorded
Focus on overt behavior
Behaviors directly impact the environment, they have consequences
Behavior is lawful- systematically influenced by principles of behavior. Motivated to behave in certain ways.
A muscular, gladular, or neuro-electrical activity
tHE Dead-Man Test, can a dead-man do it?
What about thinking? -covert behavior (e.g. sub-vocal speech). Unable to be studied empirically -yet.
Behavior Modification
Two Primary emphasis'
Analysis, Modification
Analysis - identify functional relationship between the environment and the behavior
The ABC's of behavior
A= Antecedent - a cue point, situation, certain stimulus
B= Behavior - the action that is prompted by the antecedent
C= Consequence - a change, reinforcer, or punisher that follows the behavior
Target Behavior
Increase (for behavioral deficits)
Decrease ( for behavioral excesses)
Extinguish completely
Maintain during other changes
Contingency - dependent/ causal relationship between behavior and outcome or consequence
The outcome depends on the behavior.
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Specific environment cue, is it known? Control for other variables in a lab.
Try to identify situational cues
If they work in a lab, try it again in the real world.
Observing and recording behavior
Behavioral assesment
Determines: if treatment is necessary, best treatment, helps determine success of treatment
Frequency: at bassline and after intervention.
Indirect assesment: Second hand information relies on memory and recall, person may not notice all instances of behavior
Direct observation done by researcher of the client
Must have precise definition of target behavior (smoking)
Preferred method, more accurate
Defining the Target Behavior
-What constitutes the behavioral excess/deficit targeted for change?
(try to limit knuckle cracking to seven times or one time per day)
Need for precision. Should be objective and unambiguous.
No inferences of intentions, no internal states, no labels
Two observers should agree in thier measurement
A good test of the operational definition
Inter-observer agreement (IOA)
Structured observation arranges for specific events to occur
Where we want to focus depends on what questions we want to ask.
Methodologies
1) Continous recording -
Constant, record every instance of Bx, identify onset and offset of Bx
Watching them and counting how many times they behave (frequency)
Duration: total amount of time occupied by Bx.
Intensity (magnitude)
Amount of force, energy, or exertion involved in Bx
Often need additional measurement scale
(amount of blood, force of blow, flailing feet, amount of marshmellow eaten)
Latency
Time between stimulus/ event and onset of Bx
Often good to measure multiple dimensions
Compare to baseline (or pre-intervention)
(grinding teeth in stressful vs non-stressful situations)
2) Percentage of Opportunities
Number of times compared to other Bx's
(got five questions correct, but out of how many?)
Record the outcome or product of a Bx
(measuring pounds lost as a proxy for exercise)
Don't have to be present when Bx occurs
However, causal link not as strong because you're not directly observing the environment (proxy measurements)
4) Interval Recording
Divide into small equal time periods
(for short Bx's : In a five minute period did a student disrupt the class?)
Whole-interval recording - did the Bx occur for the whole five minutes?
Combination - frequency within interval recording
5) Time Sample Recording
Small, equal periods
Observe for small time period, good for self monitoring
Momentary time sample recording (MTS)
only record Bx if it occurs when interval ends.
Research Design
Focus on comparing conditions
A control group vs an experimental group
Baseline condition vs treatment condition
Single Subject Designs - commited to find the functional relationship between antecedent, Bx's, and consequences
Identify situational variable (stress) and eliminate it.
Baseline: logical first step - collect before intervention
Help define target Bx.
Replication
Key to determining a functional relationship between procedure and Bx.
Key to demonstrating experimental control
Make sure its the treatment contributing and not something else.
A-B Design
Two phases: baseline and treatment
hOW ever, treatement is not replicated
No functional relationship so it does not rule out extraneous variables
A-B-A-B Reversal Design
Extension of A-B design: treatment is replicated
Bx should change after removing treatment
Sometimes unethical to remove treatment
Multiple Baseline Design
multiple baselines/treatments, the 2nd is different in some way
-across subjects design -across Bx's design -across settings design
Baselines/treatements can be different lenghts
Staggered treatements - implemented at different times
Can rule out extraneous variables due to timing
Alternating treatments Design
Baseline/treatment conducted in rapid succession
e.g. Treatement one day, baseline the next
deals with time-sensitive extraneous variables
goal is to have seperation of data.
Changing criterion design
multiple treatment phases
each with a specific goal (or criteria) for Bx change
can demonstrate a functional relationship
Research Designs need to demonstrate a functional relationship
Need for replication
Need to eliminate extraneous variables
Functional assessment and Analysis
Bx Assessment
To understand problem Bx's (situational cues, reinforcers)
To increase/decrease existing Bx's
Understand why person engages in the Bx
Identify antecedents, target Bx's, reinforcing consequences
Functional Assessment
Identify alternate Bx's that could substitute for the target Bx
Motivational variables that influence the presence of the target Bx
Potential reinforcers that could be used in a treatment program
Previous interventions and their effectiveness
Functions of problem Bx's
Social positive reinforcement
reinforcing consequences is delivered by a person
eg, attention, access to activities, tangibles
Social negative reinforcements
aversive task/activity is terminated by a person
eg, not having to do a chore or HW (if you stop, you dont have to do HW)
Automatic Positive Reinforcement
Reinforcing consequence is delivered automatically
Eg, sensory stimulations, quenching thirst
Automatic Negative Reinforcement
Aversive task/activity is terminated automatically
Eg, closing the window to block a cold draft.
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