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Rathus - Behaviour Analysis (CBT) > Doing CBT Book (Tolin, 2016) > Flashcards

Doing CBT Book (Tolin, 2016) Flashcards

1
Q

Acquisition Deficit

A

A skill deficit in which the person does not know the appropriate skill

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2
Q

Acting the Opposite

A

Behaving in a manner that challenges beliefs,

rather than confirming them

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3
Q

Action Tendancy

A

An emotionally driven motivation to engage in certain patterns of behaviour

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4
Q

Activity Scheduling

A

Increasing client activities that have a high likilhood of being naturally postively reinforced

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5
Q

Activity Scheduling Components

A
  • part of BEH activation
  • starts w/ self-monitoring
    • rate mastery/pleasure
  • perscribing activities
    • what BEH should be added
    • most rewarding if consistent w/ LT values & goals
  • Schedule desired activities
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6
Q

Alliance Rupture

A

A tension or breakdown in the therapuetic relationship

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7
Q

Antecedents

A

External or internal stimuli that precede a BEH response

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8
Q

Avoidance Learning

A

Learning to perform a behaviour in anticipation of an aversive stimulus with the aim of preventing it

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9
Q

Basic steps of self-control interventions

A
  1. ID and monitor the target behaviour
  2. conduct a Fx analysis of antecedents and consequences of a behavior
  3. Interevene at the event level; situation selection/stimulus ctrl
  4. conduct process of self-reinforcemetn for desired behaviours
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10
Q

Behavioural chain

A

A sequence of BEh that leads up to the target BEH

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11
Q

Behavioural Skills Deficit

Also define behavioural deficits and excess

A

A lack of: knowledge, poor implementation, inconsistent use, or behaviours skills

that would help the individual interact successfully with the environment.

  • *BEH deficit** - adaptitive BEH that occurs too infrequently
  • *BEH excess** - maladaptive BEH that occurs too frequently
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12
Q

Case Formulation Approach

A

Hypothesis testing approach to clinical assessment, formulation, and intervention.

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13
Q

Chaining

A

Teaching a set of smaller BEH in a specific sequence to create the larger, desired BEH

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14
Q

Clinically relevant BEH (CRBs)

A

Healthy or unhealthy BEH, exhibited int eh therapy session, that are related to the problem for which the client is being treated

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15
Q

Clinically significant change

A

The extent to which scores on an outcome measure can be interpreted as:
1) healthy

2) not ill
3) closer to healty than ill

*depending on defintion

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16
Q

Cognitive Dissonance

A

Adjusting beliefs so they “fit” our BEH

Non-Book Def:
the state of having inconsistent thoughts, beliefs, or attitudes, especially as relating to behavioral decisions and attitude change.

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17
Q

Collaborative Empiricism

A
  • therapuetic relationship approach
  • therapist and client work as partners to test hypotheses about problems and how to address
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18
Q

Collaborative Model Building

A

Process of developing a case conceptualization collaboratively with the client

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19
Q

Competing response training

A

Practice a BEH that competes with, or is incompatible with, an unwanted BEH

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20
Q

Contingencies

A

The context in which a BEH occurs, including rewards and punishers that follow a given BEH, thus increasing or decreasing its future liklihood of occurance

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21
Q

Contingency contract

A

An agreement that specifies the contingencies to be used in a BEH change program

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22
Q

Continuous Reinforcement

A

Reinforcement that always follows the BEH

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23
Q

Core pathological process

A

Interation of cognitive, emotional, and behavioual responses that become maladaptive or unhelpful

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24
Q

Cues

A

Environmentla signals that tell us to perform (or not to perform) a particular BEH

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25
Q

Cultural Competency

A
  • The ability to intervene in a culturally sensitive manner
  • Being aware of perosnal values and biases
  • Possessing knowledge of the client’s cluture and worldview
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26
Q

Deficient behaviour repertoire

A

An ability to select and/or perform the required BEH in the appropriate circumstance

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27
Q

Differential reinforcement of other BEH

(DRO)

A

Decreasing an unwanted BEH by reinforcing a competing, more desireable, BEH

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28
Q

Differential reinforcement or lower rates of BEH

(DRL)

A

Providing reinforcment when the frequency of a BEH is less than or equal to a prescribed limit

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29
Q

Direct behavioural prescribptions

A

Therapist instructions to the client to engage in some form of behaviour change

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30
Q

Discriminative Stimulus

A

A stimulus that serves as a cure or signal for a certain BEH response

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31
Q

Doing better in order to feel better

A

Using BEH change in order to affect emotions and thoughts

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32
Q

Empiricism

A

Notion that knowledge is best attined by forming testable hypotheses and obsering outcomes

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33
Q

Escape

A
  • negative reinforcment
  • a contingency
  • subtracts something (unwanted) from the client’s experience, thus increasing the likelihood that the BEH will occur again
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34
Q

Examples of Contingency Management

A
  • prompt-praise-ignore
  • taken economy
  • self-ctrl stragies
  • reinforcing CRBs in sessions
  • changing aversive contingency patterns
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35
Q

Extinction

A

Removel of a reinforcement for a BEH

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36
Q

Extinction Burst

A

The initial increase in BEH following removal of reinforcers

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37
Q

Fading

A

Gradually removing prompts to engage in a desired BEH and/or gradually decreasing reinforcement for the desired BEH

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38
Q

Fluency Deficit

A
  • Skill deficit
  • person knows the appropriate skill, but is unable to perform it in a smooth/natural manner
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39
Q

Graded Task Assignments

A

Breaking down complex tasks into manageable components, or doing progressively more challenging activities

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40
Q

Habits

A

BEH that are performed semi-automatically in response to environmental cues

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41
Q

Intermittent Reinforcement

A

Reinforcement that SOMETIMES follows the BEH

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42
Q

Measurement Reactivity

A

occurs when the act of monitoring something changes what you’re monitoring

43
Q

Miracle Question

A

A way of asking the client to identify specific, concrete indicators that the presenting problem has resolved

44
Q

Negative Contingency

&

Positie Contingency

A
  • Negative contingency
    • something is w/drawn from the person’s experience, following the person’s BEH, that was there before the BEH
  • Positive contingency
    • something is added to the person’s experience, following the person’s BEH, that was not there before the BEH
45
Q

Motivation

A

A fluctuating state that involves recognizing a problem, searching for a way to change, and then beginning and sticking with that strategy

46
Q

Motivational Interviewing

A

A way of interacting wiht the client that aims to increase the client’s readiness to make BEH change

47
Q

Narrowing

A

A form of stimulus control that invovles restricting the range of stimuli associated with the BEH

48
Q

Noncontingent (free) Reinforcement

A

Decreasing a reinforced BEH by making the reinforcer freely available

49
Q

Ockham’s Razor

A

The idea that explanations should make the fewest possible assumptions

50
Q

Operant conditioning

A

Learning of BEh patterns via contingencies

51
Q

Overcorrection

A

Positive punishment by the repetition of appropriate BEH after the occurence of an unwanted BEH

52
Q

Parent management training

A

A strategy for teaching parents ot use appropriate contingency management with children

53
Q

Penalty

A
  • negative punishment
  • a contingency
  • subtracts something (wanted) fromt he client’s experince, thus decreasing the liklihood that a BEH will occur again
54
Q

Performance Decifict

A
  • skill deficit
  • person knows the appropriate skill, but is inhibited from enacting the skill due to one or more factors
55
Q

Positive Punishment

vs.

Positive Reinforcement

A
  • both contingencies
    • Punisher
      • adds something (unwanted) to the client’s experience, thus decreasing the likelihood tha the BEH will occur again
    • Reinforcement
      • adds something (unwanted) to the client’s experience, thus increasing the likelihood tha the BEH will occur again
56
Q

Premack Principle

A

Reinforcement of a low-frequency BEH by using a high-frequency BEH as a contingency

57
Q

Steps to Prepare for Contingency Management

A
  1. Pick your target
  2. Know the base rate
  3. Functional analysis
  4. Pick your contingencies
  5. Get comprehensive buy-in
58
Q

Problem Solving

(5)

A
  • address probs w/ a positive orientation
  • define the prob & attemtp to understand cause
  • generate possible solutions to prob
  • deciding on a solution
  • determine if solution was effective
59
Q

Prompt-praise-ignore plan

A

A contignency management plan that relies on BEH prompting, praise as a reinfrocer, and ignoring as a negative punisher or extinction

60
Q

Psychoedu (3)

A
  • way of educating client about their disorder
  • conceptualization of disorder
  • treatment of disorder through dialogue
61
Q

Punishers

A
  • Contingency
  • decreases likelihood that a BEH will occur again
62
Q

Reliable Change

A

The extent to which change on an outcome measure can be interpreted as “real,” rather than radnom flucntion

63
Q

Resistance

A

Client BEH that maintain the status quo and impede progress in therapy

64
Q

Response Cost

A

Negative punishment by giving up something desirable following an occurance of an unwanted BEH

65
Q

Satiation

A

Providing so much of a reinforcer that it loses its reinforcement value

66
Q

Self-Contol

A

Self-directed operant intervention that involves modifying antecedentnts and consequences of one’s own BEH

67
Q

Self-Fulfilling Prophecy

A

Behaving in manner that affects subsequent evets, such that one’s beliefs seem to be confirmed

68
Q

Self-Monitoring

A

The process of actively tracking and recording a taret of treatment outside of the session

69
Q

Shaping

A

Helping the client develop a new BEH by reinforcing successive approximation to the BEH

70
Q

Situation Selection

A

Entering or avoiding certain situations in order to alter emotional and BEH response

71
Q

Socratic Questioning

A

A way of helping the client arrive at the conclusion by asking carefully worded questions

72
Q

Stage of Change

A

The client’s level of readiness, at any given moemnt, to make a BEH change

73
Q

Stimulation Control

A

Altering the environment in order to increase or decrease the likelihood of a BEH response

74
Q

Successive approximations

A

BEH that more and more closely resemble the desired BEH that is being shaped

75
Q

Task analysis

A

Identification of the smaller BEH that must be performed to make up the larger BEH

76
Q

Therapy Assesmsment

A

A clinical assessment with the specific aims of determining suitability for therapy, understanding the factors that increase or decrease the client’s chances for success, and beginning to develop a model of illness or presenting problem

77
Q

Therapy-interfering Behaviours

A

BEH that are likely, if felt uncorrected, to reduce the efficacy of treatment

78
Q

Time Out

A

Negative punishment by temporary removal from potential reinforcers

79
Q

Token Economy

A

A contingency management system in which clients earn token reinforcers that can later be cashed in for tangible reinforcers, activities, or priviledges

80
Q

Forms of Exposure

A
  • In vivo
  • imaginal
  • exposure to thoughts
  • exposure to feeling
81
Q

What type of items should not be included in an exposure hierarchy?

A
  • Feared consequence
    • doesn’t provide client with a clear exercise
    • NOT: the plane will crash,
      BUT: fly in turbulent weather in a small plane
  • Vague items
    • need clear and concrete insturctions
    • NOT: touch dirty things,
      BUT: touch a public toilet seat
82
Q

4 safety behaviour categories

A
  1. Distraction
  2. Increasing a sense of safety
  3. Relaxing and feeling better
  4. Bringing things to people
83
Q

Between-session habituation

A

Degree to which fear decreases form one expsoure Tx to the next

*more predictive than within-session habituation

84
Q

Emotional Processing

A

Development of new ays of processing info and correcting faulty representations of fear in LT memory

85
Q

Exposure hierarchy

A

List of exposure activities ot be performed and ranked according to fear

86
Q

Exposure to emotions and physiological sensations

A

Exposure to avoided emotional states or physical sensations

87
Q

Exposure to thoughts

A

Exposure to avoided thoughts, images, or memoris

88
Q

Extinction (classical conditioning)

A

Decrease of a conditioned response when a conditioned stimulus is presented in the absence of an unconditioned stimulus

89
Q

Fear level

A

Nmeric rating of predicted fear twd each expsoure activity

90
Q

Flooding

A

Exposure that begins with the most challenging exercise

91
Q

Habituation

A

Decreased responding to repeated presentaitons of a stimulus

92
Q

Imaginal exposure

A

Vividly imagining feared objects, situations, or activities

93
Q

In vivo exposure

A

Expsoure to real-life objects, situations, or activities

94
Q

Inhibitory learning

A

When one learned association interferes with or inhibits another

95
Q

Safety behaviours

A

BEH aadaptioans that serve an avoidance Fx

96
Q

Self-efficacy

A

One’s belief or confidence in one’s ability to complete a task

97
Q

Virtual reality exposure therapy

A

Imaginal exposure that uses virtual reality technology

98
Q

Assertion

A

A class of BEh that includes makign requests of others, refusing unreasonable requests, and communicating strong opinions and feelings

99
Q

Behavioural training skills

A

Teaching and practicing behavioural skills needed to engage effectively with the environment

100
Q

3 social skills categories

A
  • content of speech — what is being said
  • paralinguistic features of speech — how things are being said
  • nonverbal behavious
    • proxemics, kinesics, eye contact, facial expression
101
Q

7 steps of social skills training

A
  1. assessment
    - ID deficits based on observations, self-rep, 3rd party
  2. direct instruction/coaching
    - explain rationale for desired BEH and suggest how to enact it
  3. modeling
    - perform BEH for client; can be video
  4. role play
  5. feedback
    - immediately following role play; call attn to S/W
  6. homework
    - perform skill in real world
  7. follow-up
102
Q

5 steps to defining problem solving

A
  1. adopting a positive prob orientation
  2. defining the problem and attempting to understand it’s cause
  3. generating possible solutions
  4. deciding on a solution
  5. implement solution and determine if it was effective
103
Q

Process of problem-solving training

A
  1. frame probs in living as part of normal life
  2. help client understand how his/her prob-solving ability has been compromised
  3. discuss and normalize limits of the human brain
  4. challenge maladaptive beliefs
  5. train basic strategy of emoreg under stress (stop, slow down, think, act)
104
Q

Process of defining a problem

A
  1. gather info about problem
  2. define prob objectively and concisley
  3. separate facts from assumptions
  4. identify what makes this situaiton a prob
  5. set realistic goals

Rathus - Behaviour Analysis (CBT) (3 decks)

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