Term
|
Definition
| gives cues that remind or instruct a person to perform a behavior |
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Term
|
Definition
| verbal environmental physical behavioral |
|
|
Term
|
Definition
| involve telling clients what they are expected to do |
|
|
Term
| verbal prompts are often used together with... |
|
Definition
| modeling and reinforcement |
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Term
|
Definition
| cues in the environment, such as signs, that remind clients to perform behaviors |
|
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Term
|
Definition
| someone physically directs a client to perform a behavior |
|
|
Term
| physical prompts are used extensively to... |
|
Definition
| teach self-care skills to individuals with developmental disabilities |
|
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Term
|
Definition
| one behavior cues another |
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|
Term
| 5 guidelines for administering prompts |
|
Definition
| 1.) administer a prompt just before it is appropriate to perform the target behavior
2.) make the prompt noticeable to the client
3.) make a prompt specific
4.) have the prompt remind clients about the consequences of engaging in the desired behavior (ex: a sign saying "taking your medication will make you feel better.")
5.) follow up prompts with positive reinforcement for engaging in the prompted behavior |
|
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Term
|
Definition
| the process of gradually withdrawing prompts as the prompted behavior is performed more frequently |
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Term
|
Definition
| broad and sometimes complex conditions in the immediate environment that influence the likelihood that certain behaviors will be performed |
|
|
Term
| modifying setting events is generally employed with (children / adults) |
|
Definition
|
|
Term
| planned activity scheduling |
|
Definition
| behavior change agents arrange for clients to engage in active desirable behaviors in situations likely to elicit problem behaviors, which reduces opportunities for misbehavior. |
|
|
Term
| planned activity therapy is generally employed with (children/adults) |
|
Definition
|
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Term
|
Definition
| occurs when the consequences of a behavior increase the likelihood that the person will repeat the behavior |
|
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Term
|
Definition
| given to person when they engage in a behavior |
|
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Term
|
Definition
| pleasant consequences of a behavior that do not necessarily make it more likely that the person will perform the behavior again |
|
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Term
|
Definition
| when a pleasant event is presented as a consequence of a person's performing a behavior
increases the frequency of a behavior |
|
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Term
|
Definition
| the consequence of positive reinforcement |
|
|
Term
|
Definition
| an unpleasant event is removed as a consequence of a person's performing a behavior
increases the frequency of a behavior |
|
|
Term
|
Definition
| the consequence of negative reinforcement |
|
|
Term
| 4 categories of positive reinforcers |
|
Definition
| tangible reinforcers
social reinforcers
token reinforcers
reinforcing activities |
|
|
Term
|
Definition
| material objects
ex: food, clothes, cds, jewelry |
|
|
Term
|
Definition
| consist of attention, praise, and acknowledgement |
|
|
Term
| four advantages of social reinforcers |
|
Definition
| 1.) easy to administer
2.) don't cost anything
3.) can be administered immediately
4.) social reinforcers are natural reinforcers |
|
|
Term
|
Definition
| consequences that people receive as a regular part of their daily lives |
|
|
Term
| using social reinforcers during therapy increases the changes that the target behavior will be maintained after therapy because... |
|
Definition
| the reinforcers will continue to be available. |
|
|
Term
|
Definition
| symbolic items that have value because of what they can be exchanged for
ex: money |
|
|
Term
|
Definition
| engaging in pleasurable activities that are used as positive reinforcement |
|
|
Term
|
Definition
| high probability behaviors can serve as reinforcers for lower probability behaviors |
|
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Term
|
Definition
| created the Premack principle |
|
|
Term
| 3 ways in which behavior therapists identify potential reinforcers |
|
Definition
| 1.) directly questioning the client
2.) selecting from generalized reinforcers
3.) observing the clients' routine behaviors |
|
|
Term
| limitations of directly questioning clients about potential reinforcers |
|
Definition
| it does not work for clients with severely limited intellectual and verbal abilities
depressed clients cannot think of reinforcers because nothing seems pleasant or worthwhile to them |
|
|
Term
|
Definition
| consequences that are reinforcing for many people
ex: food, money, social attention |
|
|
Term
|
Definition
| a procedure in which clients are first given a generalized reinforcer without having to do anything to obtain it. once the client begins to enjoy the reinforcer, they are required to perform the target behavior to obtain the reinforcer again |
|
|
Term
|
Definition
| individuals who dispense reinforcers to a client
ex: therapists, parents, teachers, peers |
|
|
Term
|
Definition
| clients reinforcing their own behaviors |
|
|
Term
| advantages of self reinforcement |
|
Definition
| 1.) the reinforcing agent is always present and can reinforce themselves immediately
2.) can increase transfer, generalization, and long-term maintainence |
|
|
Term
| limitation of self reinforcement |
|
Definition
| clients may be less reliable in administering reinforcers than are other people who are charged with that task |
|
|
Term
| continuous reinforcement schedule |
|
Definition
| a behavior is reinforced every time a person engages in it |
|
|
Term
| intermittent reinforcement schedule |
|
Definition
| only some of the occurrences of the target behavior are reinforced |
|
|
Term
|
Definition
| intermittent schedule based on a specific interval of time
ex: every five minutes |
|
|
Term
|
Definition
| when the schedule is based on the number of times the behavior must be performed for it to be reinforced
ex: every five times a behavior is performed |
|
|
Term
|
Definition
| the consequences a person receives depend only on his or her own behavior |
|
|
Term
|
Definition
| all members of a group receive the same consequences, depending on the performance of the group |
|
|
Term
| 7 guidelines for administering reinforcers and fostering maintenance |
|
Definition
| 1.) reinforcers should be contingent on the client's performing the target behavior.
2.) the reinforcer should be administered immediately after the client performs the target behavior.
3.) reinforcers should be administered consistently.
4.) the client should be made aware that the reinforcer is a consequence of the target behavior.
5.) continuous reinforcement should be used initially, followed by intermittent reinforcement.
6.) natural reinforcers should be used in therapy.
7.) reinforcers should be kept potent. |
|
|
Term
| the reinforcer should be administered immediately after the client performs the target behavior BECAUSE... |
|
Definition
| immediate reinforcement is more effective than delayed reinforcement |
|
|
Term
| reinforcers can lose their potency when used too much because... |
|
Definition
| clients can become satiated on them. conversely, the more a client is deprived of a specific reinforcer, the greater is that reinforcer's potency. |
|
|
Term
| 4 procedures for maintaining the potency of a reinforcer |
|
Definition
| 1.) using reinforcers which clients have not had access to recently 2.) dispensing reinforcersin small amounts 3.) switching reinforcers periodically 4.) using reinforcers that are less likely to lead to satiation (ex: praise rather than food) |
|
|
Term
|
Definition
| the components of a target behavior are reinforced rather than the complete target behavior |
|
|
Term
| 3 keys to the effective application of reinforcement |
|
Definition
| 1.) consistently administering potent reinforcers, which have been 2.) specifically identified for the client, 3.) immediately following the behavior. |
|
|
Term
| 4 procedures used to promote transfer, generalization, and long-term maintenance |
|
Definition
| 1.) using natural reinforcers 2.) using self-reinforcement 3.) reinforcing the target behavior in the client's natural environment by natural reinforcing agents 4.) administering reinforcers intermittently |
|
|
Term
| criticisms of reinforcement |
|
Definition
| 1.) clients should perform socially desirable behaviors without having to be reinforced b/c of wanting the natural consequences 2.) reinforcement deprives the client to act however they wish 3.) reinforcement can be seen as bribery |
|
|
Term
| how is reinforcement different than bribery? |
|
Definition
| 1.) bribery is usually done dishonestly or illegally 2.) bribes are given BEFORE the behavior is performed, whereas reinforcers are always given AFTER the behavior occurs |
|
|
Term
| differential reinforcement |
|
Definition
| the preferred strategy for decelerating an undesirable behavior is to reinforce an acceleration target behavior that is an alternative to the deceleration target behavior |
|
|
Term
| differential reinforcement works because... |
|
Definition
| the more the client engages in the alternative behavior, the less opportunity the client has to engage in the deceleration target behavior. |
|
|
Term
| 4 strategies of differential reinforcement (from most to least desirable) |
|
Definition
1.) incompatible behaviors
2.) competing behaviors
3.) any other behaviors 4.) lowered frequency of the undesirable behavior |
|
|
Term
| differential reinforcement of incompatible behaviors |
|
Definition
| when a person is performing the acceleration target behavior, it is impossible for the person to perform the deceleration behavior. |
|
|
Term
| differential reinforcement of competing behaviors |
|
Definition
| engaging in a competing acceleration target behavior reduces, but does not eliminate, the opportunity to engage simultaneously in the undesirable behavior. |
|
|
Term
| differential reinforcement of other behaviors |
|
Definition
| if a target behavior is seriously maladaptive, it may be necessary to reinforce ANY OTHER behavior to decrease the maladaptive behavior quickly |
|
|
Term
| differential reinforcement of low response rates |
|
Definition
| used only when the rate of performing the behavior is very high |
|
|
Term
| noncontingent reinforcement |
|
Definition
| the reinforcer identified as maintaining a problem behavior is administered on a frequent fixed-interval schedule (ex: every 15 seconds) regardless of whether the client engages in the deceleration behavior. |
|
|
Term
| noncontingent reinforcement is used as a treatment for.. |
|
Definition
| serious maladaptive behaviors |
|
|
Term
| functional communication training |
|
Definition
| teaches clients to use acceptable ways of communicating the desire for a reinforcer as an alternative to their unacceptable means of communicating |
|
|
Term
| steps in functional communication training |
|
Definition
| 1.) identify the reinforcer maintaining the problem behavior 2.) the client is taught to use an appropriate communication behavior that will result in the client obtaining the reinforcer 3.) the alternative ways of communication are reinforced and the reinforcement is withheld when negative behavior occurs |
|
|
Term
| 3 reasons why differential reinforcement may not reduce the undesirable behavior sufficiently |
|
Definition
| 1.) it is difficult to find a suitable acceleration target behavior 2.) increasing the acceleration target behavior may only partially decrease the maladaptive target behavior 3.) differential reinforcement typically decreases the deceleration behavior gradually |
|
|
Term
| 2 forms of deceleration behavior therapy used to reduce undesirable behaviors directly |
|
Definition
| 1.) consequential deceleration therapy 2.) aversion therapy |
|
|
Term
| consequential deceleration therapy |
|
Definition
| changes the consequences of the maladaptive target behavior either eliminates reinforcement of behavior or makes the consequences undesirable |
|
|
Term
|
Definition
| associates the maladaptive target behavior with something unpleasant |
|
|
Term
|
Definition
| when the reinforcers maintaining a behavior are no longer administered, the person eventually stops performing the behavior |
|
|
Term
| ignoring is only extinction when... |
|
Definition
| social attention in maintaining the deceleration target behavior |
|
|
Term
|
Definition
| 1.) sometimes it works slowly 2.) in 1 of 4 cases, an extinction burst occurs (when an initial intensification occurs before it decreases) 3.) the extinction effects may not transfer to other circumstances 4.) spontaneous recovery (target behavior may recur temporarily after it is eliminated) |
|
|
Term
| spontaneous recovery (is/ isn't) an indication that extinction has been ineffective |
|
Definition
|
|
Term
| 2 limitations to extinction |
|
Definition
| 1.) the reinforcer maintaining the target behavior can't always be identified 2.) for extinction to be effective, the reinforcer must be COMPLETELY withheld |
|
|
Term
| time out from positive reinforcement |
|
Definition
| temporarily withdrawing a clients access to generalized reinforcers after the client performs the deceleration target behavior |
|
|
Term
| 6 conditions for an effective time out |
|
Definition
| 1.) the client should be aware of why they have a time out and its duration 2.) the duration should be brief 3.) no reinforcers should be present 4.) time out should end only when the duration has elapsed 5.) time out should end only when the child behaves 6.) time out shouldn't allow clients to avoid unpleasant situations, like chores |
|
|
Term
| 3 therapies that introduce undesirable consequence |
|
Definition
| 1.) response cost 2.) overcorrection 3.) physically aversive consequences |
|
|
Term
|
Definition
| the removal of a valued item the client possesses |
|
|
Term
| who developed a response cost procedure? |
|
Definition
|
|
Term
|
Definition
| decelerates bad behavior by having clients correct the effects of their actions and then intensively practice an appropriate alternative behavior |
|
|
Term
| who developed overcorrection? |
|
Definition
| Richard Foxx and Nathan Azrin |
|
|
Term
| 2 phases of overcorrection |
|
Definition
| 1.) restitution - the client makes amends for the damage done 2.) positive practice - the client performs an appropriate behavior in an exaggerated fashion (usually repeatedly) |
|
|
Term
|
Definition
| the offender returns stolen items and also buys a similar item for the victim |
|
|
Term
| 2 issues with overcorrection |
|
Definition
| 1.) it can be effective when it is delayed 2.) increasing the duration of positive practice is not necessary |
|
|
Term
| physically aversive consequences |
|
Definition
| stimuli that result in unpleasant physical sensations (ex: pain) |
|
|
Term
| when is physically aversive consequences used? |
|
Definition
| when rapid deceleration of a maladaptive behavior is required |
|
|
Term
| Self-Injurious Behavior Inhibiting System (SIBIS) |
|
Definition
| a device that a client wears which shocks them when they hit themselves |
|
|
Term
|
Definition
| clients develop negative associations toward the therapy situation and aviod it |
|
|
Term
|
Definition
| crying or becoming physically aggressive during deceleration procedures |
|
|
Term
|
Definition
| clients are more likely to behave aggressively |
|
|
Term
| 7 guidelines for the effective use of consequential deceleration therapy |
|
Definition
| 1.) the consequence should occur immediately after the target behavior 2.) the consequence should occur each time the target behavior occurs 3.) the client should be made aware of the target behavior being punished 4.) reinforcement should not closely follow delivery of the consequence 5.) the consequence should be preceded by a warning cue 6.) an adaptive behavior that competes with the undesirable target behavior should be reinforced while decelerating the bad behavior 7.) if physically aversive consequences are employed, their negative side effects should be minimized |
|
|
Term
|
Definition
| an aversive stimulus is introduced WHILE the client is engaging in the bad behavior |
|
|
Term
| who determines the strength of the aversive stimulus? |
|
Definition
|
|
Term
| 3 ways the aversive stimulus is associated with the target behavior |
|
Definition
| 1.) actually engaging in the target behavior 2.) symbolically exposed to the target behavior 3.) imagining performing the target behavior |
|
|
Term
|
Definition
| re-exposing the client to the target behavior and the aversive stimulus keep the association "active" |
|
|
Term
|
Definition
| the therapist verbally describes both the client's engaging in the deceleration behavior and the paired aversive stimulus |
|
|
Term
| 4 advantages of covert sensitization |
|
Definition
| 1.) no equipment is needed 2.) no medical supervision needed 3.) with aversive images, clients can self-administer in vivo 4.) clients may consider it more acceptable |
|
|
Term
| developer of covert sensitization |
|
Definition
|
|
Term
|
Definition
| an action is morally right if, when compared with alternative actions, it produces more benefit than harm |
|
|
Term
| ethical guidelines for the use of aversive procedures |
|
Definition
| 1.) only used if alternatives are not possible 2.) when possible, should not be physically aversive 3.) if physically aversive procedures are used a physician should be consulted 4.) informed consent (the legal guardian must know) 5.) procedures must be used only by a competent professional 6.) should be used simultaneously with accelerating alternative behaviors 7.) measures of the target behavior should be made to document effectiveness of treatment |
|
|
Term
|
Definition
| clients earn tokens for adaptive behaviors and lose tokens for maladaptive behaviors |
|
|
Term
|
Definition
| the actual reinforcers clients exchange tokens for |
|
|
Term
|
Definition
| 19th century - set up an elaborate token reinforcement system to motivate students' learning |
|
|
Term
| 4 basic elements of token economy |
|
Definition
| 1.) a list of accel. & decel. behaviors and the number of tokens that clients can earn/lose for performing each
2.) a list of backup reinforcers and the token cost of each
3.) the type of token
4.) specific procedures and rules for the operation of the token economy |
|
|
Term
| The Community Training Center was developed by... |
|
Definition
| Michael Spiegler & Haig Agigian |
|
|
Term
| The Community Training Center |
|
Definition
| Set up for individuals recovering from chronic psychiatric disorders
to motivate trainees to develop living skills, a credit system was set up |
|
|
Term
| 4 principles for administering credits |
|
Definition
| 1.) the criteria for earning credits were clearly defined
2.) the staff made trainees aware of the criteria
3.) staff awarded credits ASAP after a target behavior was performed
4.) the program paired earning credits with social reinforcers |
|
|
Term
| the major function of the credit system |
|
Definition
| accelerate adaptive behaviors by reinforcement
trainees maladaptive behaviors were treated primarily by reinforcing competing adaptive behaviors |
|
|
Term
| Achievement Place was established by.. |
|
Definition
| Elery Phillips, Montrose Wolf, and Dean Fixsen |
|
|
Term
|
Definition
| juveniles in trouble w. the law earned points for appropriate social behaviors and lost points for poor behaviors |
|
|
Term
| daily system to a weekly system |
|
Definition
| at first, boys could exchange points each day for backup reinforcers. once they were familiar with the system, points they earned could be exchanged once a week |
|
|
Term
|
Definition
| the final system in the Achievement Place
no point system for backup reinforcers teaching parents praise children for appropriate behaviors |
|
|
Term
| long-term effectiveness of teaching family programs |
|
Definition
| after a year, boys revert to old behaviors |
|
|
Term
| 3 strategies to treat classroom conduct problems |
|
Definition
| 1.) earning tokens for engaging in competing acceleration target behaviors
2.) losing tokens for performing inappropriate behaviors
3.) both earning and losing tokens |
|
|
Term
| the ultimate purpose of decreasing disruptive classroom behaviors is to... |
|
Definition
| enhance students' academic performance |
|
|
Term
| a major limitation of token economies is... |
|
Definition
| the rapid loss of treatment gains when token reinforcement is discontinued |
|
|
Term
|
Definition
| a written agreement that specifies the relationship between target behaviors and their consequences for a client |
|
|
Term
| the 3 essential components of a contingency contract |
|
Definition
| 1.) clear statements of the target behaviors
2.) the consequences of performing (or not performing) them
3.) the precise contingency b/w each target behavior and its consequences |
|
|
Term
| why was it found that traditional psychotherapy on children was ineffective? |
|
Definition
| it was not that the problems resided within the child, but with the parent-child interactions. |
|
|
Term
| 4 things parents did when experiencing difficulty with their children |
|
Definition
| 1.) give vague instructions
2.) use negative or threatening warnings to modify childrens behavior
3.) administer inconsistent consequences
4.) provide fewer positive consequences for good behaviors |
|
|
Term
| two developers of Behavioral child management training |
|
Definition
| Gerald Patterson and Rex Forehand |
|
|
Term
| behavioral child management training |
|
Definition
| teaches parents behavior therapy procedures to manage their children's behavioral problems effectively |
|
|
Term
| 3 primary goals of behavioral child management training |
|
Definition
| increase parents use of:
1.)clear direct instructions for children 2.) positive consequences for good behavior 3.) negative consequences for disruptive behavior |
|
|
Term
|
Definition
| used to treat anxiety and fear by exposing clients to events that create the negative emotion |
|
|
Term
| anxiety is inappropriate when... |
|
Definition
| its intensity is disproportionate to the actual situation and when it interferes with normal functioning |
|
|
Term
| how common are anxiety-related disorders? |
|
Definition
| they are the most prevalent psychological problem in the US |
|
|
Term
| brief/graduated exposure therapy exposes the client to a threatening event... |
|
Definition
| 1.) for a short period (few sec - few min), and 2.) incrementally, beginning with aspects that produce minimal anxiety and progressing to more anxiety-provoking aspects |
|
|
Term
| prolonged/intense exposure therapy exposes the client to the threatening event... |
|
Definition
| 1.) for a lengthy period (10 min - 1 hr), and 2.) from the outset, exposed to events that provoke intense anxiety |
|
|
Term
| The mode of exposure continuum from extreme to mild |
|
Definition
| in vivo, virtual reality, verbal/visual depictions, imaginal exposure |
|
|
Term
|
Definition
| during exposure, the client engages in a behavior that competes w/ anxiety (ie: relaxing muscles) |
|
|
Term
|
Definition
| during treatment, the client is kept from avoiding the situation that produces anxiety |
|
|
Term
|
Definition
| to heighten intensity of imaginal exposure, the depiction of the event may be exaggerated (ie: you're covered with 100's of snakes) |
|
|
Term
| what was the 1st major behavior therapy and who developed it? |
|
Definition
| systematic desensitization; Joseph Wolpe |
|
|
Term
| systematic desensitization |
|
Definition
| the client imagines succesively more anxiety-arousing situations while engaging in a behavior that competes w/ anxiety |
|
|
Term
| 3 steps of systematic desensitization |
|
Definition
| 1.) therapist teaches the client a response that competes w/ anxiety 2.) the events that cause anxiety are ordered by amt. of anxiety they cause
3.) the client repeatedly visualizes the anxiety-evoking events, in order of increasing anxiety, while performing the competing response |
|
|
Term
|
Definition
| involves relaxing various skeletal muscle groups |
|
|
Term
|
Definition
| a list of events that elicit anxiety, ordered by increasing levels of anxiety |
|
|
Term
|
Definition
| a self-report inventory which provides a list of stimuli that elicit anxiety in many adults |
|
|
Term
| Subjective Units of Discomfort scale (SUDs) |
|
Definition
| anxiety-provoking events are rated on this scale, from 0-100. 0=no anxiety, 100=most anxiety. This is a subjective scale |
|
|
Term
| anxiety hierarchy details |
|
Definition
| -often made up of events that share a common theme (fear of evaluation = public speaking, being interviewed, etc)
-a. h.'s are individualized for each client |
|
|
Term
| 3 major components of systematic desensitization |
|
Definition
| 1.) repeated safe exposure to anxiety-evoking situations
2.) in a gradual manner
3.) while engaging in a competing response. |
|
|
Term
| the essential component in systematic desensitization is... |
|
Definition
| repeated exposure to anxiety-evoking situations without the client experiencing any negative consequences. |
|
|
Term
|
Definition
| employs pleasant thoughts to counter anxiety and often is used with children |
|
|
Term
|
Definition
| used during group systematic desensitization, when the clients share a common problem |
|
|
Term
| who developed coping desensitization? |
|
Definition
|
|
Term
|
Definition
| the bodily sensations of anxiety are replaced with a coping response. |
|
|
Term
| anxiety management training was developed by... |
|
Definition
| Richard Suinn and Frank Richardson |
|
|
Term
| anxiety management training was developed by... |
|
Definition
| Richard Suinn and Frank Richardson |
|
|
Term
| David Barlow developed... |
|
Definition
|
|
Term
|
Definition
| used to treat panic attacks.
clients enduce bodily sensations they would feel during a panic attack and consciously view the feelings as less threatening. breathing retrainging (deep breathing) is used. |
|
|
Term
| 3 ways systematic desensitization is efficient |
|
Definition
| 1.) exposure in imagination is less time consuming than in vivo exposure
2.) requires relatively short amt. of times
3.) can be used in groups |
|
|
Term
|
Definition
| systematic desensitization where the client is exposed to tehe actual feared event |
|
|
Term
|
Definition
| relaxing muscles that aren't used while in vivo |
|
|
Term
| therapist-directed exposure |
|
Definition
| the therapist is present to guide the patient through the exposure |
|
|
Term
|
Definition
| patient engages in exposure procedures on his own |
|
|
Term
| 3 advantages of in vivo over systematic desensitization |
|
Definition
| 1.) effective for clients who have trouble imagining scenes
2.) avoidance behaviors can be monitored directly
3.) since therapy is directly in the anxiety-evoking situation, there is no need for transfer |
|
|
Term
| 3 limitations of in vivo exposure |
|
Definition
| 1.) considerable therapist time is required
2.) not feasible with certain events (ie: fear of earthquakes)
3.) some clients can't handle being in the situation |
|
|
Term
| Barbara Rothbaum and Larry Hodges began... |
|
Definition
| exposure therapy through virtual reality |
|
|
Term
| anxiety-induction therapies |
|
Definition
| aka prolonged/intense exposure therapies these therapies fight anxiety with anxiety |
|
|
Term
|
Definition
| exposure to stimuli that elicit high levels of anxiety for a prolonged period (ie: > 1hr) |
|
|
Term
|
Definition
| involves prolonged/intense exposure to actual anxiety-producing stimuli |
|
|
Term
| the essential component of in vivo flooding |
|
Definition
| exposure to a highly aversive situation long enough for the client's discomfort to peak and then start to decline. |
|
|
Term
|
Definition
| during in vivo flooding, clients are specifically prevented from engaging in their typical maladaptive anxiety-reducing responses. |
|
|
Term
|
Definition
| exposure occurs in the client's imagination |
|
|
Term
|
Definition
| an imaginal prolonged/intense exposure therapy |
|
|
Term
| who developed implosive therapy? |
|
Definition
| Thomas Stampfl and Donald Levis |
|
|
Term
| 3 procedures that make implosive therapy different from imaginal flooding |
|
Definition
| 1.) The use of hypothesized anxiety-producing cues 2.) the exaggeration of scenes to heighten anxiety 3.) the elaboration of scenes as they are presented |
|
|
Term
| eye movement desensitization and reprocessing (EMDR) was developed by.. |
|
Definition
|
|
Term
|
Definition
| 1.) assessment and preparation 2.) imaginal flooding 3.) cognitive restructuring |
|
|
Term
| the assessment and preparation phase of EMDR |
|
Definition
| 1.) clients identify a traumatic image that enduces anxiety 2.) identify the sensations associated w/ the anxiety 3.) assess the level of anxiety from 0-10 SUDs 4.) identify a maladaptive belief associated w/ the event 5.) think of an adaptive belief to replace the old belief |
|
|
Term
| the imaginal flooding phase of EMDR |
|
Definition
| the client visualizes the traumatic image while verbalizing the maladaptive belief and concentrating on the physical sensations they bring. the client is asked to visually track the therapist's index finger as it is moved rapidly back and forth |
|
|
Term
| the cognitive restructuring phase of EMDR |
|
Definition
| the client is asked to think about the anxiety-evoking event with adaptive beliefs in mind |
|
|
Term
| unconditioned stimulus (UCS) |
|
Definition
| a stimulus which evokes a regular, measurable response (eg. salivation) |
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Term
| unconditioned response (UCR) |
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Definition
| the regular and measurable response to the UCS |
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Term
| conditioned stimulus (CS) |
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Definition
| a stimulus (A) which does not evoke the UCR and (B) is paired with the UCS |
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Term
| conditioned response (CR) |
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Definition
| a response that results from the pairing of the CS and UCS |
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Term
| instrumental (operant) conditioning |
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Definition
| the response (eg. bar pressing) produces the reinforcement (eg. food) |
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Term
| comparison of classical and instrumental conditioning |
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Definition
| in CC, the response is directly under the control of the investigator, while in IC the reinforcement follows the response. |
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Term
| Pavlov's Theory of the Cerebral Cortex |
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Definition
1.) conditioning is a function of cortical excitation and inhibition
2.) the stimulation elicited by a stimulus produces an excitatory process in the cortex
3.) the intensity of the spreading effect - "the cortical irradiation of excitation" |
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Term
| general idea of Pavlov's theory of cerebral cortex |
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Definition
| conditioning is a function of cortical excitation and inhibition.
the stimulus activates the cerebral cortex (exciting or inhibiting it) |
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Term
| the intensity of the spreading effect is known as... |
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Definition
| cortical irradiation of excitation |
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Term
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Definition
| when a certain area of the cerebral cortex is excited/inhibited, the surrounding area has the opposite effect |
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Term
| 3 criticisms of Pavlov's theory |
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Definition
| 1.) no direct physiological measures
2.) no evidence for irradiation
3.) conditioning does not only take place in cortex |
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Term
| who created sleep therapy, and why? |
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Definition
| Pavlov; to reduce inhibitions. |
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Term
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Definition
| developed rest houses as part of sleep therapy |
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Term
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Definition
| assertive training; worked on increasing excitation |
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Term
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Definition
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Term
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Definition
| theories should be formally stated
all constructs need to be operationally defined |
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Term
| Clark Hull's Monistic Reinforcement Theory |
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Definition
| 1.) his philosophy was logical positivism
2.) combined classical conditioning and instrumental learning into one theory
3.) mathematical model
4.) reinforcement was drive reduction
5.) counterconditioning theory
6.) formal statement- E=DxHxVxK-Ir+sIr |
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Term
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Definition
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Term
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Definition
| drive (hours of deprivation) |
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Term
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Definition
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Term
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Definition
| stimulus intensity (decibels) |
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Term
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Definition
| motivation (ml of saline) |
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Term
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Definition
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Term
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Definition
| conditioned inhibition (# of nonreinforced trials) |
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Term
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Definition
| Sign (Cognitive) Learning |
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Term
| Sign-Gestalts can be conceptualized as consisting of 3 parts: |
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Definition
| 1.) a sign (expectation) 2.) a significant 3.) a behavior-route leading from sign to significant |
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Term
| what happens when sign becomes integrated w/i the nervous system? |
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Definition
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Term
| when the expectation is confirmed... |
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Definition
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Term
| Support for Sign (Cognitive) Learning |
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Definition
| latent learning experiments. Reinforcement is unnecessary (maze study) |
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Term
| objections of Tolman's theory |
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Definition
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Term
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Definition
| pair two stimuli, get learning.
highly cognitive S-S Theory |
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Term
| Skinner and Ferster came up with... |
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Definition
| schedules of reinforcement |
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Term
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Definition
| 1.) (1938) Behavior of the organism 2.) (1945) Are Learning Theories Necessary? |
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Term
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Definition
| the degree to which individual items correlate w/ eachother |
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Term
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Definition
| the degree to which the test purports to measure what it says it measures |
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Term
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Definition
| external corroboration criterion-related validity convergent validity discriminant validity |
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Term
| criterion-related validity |
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Definition
| refers to a tests ability to distinguish between two defined groups |
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Term
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Definition
| confirmatory support from another independent method of assessment |
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Term
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Definition
| disconfirmatory support (ie: low correlation) from another independent method of assessment hypothesized to be unrelated to the phenomenon |
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Term
| Skinner said the goal of science is to... |
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Definition
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Term
| Skinner said the goal of science is to... |
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Definition
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Term
| controversial issues in behavior therapy |
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Definition
| use of analogue studies integration of other techniques behavior therapy packages cognitive behavior therapies single subject & operant design treatment effectiveness standardized treatment protocols |
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Term
| fixed interval schedules are characterized by.. |
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Definition
| rapid rate of responding before reinforcement and pauses after reinforcement |
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Term
| fixed ratio schedules are characterized by... |
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Definition
| high rates of responding, but there is often a pause after reinforcement most people are on this schedule |
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Term
| continuous reinforcement produces... |
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Definition
| bursts of responding and extinction |
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Term
| teaching machines can offer... |
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Definition
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Term
| Freud said fear-related symptoms were related to... |
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Definition
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Term
| according to the two factor theory, how is fear learned? |
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Definition
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Term
| according to two factor theory how is avoidance behavior learned? |
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Definition
| instrumental conditioning |
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Term
| which apparatus produces fastest learning and why? (one-way or shuttle box) |
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Definition
| one-way; because the context (environment) is different |
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Term
| Dollard & Miller wrote a book on... |
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Definition
| Freud's psychoanalysis. They were anti-Freudian |
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Term
| Mowrer's avoidance theory resolved two paradoxes... |
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Definition
| 1.) explained how the 1st avoidance response occurred 2.) explained how the avoidance was learned in the absence of the UCS |
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Term
| Fear affects three response systems |
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Definition
| 1.) behavioral 2.) cognitive (CNS) 3.) autonomic |
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Term
| learning principles contributing to the development of fear |
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Definition
| 1.) classical conditioning 2.) secondary reinforcement 3.) stimulus generalization 4.) response generalization 5.) cognitive mediation 6.) modeling |
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Term
| you can unlearn fear in 3 ways.. |
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Definition
| 1.) experimental extinction (presenting the CS in the absence of the UCS) 2.) response prevention 3.) vicarious extinction |
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Term
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Definition
| why do clinical sypmtoms persist over time when the patient "knows" their behavior is irrational? |
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Term
| 3 observations of avoidance conditioning (Solomon & Wynne) |
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Definition
| 1.) traumatic shock produced extreme resistance to extinction
2.) the avoidance latencies shortened (1-4 sec). as training progressed, fear decreased.
3.) if the animal made a long latency response (8 sec) the fear response appeared to return w/ a short latency occurring on the next trial (back to high fear) |
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Term
| fear generalizes across... |
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Definition
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Term
| Solomon & Wynne's interpretation of their study on avoidance conditioning |
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Definition
| 1.) partial irreversibility hypothesis explained extreme resistance to extinction (proven wrong)
2.) the absence of fear with extended training was b/c the animal's quick response to the CS didn't allow the time required to elicit the CR
3.) long latency response to the CS reinstated fear response (conservation of anxiety hypothesis) |
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Term
| conservation of anxiety hypothesis |
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Definition
| fear to any part of the CS will be conserved unless it has been sufficiently exposed to permit full extinction |
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Term
| criticism's of Solomon & Wynne's interpretation |
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Definition
| 1.) shock level had nothing to do w/ continued responding
2.) no control group led to false conclusions |
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Term
| non-directive play therapy |
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Definition
| kids can play w/ all the toys in the room, but the kids can't hurt others
maximized effects of Solomon & Wynne |
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Term
| fear generalizes best with stimuli that are... |
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Definition
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