Exam 2

Question 1

Describe the function of the maintenance phase.

Answer 1

-Now the behavior is successfully occurring but bumps in the road are possible. Understanding where the pitfalls are and how to cope with them are ways to avoid relapsing. Loss of motivation is a problem. Also transferring the skills learned to each environment and not the specific one is good.

Question 2

Define and exemplify behavior.

Answer 2

Behavior is what people say, do or think.

Question 3

List and define the four dimensions of behavior.

Answer 3

The dimensions of Behavior are Frequency, Duration, Intensity and Latency (time from when the stimulus presents itself and the behavior follows)

Question 4

Differentiate overt and covert behavior

Answer 4

Overt Behavior is behavior we can observe and be measured and recorded such as what a person says or does. Covert Behavior is behavior we cannot observe such as how we feel

Question 5

Describe how behavior impacts the environment.

Answer 5

How our behavior manifests itself has environmental impacts. Emotions are part of what guide our actions

Question 6

Contrast basic and applied science.

Answer 6

Basic is knowledge for the sake of knowledge such as the experimenter analysis of behavior. Applied is for solutions to real world problems such as applied behavior analysis (ABA).

Question 7

Describe the ABCs of behavior.

Answer 7

-A is Antecedents (environmental stimuli or associated event), B is Behavior (What I call belief system), C is Consequence or Emotional consequence

Question 8

Define self-management or self-modification.

Answer 8

-When an individual takes charge of changing their own behavior

Question 9

Differentiate self-regulation and self-control.

Answer 9

-Self regulation is analyzing our behavior and making adjustments. Self-Control is avoid temptations

Question 10

Outline the process of change and its steps.

Answer 10

1. Identify the Target Behavior
2. Conduct a Pros and Cons Analysis and Assess Self-Efficacy
3. State the behavioral definition
4. Establish goals and criterion
5. Determine a plan to record data
6. Conduct a baseline phase and functional assessment, to include an identification of temptations
7. Select strategies
8. State the plan rules, identify potential mistakes, and develop a behavioral contract
   Implementation and Behavior Change
9. Implement the plan and collect data as you go – Treatment phase
10. Re-evaluate the plan and see if it is working. Make adjustments as needed
11. Once you have achieved your final goal move to maintenance phase. Engage in relapse prevention

Question 11

Outline the steps of change according to Prochaska et al. (1995).

Answer 11

Outline the steps of change according to Prochaska et al. (1995).
1. Thinking about changing: Considering whether or not you need to change
2. Precontemplative Stage: Resisting the idea of changing
3. Contemplation Stage: When the change is seriously considered but the test to whether people will or will not stick to the thought of change is tested for around 6 months
4. Preparation stage: The change is begun and a detailed action plan is made to enact the change
5. Action stage: Engaging in countering or substituting a negative behavior for a positive one. This si where the act of changing begins
6. Maintenance stage: Does the change last only for a little bit or a lifetime. This is where life pressures test us.
7. Termination Stage: the ultimate goal is achieved but relapse is still possible

Question 12

Define self-efficacy.

Answer 12

-Is our sense of self esteem and competence to deal with life’s problems

Question 13

Contrast those high and low in self-efficacy.

Answer 13

Those with high self esteem feel confident and competent in the wake of life’s problems but those who have low self-efficacy feel hopeless and helpless to deal with life’s problems

Question 14

Define and exemplify behavioral definition

Answer 14

-It is a precise, objective, unambiguous description of the target behavior or a competing behavior. It must be stated with enough precision that anyone can read our behavioral definition and be able to accurately measure the behavior when it occurs. Like a weight plan to gain strength and lose weight.

Question 15

Clarify how a criterion is used to move from one goal to the next.

Answer 15

-It’s the factors for escalation. Such as pushing up your one rep maxes. Like right now I bench 225, If I bench 235 by the end of this section, I can bench 10 more pounds

Question 16

Define self-monitoring.

Answer 16

-Our ability to keep ourselves on track with our goals. One issue in behavior modification is what we call reactivity, or when the process of recording a behavior causes the behavior to change, even before treatment is applied. We need clearly defined goals with dated deadlines to make this effective.

Question 17

Clarify what the observation period is.

Answer 17

A clearly defined period in when the behavior is likely to occur.

Question 18

Differentiate between a natural setting and an analogue setting.

Answer 18

-a natural setting or place where the behavior typically occurs, an analogue setting or one that is not part of the person’s daily routine. Naturalistic observation is like the former and Laboratory observation is like the latter.

Question 19

Clarify the use of the ABC chart in data collection.

Answer 19

-Antecedents: Events that led to the behavior happening or not; Behavior: How the behavior enacted in amounts, time, etc; Consequences: The results of the behavior in terms of terminology learned in this course

Question 20

Describe the importance of the baseline phase.

Answer 20

-Observation of your behavior in the absence of the target behavior. Getting a baseline.

Question 21

Define functional assessment.

Answer 21

when we much more closely scrutinize the antecedents and consequences to see what affects the occurrence or nonoccurrence of a desired or problem behavior, all to maximize how effective our plan/strategies will be.

Question 22

Outline what information is gained from a functional assessment

Answer 22

We get what makes up the problem or desired behavior; The antecedents or environmental factors that made the behavior occur or not occur depending; and the consequences of what happened as a result of that behavior.

Question 23

Define temptation.

Answer 23

-A person, place, thing or situation that may be immediately rewarding in the short term that takes away the benefit of the desired behavior in the long term. Such as trying to be on a diet and your friends pressuring you to have wings and beer and be too hung over to work out.

Question 24

Explain how people and things can be temptations.

Answer 24

-People can tempt you with peer pressure or your phone can present temptations of that bad behavior your trying to avoid such as “try our new deal at domino’s”

Question 25

Clarify the significance of situations and places and how they might lead you to engage in the undesired behavior.

Answer 25

-Situations have different associations that can lead to bad behavior. Such as popcorn being associated with going to the movies and being on a diet.

Question 26

Propose ways to avoid giving in to temptations.

Answer 26

Not to go to the places, ask your friends to not tempt you, be mindful of when you give in and how much and forgive yourself when you do.

Question 27

Define discriminative stimuli.

Answer 27

Part of the antecedent focused strategies. It is understanding how stimuli bring cues for wanted or unwanted behavior

Question 28

Clarify how stimuli or antecedents become cues.

Answer 28

Certain have associations and you must work on removing them. A big one for me recently is removing the link between screens and food which is a cycle that reinforces two bad behaviors at one, excessive eating and screen habits

Question 29

List and describe the six antecedent manipulations.

Answer 29

Create a cue for desired behaviors, remove a cue for undesired behavior, increase energy needed to engage in a problem behavior, decrease energy to engage in a desirable behavior, establishing operations to make a desired behavior more exciting or alluring, abolishing operations is reducing the reinforcing value of undesired behavior such as seeing the nutritional info of bad food, it helps

Question 30

Define prompts.

Answer 30

verbal, gestural, modeling or physical stimulus that is added to the situation and increases the likelihood that the desirable response will be made when it is needed. Such as Sparta meowing as a prompt to give him food or scratches

Question 31

Define fading. List and describe the two major types of fading and any subtypes.

Answer 31

Prompt fading is when the prompt is gradually removed as it is no longer needed. Fading within a prompt means that you use just one prompt and once the person has the procedure down, you stop giving them a reminder or nudge. Prompt Delay is when you delay giving the prompt to see if the person still needs it or not

Question 32

Clarify the use of self-instructions in behavior modification.

Answer 32

- self-instructions, or statements you write or say to yourself as positive affirmations and motivational tools. These statements should remind yourself of what the desirable behavior is, why you are doing it.

Question 33

Clarify the use of social support in behavior modification.

Answer 33

the use of friends and family as emotional support as we are trying to take on this goal and to help us when we are not at our strongest.

Question 34

Describe how shaping can be used to modify a behavior.

Answer 34

-Modeling a behavior that is unknown to a person to gradually build them towards doing the behavior we want them to do. Such as Skinner’s rats with the switch or using hot-cold when getting kids to flip a switch with reinforcers

Question 35

Describe strategies used to modify fear and anxiety behaviors.

Answer 35

-Awareness Training or just simply letting know what the behavior is. Create competing responses such as sitting on your hands instead of nail biting, practice the habits, make the competing responses in real life and talk it over with your therapist

Question 36

Describe strategies used to modify maladaptive cognitions.

Answer 36

-CBT, cognitive coping skills, acceptance techniques

Question 37

Clarify how to use differential reinforcement in a treatment plan.

Answer 37

-1. DRA or Differential Reinforcement of Alternative Behavior – This is when we reinforce the desired behavior and do not reinforce undesirable behavior. 2. DRO or Differential Reinforcement of Other Behavior – What if we instead need to eliminate a problem behavior – i.e. reducing it down to no occurrences? DRO is the strategy when we deliver a reinforcer contingent on the absence of an undesirable behavior for some period. 3. DRL or Differential Reinforcement of Low Rates of Responding – There are times when we don’t necessarily want to completely stop a behavior, or take it to extinction, but reduce the occurrence of a behavior. Reduce it but don’t go down to cold turkey. 4. DRI or Differential Reinforcement of Incompatible Behavior – There are times when we need to substitute Behavior A with Behavior B such that by making B, we cannot make A. The point of DRI is to substitute a behavior.

Question 38

Describe and exemplify the use of the token economy in a treatment plan.

Answer 38

Tokens are acquired when a desired behavior is attained and when enough tokens are accumulated they can be traded for something they want.

Question 39

List, describe, and exemplify punishment procedures.

Answer 39

- Punishment is an aversive consequence meant to deter an unwanted behavior.

Question 40

Define the treatment phase

Answer 40

-The treatment phase is when you employ all antecedent, behavior, and consequence-focused strategies.

Question 41

Clarify what to do if you have to change your target behavior if the plan isn't working.

Answer 41

-Look at the data and see what has to change if the plan isn’t working out. Maybe lessening the goal. Changing the prompts, realizing certain people are hurting you, not helping you. Etc.

Question 42

Differentiate a lapse and a relapse.

Answer 42

Lapse is a slip, relapse is a full on reoccurrence of the behavior we did not want

Question 43

Define Goal

Answer 43

Objective or result we desire that outlines how we spend time and energy which involves choosing a course of action and sticking to it

Question 44

Define Values

Answer 44

reflect what we care about most in life and guide us in how we make decisions. Our actions reflect what we care about the most

Question 45

Contrast Goals and Values

Answer 45

Goals are the desired outcomes, values reflect what our morality is and what do we care most about in life which could be goals or not

Question 46

Opportunity cost

Answer 46

when you allocate time to things that are not your goals

Question 47

Where do our goals come from?

Answer 47

1. Desire to improve ourselves: Behavior modification or self modification 2. Desire to meet psychological needs: Some are based on physiological needs such as hunger and thirst however some are based in things like power and love which might have deep roots 3. Self-Efficacy: To test whether we have the skills to achieve goals 4. Outside of us: Such as a supervisor or parent offering a reward

Question 48

Goal difficulty

Answer 48

How hard will it be to achieve a goal

Question 49

Goal level:

Answer 49

Where certain goals fall in priority of our to-do list. From most important to least important

Question 50

Goal Specificity:

Answer 50

How specific our goal is. The more specific the better it can be to plan for

Question 51

Goal commitment:

Answer 51

Sticking to a goal. Generally motivation is higher the more difficult a goal is because we make more time and investment and thus we are putting more down to achieve the goal

Question 52

Steps in Achieving a goal:

Answer 52

1. Coming up with a Goal Statement: Why are you doing this? It has to be specific with meaningful steps that are measurable. It should also be realistic and attainable otherwise it will kill motivation 2. Goal Planning: Your goal should be measurable. You should know whether or not you are meeting the step to achieve your goal. Goals can be distal or far off and they are usually bigger, we can break them up into smaller proximal goals or nearer goals 3. Implementing the plan: Start on a specific date and keep recording along the way 4. Success: Achievement of the goal

Question 53

What does failure look like?

Answer 53

When we fail to meet our specific goals

Question 54

Why do we fail?

Answer 54

We make excuses, our why wasn’t strong enough, We allow ourselves to be distracted, no clear plan, We give up when it gets tough.

Question 55

Zeigarinik effect:

Answer 55

An emphasis on what was not done over what has been done (Yah I know this one)

Question 56

Hemingway effect:

Answer 56

The ‘near miss” effect. When we get close and fail, we try again to avoid the feelings of failure

Question 57

Expectancy-Value Theory:

Answer 57

Our motivation to engage in specific goal is influenced on how likely we feel we can achieve it. If we feel we can then we are more likely to do so.

Question 58

Define the difference between proximal and distal goals:

Answer 58

A proximal goal is one that is close and a distal goal is one that is far off

Question 59

Demand:

Answer 59

A life situation that may cause stress

Question 60

Resources:

Answer 60

What we can use to handle stress both physical and psychological

Question 61

PFC Problem Focused Coping:

Answer 61

To find the best way to find a solution to the problem

Question 62

Stress:

Answer 62

The negative feelings caused by failing to find solutions to problems. Our reaction to the unknown. You know what stress feels like

Question 63

EFC Emotion Focused Coping:

Answer 63

the physical physiological and behavioral strategies needed to deal with the stress brought on with the problem

Question 64

The aspects of daily hassles

Answer 64

Daily hassles can show pressure when we are forced to deal with the problem with conditions that may not be idea, frustrations when we are prevented from reaching a goal and conflict when two opposing forces make demands of our lives

Question 65

Stressors

Answer 65

are environmental demands that create tension or threat that require change or adaptation.

Question 66

Eustressors

Answer 66

Good things such as getting a new job or starting college can be good stressors

Question 67

Distressors

Answer 67

bad stressors such as losing a job or girlfriend

Question 68

Self-imposed Stressors:

Answer 68

Standards you yourself keep that cause stress. It can help but also be too much.

Question 69

Resources:

Answer 69

Your physical and psychological abilities to deal with life’s problems and honed by experience, they are your best friend in the pain that is life. Time is one resource you constantly lose and never really gain back

Question 70

Strain:

Answer 70

Short term pressure of the demands and problems of life

Question 71

Problem focused coping

Answer 71

Coping with strain or demands by making it a solvable problem and proceeding on solving it

Question 72

Techniques to use for Problem focused Coping

Answer 72

Confrontation we take the problem head on and try to win. Compromise to find a solution with all parties involved. Withdrawal We escape the problem and admit defeat or it comes of a consequence of reappraisal and abandoning dealing with the problem

Question 73

Stress

Answer 73

Can be defined as the non-specific state of arousal from demands in the environment that cause excess pressure. Stress can be a growing experience and cannot be avoided so adaptation is needed.

Question 74

General Adaptation Syndrome (GAS)

Answer 74

Alarm Reaction, Resistance and Exhaustion

Question 75

How can stress be measured

Answer 75

Stress can be measured using some questionnaires like the hassles scale and the Perceived stress scale along wit physical markers of stressors such as heart rate and breathing

Question 76

Adaption Energy:

Answer 76

Which occurs in the resistance phase of GAS, is your body and minds ability based on experience to deal with the new situation

Question 77

Psychosomatic disorders:

Answer 77

Are psychological conditions causing a body reaction like headaches and hypertension and asthma

Question 78

Appraisal

Answer 78

the process of interpreting situations and what to do about them. We decide whether its no concern or something to worry about.

Question 79

Secondary appraisal:

Answer 79

Say it is something to worry about. Lets rethink it and come to an action plan. This is controlled by the prefrontal cortex.

Question 80

Reappraisal:

Answer 80

My new favorite word. Reanalyzing a new situation with new information

Question 81

Brain pathway of stress

Answer 81

Thalamus>Amygdala>Prefrontal cortex

Question 82

PTSD

Answer 82

traumatic flashbacks, distressing dreams and distinct memories that have negative effects on mood and the client will have difficulty processing specific parts of the trauma

Question 83

Acute Stress Disorder

Answer 83

Similar to PTSD but symptoms must be present 3 days to 1 month following the exposure to trauma.

Question 84

Adjustment disorder:

Answer 84

Trouble adjusting to a traumatic event from the last three months. The least severe of the three trauma disorders.

Question 85

Buffering hypothesis

Answer 85

Help from others can help vent out stressed feelings and eliminate stress

Question 86

Emotional reactions to stress

Answer 86

-Wishful thinking, Distancing, Emphasis on the positive: Focus on the good and downplay the bad, Self Blame, Tension Reduction, Self isolation

Question 87

Behavioral Interventions:

Answer 87

Stress Inoculation: Form of CBT where the therapist helps the client identify the problem and come up with coping strategies or problem solving skills to deal with the problem Emotional disclosure: the venting of emotions to a trusted person, a therapist or family member Mindfulness: A focus on the present Relaxation Training: Deep muscle relaxation exercise

Question 88

Choice overload phenomena

Answer 88

Sometimes, having too many choices can be a bad thing. It can make choosing one of the choices less satisfying but have the same regret at not doing other things. This is called choice-overload phenomenon. It is worse if people ruminate on the choices not made.

Question 89

Response resources

Answer 89

are the number of behaviors needed to complete a goal. Such how many times do you have to punch the keys to get to 100 words in your book.

Question 90

grit and its five components

Answer 90

need grit for when times get tough. Five components to grit are overcoming fear of failure, following through with long term goals, optimism, and knowing the difference between perfection and excellence, and self-control

Question 91

Principle of Least Effort

Answer 91

is pretty straight up. We choose the path of least resistance and the easiest path most of the time. Such as easy electives for the same amount of credits.

Question 92

Tension Reduction:

Answer 92

Engaging in behaviors to reduce stress such as eating, drugs or binge watching. Or positive ones like meditation or exercise

Question 93

-1. DRA or Differential Reinforcement of Alternative Behavior

Answer 93

This is when we reinforce the desired behavior and do not reinforce undesirable behavior

Question 94

2. DRO or Differential Reinforcement of Other Behavior

Answer 94

What if we instead need to eliminate a problem behavior – i.e. reducing it down to no occurrences? DRO is the strategy when we deliver a reinforcer contingent on the absence of an undesirable behavior for some period.

Question 95

3. DRL or Differential Reinforcement of Low Rates of Responding –

Answer 95

There are times when we don’t necessarily want to completely stop a behavior, or take it to extinction, but reduce the occurrence of a behavior. Reduce it but don’t go down to cold turkey.

Question 96

4. DRI or Differential Reinforcement of Incompatible Behavior

Answer 96

There are times when we need to substitute Behavior A with Behavior B such that by making B, we cannot make A. The point of DRI is to substitute a behavior.