Behavioural Analysis Class Notes Flashcards

Question

Premack Principle

Answer 1

* Reinforcing a lower frequency with a higher frequency behavior * IMPORTANT - frequency refers to if you had absolute choice of schedule; think higher and lower preferences BEH * if you have two adversives, but they would prefer one over the other, both get done. More prefered becomes the reinforcer * E.g., can't do HW until clean room * E.g., * reinforce studying with going out * reinforce veggies with dessert

Answer 2

* Increase * Premack principle * Decrease * punishment (add adversive) * penality (remove desirable) * extinction * differential reinforcement of other BEH * differential reinforcement of lower rate of BEH * noncontingent (free) reinforcement

Answer 3

* can lead to suppression + more hiding * doesn't take out of repitrore; doesn't teach learning * can harm relationship

Answer 4

* punishment * adding an adversive * penalty (neg punishment) * remove something desirable

Answer 5

* extinction * removal of reinforcer for BEH * behavioural burst * increase in BEH after you remove the reinforcer before it becomes extinct

Answer 6

* contingency management to decrease BEH * reinforce something incompatible * E.g., reinforcing reading but not watching TV

Answer 7

* Contingency management decrease BEH * Reinforce incremental decreases in behavior

Answer 8

* Contingency management to decrease BEH * unpair the behavior with its reinforcer * E.g., if child yelling to obtain attention, give lots of attention freely at other times so less incentive to engage in the behavior

Answer 9

# 1. Define target BEH - - objective, clear, complete 2. Self-monitor 3. Conduct functional analysis - - what comes before and after 4. Select your contignencies - - *reinforcers*; intervention should rely on - - *punishers*; overcorrection, time out, response cost 5. Promp-Praise-Ignore 6. Token economy 7. Self-ctrl strategies 8. Reinforce clinically relevant BEH in session 9. Getting desired repertorie into person's BEH

Answer 10

* Time out * take away reinforcers * never be cruel or overdone * Response cost * a punishment -- give up something * E.g., donating to something you help * Overcorrection * aka: restitution or positive practice * idea is to teach positive opposite BEH * E.g., kids makes a HUGE mess, make them clean up their mess and others

Answer 11

* step in contingency management * **Prompt** (to start the behavior, get it in the repertoire) E.g., study, make eye contact, pick up the clothes * **Praise** when client engages in desired behavior * **Ignore** when client engages in unwanted behavior (using withdrawal of attention as penalty or response cost, or as extinction)

Answer 12

* identify target and monitor * conduct functional analysis * intervene w/ stimulus ctrl * self-reinforce desired BEH * Devise a contingency contract w/ specified renforcers and penalities * compteting response trainin

Answer 13

* shaping * successive approximations * chaining -- breaking down BEH * task analysis -- smaller tasks as needed * modeling

Answer 14

* Def: Breaking a complex task into ore manageable assignments * E.g., getting a job, starting an excercise routine, talking with a fmaily memeber about a difficult subject

Answer 15

* Chaining & Task Analysis * Smaller behaviours * E.g., editiing a resume -- break this down into small steps * Graded Task Assignment * Larger issue * E.g., applying to grad school -- break this down into assignments

Answer 16

* Tx for depression * Two pronged-approach * monitor daily activities via self-monitoring and rating of activities * perscribed phase based on activities that give mastery and sense of pleasure * Key is to link with values/priorities

Answer 17

* anxiety * avoidance is a negative reinforcer for anxiety

Answer 18

* Only CBT * These forms of CBT have multiple components: * exposure * cognitive restructuring * skills training E.g., social skills training, relaxation, breathing training **Note:** Relaxation and breathing can actually be an escape, so you sometimes don't need

Answer 19

* exposure is the active ingredient in CBT for anxiety DO * exposure alone is just as effective as more complex CBTs * cognitive therapy alone \< effective than combined CT * Exposure is effective for all anxiety DO * cognitive therapy doesn't work for some specific phobias * Disorder examples * EMDR: added eye movements do not increase treatment efficacy * OCD: exposure & response prevention alone works just as well as ERP + CT * PTSD: PE alone is just as effective as PE + SIT and PE + CT

Answer 20

* 60-85% show clinically significant improvements * 68% of PTSD clients remit from PTSD * 77% of panic disorder clients no longer experience panic attacks at the end of treatment * 83% of OCD clients show significant improvement * No other Tx as effect for Panic DO

Answer 21

* conditioning * neg event paired w/ previously neutral object * e.g., parking lot associated w/ mugging * vicarious learning * observing another person be afraid or hurt in specific situation * e.g., afraid of flying post 9/11 * info transmission * being told that specific objects/situations are dangerous (by others, media, etc) * e.g., read aricles about lack of regular washing hands

Answer 22

* most effective part of CBT * brief and efficient; 12-18 sessions * can be administered by clinicians with little prior CBT experience * exposure is most consistent with DBT; which emphasizes BEH of cognitive

Answer 23

* Normal Fear * perception of real threat that disappears when danger is removed * Problematic Fear * disruptively intense; excessive response * responses resistant to modification * occurs where minimal risk •CRITICAL POINT: We would not do exposure to a fear that is justified

Answer 24

* Tx dropout is \<= any other Tx * exposure = 20% * cog/SIT = 22% * exposure + CBT = 27% * EMDR = 19% * Tx dropout with severe DBT clients is the same for DBT w/ and w/o an exposure-based PTSD protocol

Answer 25

* false * Sx exaccerbation is extremely rare * \<5% clients show PTSD increase * Severe BPD getting DBT and exposure-based therapy * 0% show increase in PTSD increase * self harm urges rare; \<10% * rates of suicide may be \< DBT

Answer 26

* avoidance of anxiety-provoking things * *internal cues;* e.g. thoughts, memories, physical sensations, emotions * *external cues*; e.g., people, place,s objects, smells, situations * avoidance BEH mechanism * decrease anxiety --\> increase sense of safey; or --\> alleviate uncomfortable sensations * problematic or unhelpful beliefs that fuel fear * over-estimation of liklihood or severity of neg outcomes * neg beliefs about anxiety or self * avoidance BEH examples * •*Emotional*: Focusing on secondary emotions (e.g., anger) rather than fear, suppressing emotions. •*Cognitive*: Distraction, daydreaming, dissociation, mental rituals that reduce anxiety (e.g., counting to 10 repeatedly). •*Behavioral*: Leaving the situation, bringing safety signals into the situation (e.g., support people), taking anti-anxiety meds or drinking alcohol, avoiding interacting during social situations.

Answer 27

* Cycle: Btwn avoidance and unhelpful beliefs * Rational: stop avoidance **•Consequences of avoidance:** * Decreases short-term anxiety. * Increases long-term anxiety b/c decreases opportunity for corrective learning – testing the accuracy of unhelpful beliefs. •If continue to believe things are dangerous and you can’t cope with them, you are more likely to avoid.

Answer 28

* **corrective learning** * weakening old aossications and creating new associations * *overarching goal* * stop avoidance so that clients can learn their problematc beliefs are problematic * New learning that takes place * feared outcomes are unlikely to happen * neg outcomes are unlikely to be catastrophic * anxiety can be tolerated and decreases over time * able ot cope effectively with stressful situations

Answer 29

1. Cue exposure 2. Corrective learning 3. Response prevention 4. Enhance ctrl

Answer 30

* Deliberate and planned exposure to a stimulus that elicits a fear * emphasize deliberate nature * expsoure to feard stimulus is typically: * repeated (across sessions and HW) * prolonged (~30-45 mins) * Exposure doesn't include simply referening a feared stimulus or reinterpreting its meansing * these may have an incidental expsoure component, but are not formal expsoure

Answer 31

* goal is "not-reinforced" exposure * probelamtiv emotion must NOT be reinforced * expsoure must occur in the absence of an actual threat so that a corrective learning experience occurs * can't guarangee safey, but need to choose exposure tasks that are minimal to low risk

Answer 32

* must block avoidance and escape responses for new learning to occur * this can include various types of c/overt avoidance responses * cog (e.g., dissociation, distration) * emo (e.g., numbing, secondary emo) * BEH (e.g., not looking at the cue, leaving the expsoure situation, compulsions & rituals * also block action urges and expression associatied with problematic emotions * E.g., avoiding eye contact, tense body, slumped posture

Answer 33

* clients... * active collaborators in selecting exposure * never forced into expsoure tasks * can choose not to do an exposure task * can choose to stop in the middle of a taks -- principle of controlled escape *

Answer 34

* In vivo * Imaginal * Interoceptive * In virtuo * Opposite action

Answer 35

* exposure in real life * desinged ot counteract avoidance of situations that ellict fear * used in most expsoure Tx * typically used for: * people -- strangers, abusr dopelgangers * places -- crowded stores, hospitals, schools * things -- animals, doorknobs, beer smell, songs * activities -- public speaking, being hugged, driving

Answer 36

* exposure done in imaginatin * designed to counteract avoidance of thoughts, memoreis, and images that elicit fear * clients typically describe the imagined situation out loud and record it * typically used for: * past trauamtic events * feared outcomes that can't be simualted in real life e. g., contracting HIV * distressing mental images e. g., sexually abusing children * done as early step in fear heirarchy e. g., imagine flying before getting on plane

Answer 37

* exposure to physical sensations * designed to counteract avoidance of specific body cues that elicit fear * most often used to treat panic DO * typically done via excercises that induce panic-type sensations: * difficulty breathing (e.g., breathe throuh a straw) * increased heart rate ( e.g., run in place) * dizziness (e.g., spin in chair)

Answer 38

* exposure with virtual reality * most often used for flying * has been applied to other specific phobias and PTSD e. g., spiders and combat vets, respectively

Answer 39

* involves enagaging in BEH that's opposite to the "action urge" that is eleicited via cue exposure * can be applied to any unjustified emotion * extends response prevention beyond eliminating dysfunctional BEH to also include increasing Fx BEH * opposite action --\> all the way

Answer 40

* DO NOT allow avoidance BEH before, during, after exposure * Don't stop exposure until anxiety decreases significantly; ideally don't end until habitiuaiton has occured *Types of examples:* * Distraction * Rituals * Anti-anxiety meds * Alcohol * Reassurance seeking * Bringing support people * Avoiding eye contact * Leaving out details * Dissociation * Stopping prematurely * Chit-chat * Using DBT skills * Prayer * Body posture * Speaking quietly

Answer 41

* focus on achieveable BEH goals * E.g., stay in situaiton for 20mins w/o leaving * E.g., touch toilet seat and don't watch hand for 1hr * emphasize matery + fear toleration over reduction * E.g., "great job doing something very hard!" * if avoidance BEH are not present, corrective learning can still occur * repeat exposures until they no longer elicit very much anxiety * the more you repeat and exposure taske, the more habituation will occur OT * repeat exposure until peak guideline SUDs \<30 * do exposure in different contexts reults in less relapse * Internal context e.g., meds, mood state, amt of sleep, hunger level * External context e.g., location, time of day, presence of others

Answer 42

subjective units of distress * start by writing SUDs fro 0-100 amt of distress * once do, write experienced SUDs

Answer 43

1. Orienting clients to exposure Tx 1. Necessary for clients to fully understand benefits + challenge 2. Explain how fear is maintained 3. Explain rationale for exposure 4. Prepare clients ot feel anxious 5. Orient to therapist's role 2. Assessment and Heirarchy construction 1. Assessment questions 2. Conduct a chain analysis of episodes of prob anxiety 3. Exposure hierarchy 4. Choose items with a range of SUDs 5. Match exposure task to the client's fear(s) 6. Choose items that involve acceptable and every day risks 7. Choose items that minimize the likelihood of relapse 3. Conducting an Exposure Session

Behavioural Analysis Class Notes Flashcards

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