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Psych 282 > 282 Topic 1 > Flashcards

282 Topic 1 Flashcards

(57 cards)

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1
Q

In what measurable terms do we define behaviour?

A

-Frequency
-Duration
-Intensity
-Latency

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2
Q

Frequency

A

-How many times a behavior occurs
-How often it occurs

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3
Q

Duration

A

How long a behavior continues to occur for

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4
Q

Intensity

A

-How strongly a behavior occurs
-Specific to certain scenarios–applying force, pressure, grip strength
-rarely used

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5
Q

Latency

A

-How long until a behavior occurs
-How long from some defined event until our behavior of interest starts occurring

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6
Q

Target behavior

A

Behavior you want to change

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7
Q

Behavioral excess

A

Undesirable behavior you want to decrease

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8
Q

Behavioral deficit

A

Desirable behavior you want to increase

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9
Q

Experimental analysis of behavior/Behavior analysis

A

-Originally developed from skinner’s experimental research
-Scientific study of behavior

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10
Q

Applied behavior analysis

A

-Scientific study of behavior to help change that behavior
-Specifically targeted at human behavior

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11
Q

Behavior modification characteristics

A

-Clear and detailed description of procedure
-Treatment implemented by non-professionals
-Measure behavior (short and long term)
-No real focus on the past
-reject hypothetical underlying causes of behavior (don’t need an internal explanation when an environmental one will do)

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12
Q

Law of effect

A

-Edward Thorndike
-if a response is followed by a satisfying event (good outcome/consequence) then the S-R (stimulus response) connected is strengthened
-if a response is followed by an unsatisfying event, the stimulus response connection is weakened

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13
Q

Behaviorism: Watson

A

-Established the behaviorism movement
-Psychology should be about observable movement
-Stimulus-response psychology
-Environmental events (stimuli) elicit responses

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14
Q

Pavlov

A

-Classical (respondent) conditioning
-Demonstrated that a reflex (salivation in response to food) could be conditioned to a neutral stimulus (bell)
-Original behavior could be transferred to a new stimulus through association with original stimulus

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15
Q

B.F Skinner

A

-Stressed that while classical (respondent) conditioning described stimuli that elicited responses, operant was about the consequences of a behavior and determines the future occurrence of the behavior
-Foundation of behavior modification

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16
Q

Applied behavior analysis

A

-Baer, Wolf, and Risley
-Socially important behavior (how people act with one another)
-Functional relationships between environmental events and behavior
-Clear description of procedures
-Connection of basic behavior principles
-Production of meaningful, generalizable, and long-lasting changes in behavior

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17
Q

Behavioral assessment

A

-Measuring the target behavior(s) in a given situation
-Useful before, during and after implementation
1) before to determine if treatment is necessary
2) before to provide information to help choose the best treatment for the situation
3) after to determine if your treatment was successful

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18
Q

Indirect assessment

A

-Measure target behavior with interviews, questionnaires, and/or rating scales after the fact
-Individuals can report their own behavior
-Assessment may rely on testimony from other people (relying on recall is not reliable)

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19
Q

Concerns for indirect assessment

A

-Testimonials may be biased, inaccurate, unreliable, and/or incomplete due to reliance on recall
-A behavior may occur and you do not notice it

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20
Q

Direct assessment

A

-Target behavior is measured as it occurs
-Observer can be the individual engaging in the behavior, or another person, or a recording device
-Documenting behavior as it happens removes reliance on recall
-Self-monitoring

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21
Q

Self-monitoring

A

-Client is trained to observe their own target behavior
-Cons: observing your own behavior may cause you to be hyperaware of it and therefore do it less

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22
Q

Operational definition

A

-Description that specifies exactly how a term will be measured
-Definition must be precise and quantifiable
-Definition must be objective and unambiguous
-Definition should not reference internal states, feelings, or motivations

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23
Q

Process of behavior assessment

Study These Flashcards
A

1) define target behavior
2) determine how the behavior will be recorded

24
Q

Independent observer

Study These Flashcards
A

Someone besides the person exhibiting the target behavior

25
Structured observation periods
-Involve arranging for specific events or situations to occur -Planning the scenario
26
Unstructured observation periods
-Simply observe behavior as it occurs without intervention -Monitor behavior in natural environment
27
Continuous recording
Document every instance of the target behavior during the observation period
28
Sample recording/Discontinuous recording
Document some of the occurrences of the target behavior
29
Interval recording
Record whether the target behavior occurs within certain time intervals
30
Partial interval recording
Document if the target behavior occurred during any part of the interval
31
Whole interval recording
Document if the behavior occurs during the entire interval
32
Frequency within interval recording
Document frequency of the target behavior within consecutive intervals of time in the observation period
33
Time sample recording
-Divide observation period into intervals of time but only observe the behavior during part of each interval -Periods of recording separated by periods without observation
34
Momentary time sample recording
Records behavior only if it occurs at the exact instant the interval ends
35
Product recording/permanent product recording)
-Record tangible outcomes (products) that result from occurrence of behavior -Not a direct observation of behavior itself -E.g) submission of assignment implies you completed the assignment
36
Reactivity
When a persons behavior changes as a result of being observed
37
How to reduce reactivity
-Wait until person being observed becomes accustomed to the observer -One-way window
38
Interobserver Agreement (IOA)
-Is the behavior being recorded consistently
39
How to evaluate IOA
1) two people independently observe and record same target during same observational period 2) compare recordings 3) calculate percentages or agreements (aim for 90%)
40
A-B design
-One baseline and one treatment phase A= Baseline while B= treatment -Not a true research design due to failure to replicate -Does NOT demonstrate a functional relationship -Used in clinical practices, for self-management projects
41
A-B-A-B Reversal designs
-Remove the treatment and go back to baseline -Baseline, treatment, back to baseline, treatment again -Demonstrates a functional relationship -Gives more certainty but we still cannot make casual claims
42
Multiple baseline designs
-Multiple baseline subjects -Multiple baseline behaviors -Multiple baseline settings
43
Multiple baseline subjects
-2+ subjects with the same target behavior -Treatment is staggered over time across subjects -Rare design due to limited subjects with same target behavior and same treatment needed -Eliminates confounding variables -Multiple A-B designs staggered over time -Cannot make any casual claims
44
Multiple baseline behaviors
-2+ behaviors of same subject -Treatment is staggered across behaviors -Can make a more confident functional claim
45
Multiple baseline settings
-2+ settings with same subject and same target behavior -Treatment is staggered across settings (schools, home, office etc) -Gives us more confidence
46
Alternating treatment design
-Baseline/Treatment implementing on alternating days or sessions for the same amount of time -Rapidly alternate between baseline and treatment
47
Changing-Criterion designs
-Multiple different treatment phases -Baseline and treatment phase -Functional relationship is demonstrated when behavior matches performance criteria
48
How is Changing-Criterion designs different from A-B designs
-Within treatment phase, sequential performance criteria are specified -Successive goal levels for target behavior
49
Functional assessment
-goal is to determine why a problem behavior occurs (or why a desirable behavior does not occur) -Requires functional understanding of stimuli in the environment that influence a behavior
50
3-Term contingency
A-B-C
51
Antecedents (A)
-Stimuli that alter the current probability of a behavior -Behavior is more likely in their presence now -Behavior altering effect -When, where, with whom, and in what circumstances does the behavior occur -Context
52
Consequences (C)
-Reinforces and punishers -Strengthen or weaken a behavior -Behavior is more or loss likely in the future -Repertoire altering effect -Assess social and environmental consequences
53
Behaviors (B)
-Problem behaviors -Relevant variables (intensity, latency, topography etc) -Alternative behaviors
54
Two types of functional analysis
1) Exploratory functional analysis 2) Hypothesis testing functional analysis
55
Exploratory functional analysis
-Test a range of possible functions -No clear hypothesis about function -Test a range of possible functions -Test condition for each function -One control condition for all functions -Identifies function(s) and rules out other functions
56
Hypothesis testing functional analysis
-Test hypothesis from descriptive assessment -Have a clear hypothesis from indirect and direct assessment -Test and control condition for one function -Identifies function -Does not rule out other functions
57

Psych 282 (12 decks)

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