Behavior Analysis: What is it

1
Behavior Analysis What is it?

Bill Potter, 4790
2
BA a pure science approach

• Attempts to look at behavior objectively
• How?

3
BA a pure science approach

• What about language?

4
BA a pure science approach

• What about Thinking/cognitions?

5
BA a pure science approach

• It attempts to understand, explain, describe and
  predict behavior.
  
• Believes that behaviors are caused by
  antecedents
  
• Believes that behavior are maintained by
  consequences

6
1-1. Know what is considered in a behavioral
approach
A-B reflex is typical respondent/pavlovian
learning B-C or A-B-C is typical operant learning

7
Type in a number on your keypad

• 1.0
• 0.1

8
1-2. Be able to define self regulation (2)

• Engaging in behavior that will regulate, or
  modify, or maintain the behavior we are
  interested in.
  
• Examples?

9
1-3. You should be familiar with the points made
on page 4 regarding self regulation (4)

• Self regulation is a set of behaviors which we
  commonly call skills
  
• You may have excellent organizing skills, but
  poor interpersonal skills.
  
• Thus, self regulation is often context, or
  task/behavior specific.

10
1-4. Be familiar with the different approaches to
the causes of behavior in figure 1-1 (5)

• 1. Causes are environmental other people or a
  situation causes us to act a particular way
  
• Causes are internal willpower, personality
  traits, disorders the person is the cause of
  the faulty behavior
  
• Behavior and environment interact to cause
  behavior different situations and different
  skills result in different abilities, or lack of
  them (e.g. good organizer, poor social skills)

11
1-5. know the points your author makes regarding
will powerand self management (6-7)

• Willpower is not a useful concept - it does not
  specify behavior, and may cause a person to tempt
  themselves, leading to potential failure (Gandhi
  example, or visiting a bar)
• Successful people generally plan ahead engage
  in self regulating behavior when it is easy to do
  so set an alarm clock, put a book in front of
  the door, buying carrots instead of chocolate at
  the store.

12
1-6. You should know the relationship between
tasks and skills that your authors write about
(8)

• Poor behaviors are often a function of the task
  required and the skills a person has (the
  behaviors that occur in the task situation).
  
• Tests may produce lots of anxiety-type thoughts,
  the student does not have the skill to
  reduce/eliminate those thoughts
  
• Talking to an attractive member of the opposite
  sex different set of skills.

13
1-7. Your authors make note that practice is
important in being successful in changing your
behavior. Know the points made (10)

• 1. Obtain knowledge obtain information on how
  others have solved problems, or what a good
  running pace is, or what foods are lower in
  caloric value.
• 2. Practice the skills to help you, over and
  over.
  
• 3. Try to get to the point where the skill is
  automatic (like driving a car, remember the
  first several times? How about now?)

14
1-8. Know how behavior analysts look at behavior
The A-B-Cs (11)

• Behavior is caused by antecedents (Things that
  come before the behavior)
  
• Behavior all sorts running, talking, thinking,
  waving, sign language, etc.
  
• Consequences (things that come after behavior

15
1-9. Your authors suggest a process for self
modification that consists of five general steps.
Know what these are and be able to explain them
(12)

• Plan select a goal, specifying behaviors to
  change to get to the goal (the target behaviors)
  
• Monitor make observations and/or take measures.
  Keep a diary, or jot down each time you engage in
  a behavior.
  
• Work out a plan make changes to your behavior
  using a variety of techniques (next slide!)
  
• Readjust plans as needed to make progress toward
  the goal. May need to provide multiple techniques
  for changing behavior (e.g. eating more healthy,
  exercising more, keeping sweets out of the
  house)
• Work to maintain the gains made (may require a
  maintenance plan)
  

16
1-10. Your authors suggest a number of ways to
manipulate the A B Cs to help modify
behavior. Be able to list and describe these, and
provide/recognize examples (13)

• 1. Add a new Antecedent ? new B and Cs
• 2. Add a new behavior ? new Cs and possibly new
  As for other behaviors.
  
• 3. Add a new consequence ?increase a new
  behavior, or decrease an old one
  
• 4. Block old antecedents ? no B, C
• 5. Substitute new Behaviors for old ones ? leads
  to new C
  
• 6. get rid of consequences reinforcing old
  behavior ? decrease in old behavior

17

• Graphing Data with Excel

18

• Chapter 2
• Forethought planning for success

19
2-1. To reach a goal you need to
specify/identify the behaviors that will get you
there! (32). Know this point and be able to
recognize/provide examples.

• Weigh loss is not a behavior
• More assertive is not a behavior
• Healthier is not a behavior
• but behaviors can lead to weigh loss, more
  assertiveness and better health.

20
2-2. Be able to list and describe the tactics
starting on page 33. I will not likely ask you to
list and describe all of them, but you should
able to do at least 5 of the 9.

• 1. List concrete examples of the behaviors you
  want to change
  
• 2. List details of the problems/concrete examples
  the circumstances around them (A-B-C)
  
• 3. Observe and measure your own behavior no
  guessing! Measure behavior, possibly outcomes.
  
• 4. When trying to increase a behavior, observe
  what behavior is occurring instead of the desired
  one.
  
• 5. Always have a goal that increases some
  desirable behavior (versus simply stopping some
  undesirable behavior) E.g. Talk nicely about
  someone instead of gossip.

21
2-2. Be able to list and describe the tactics
starting on page 33. I will not likely ask you to
list and describe all of them, but you should
able to do at least 5 of the 9.

• 6. Specify the chain of events that will lead to
  the goal. The series of behaviors and subgoals
  
• 7. Observe people who are successful at what you
  are trying to do, then try what they do yourself
  (within reason!)
  
• 8. Come up with alternative solutions to the
  problem and select one or more to implement. If
  working in a group no suggestion should be
  criticized.
• 9. All goals are reached by behaviors and
  getting to the goal requires increasing or
  decreasing certain behaviors.

22
2-3. Modify your project/goals as you learn more
(38-39)

• All self-change projects will require tweaking
  as with any system. Keep track of your data and
  modify what you do to reach your goal, what
  measures you take. A major reason you are taking
  data is to see if what you are doing works if
  it does not then try something different!

23
2-4. Anticipate Obstacles

• This is critical to overcoming the obstacles when
  they do occur.
  
• -- what will I do if my friends have a party with
  alcohol?
  
• -- How will I stick to my diet if I go visit my
  parents?
  
• -- I want to exercise, but in 110 degree weather?

24
2-5. Prepare for temptationsome suggestions (41)

• Avoid tempting situations
• Ask friends not to tempt you
• Make a public commitment
• Minimize the temptation (e.g. eat fiber prior to
  dinner)
  
• When tempted, distract yourself (Dog biscuit)
• Remind yourself of your goals
• Ask other people to remind you
• Prepare If-then plans. If I start eating potato
  chips I will go to the restroom and brush my
  teeth.
  

25
2-6. Know what Self-efficacy beliefs are and how
they can help you reach your goals (45-48)

• Self efficacy belief (Bandura) your estimate
  of whether or not you can do some skill/behavior.
  
  
• What you say to yourself may impact what you do.
  
  
• -- I cant walk another step
• -- I will never lose weight! (So I might as
  well....
  
• -

26
2-7. How to increases self-efficacy

• Set reasonable goals (subgoals) for yourself, and
  achieve them (your language will change about
  yourself wow, I can do that!).
  
• Focus on the behaviors not the goals!
• Recognize that you are learning new skills, even
  if it is not all that apparent (my X). Dont
  let the past haunt you.
  
• Practice, practice and observe your progress (the
  cups!). Keep data and monitor that data.
  
• Recognize that you can be emotional and still
  behave appropriately stage fright (most report
  it, but still perform well).
  
• Create a ranking of subgoals/behaviors from
  easiest to hardest and start with the easiest!
  

27
Group Activity

• Share your data with others in group
• Discuss and develop items on page 68 Step 2.
  Write them down on your data sheets!

28
Self-Talk Example

• Set goal
• to run 20 minutes. Brought music, taped foot.
  Looked at watch, nearing 20 minutes.
  

29
Chapter 3 self knowledge and recording3-1. Be
able to list and describe the benefits of
self-observation.

• Verbal retrospective reports are notoriously
  poor.
  
• Self observation/recording may lead to
  improvements (cups!). Sprinters example from
  book.
  

30
3-2. Be able to list at least three of these
considerations when designing methods to measure
behavior (90-93)

• The measurement method must be manageable and
  easy to do (see page 95)
  
• The data should provide the basis for evaluating
  the effectiveness of the self-change plan.
  
• The recording method should be a natural part of
  ones daily routine.
  
• Use methods that apply to many settings.
• Collect only data that will be used.
• Data should be easily interpreted (if using codes
  be sure to be clear!)

31
3-3. Be familiar with how to structure
observations in a diary. (75-78)

• In addition to A-B-C, you could record Actions
  (behavior), Thoughts (behavior) and feelings
  (behavior)
  
• Each may be an A, B or C!
• Its best to have the behavior in context, you
  can get a feel for what triggers it, and what the
  consequences are

32
A Verbal Retrospective Report is

• A report that is spoken
• Recall versus direct observation of some past
  event
  
• Direct observation of something that happened
  previously
  
• A report on whatever the measure of interest is.

33
3-4. Know different types of measures that you
can take of your behavior (78-

• Frequency (how often?)
• Time samples (is it occurring now? Can set watch
  to beep)
  
• Duration (how long? Cups!)
• Latency time from some condition to when the
  behavior occurs (e.g. when you smell smoke to
  when you light up

34
3-4. Know different types of measures that you
can take of your behavior (78-86)

• Intensity (whats the magnitude of the
  behavior/feeling? Rating scales (83-86)
  
• Appropriateness/Inappropriateness (is it
  occurring when it should?)
  
• When does it occur? Time of day, under what
  conditions (the As)
  
• Be sure to record positive and negative behaviors
  (your successes as well as your failures!)

35
Latency is a measure of

• How appropriate a behavior is
• How long a behavior takes e.g. the amount of
  time to stack/collapse cups
  
• Of how soon the behavior occurs after some
  condition appears
  
• How often the behavior occurs

36
3-5. Know what the reactive effects are of
self-observation (93)

• Simple observation of your own behavior often
  results in behavioral change (i.e., increase in
  positive comments, decrease in cigarettes
  smoked)

37
3-6. If it is hard for you to observe yourself
doing a behavior (94)

• . Then practice doing the behavior and observing
  yourself. Smoke and record it. Say the word
  should and record it, crack your knuckles and
  record it.

38
3-7. Know the methods your authors suggest to
improve your record keeping (96-100)

• Start off simple 1 item at a time. When
  proficient add on
  
• Record behavior when it occurs
• Make recording simple and convenient
• Carefully define the behavior you are measuring
• Provide cues to record (set alarm, put diary on
  pillow)
  
• Have a friend check up on data (or maybe enroll
  in a class that asks for the data each week!)
  
• Reward data keeping.

39
Group ActivityTest next week!

• Discuss the behaviors that you are observing is
  it too difficult to define? Suggest improvements.
  Write out what you are recording data on (goals
  and behaviors)
• Discuss the data gathering process is it easy,
  convenient and relevant to what you are
  observing? Devise a simpler method if not (write
  out what you are doing)
• Discuss your data are you improving? If not
  what other steps/actions can you take? Write out
  all of these on a paper and hand it in.

40

• Chapter 4 Principles of Self Regulation

41
4-1. Know how behavior analysts view language.

• Language verbal behavior - language is a form
  of behavior
  
• VB is behavior in which the consequence is
  mediated by another person (usually). The speaker
  is reinforced by the listeners reaction
  
• Examples?

42
4-2. Know the role that language (verbal
behavior) plays in self regulation (114-115)

• From about 3 years on, verbal behavior takes on
  powerful role in our lives
  
• We follow directions/VB of others
• We give ourselves directions/VB (speaker and
  listener in the same body)
  
• We may create rules and may follow them even when
  it is detrimental (the natural contingencies do
  not support those rules)

43
4-3. Know what operant behavior is and how it
differs from respondent behavior. (116)

• Operant behavior is behaviors affected via
  consequences.
  
• Respondent behavior is behavior controlled by
  antecedents and not changed by consequences (e.g.
  reflexes)

44
4-4. Know what a positive reinforcer is
(116-117)/. Be able to recognize and come up with
examples.

• Positive reinforcer is something that is added to
  the situation immediately after a response
  occurs, and that response increases (or is
  maintained) in the future.
• Smile given after you say Hello
• A dollar given after you ask for some money.
• The handle turns after you put the key in the
  lock.
  
• The light turns on after you flip the switch.

45
4-5. Know what negative reinforcement is and be
able to recognize and provide examples (117)

• An aversive condition that is lessened or removed
  after a response occurs.
  
• Alarm goes off (loud) after you hit snooze
• The room gets quiet after you shout Shut up!
• The sun is not blinding you after you shield your
  eyes with your hands.
  
• Notice that it is still a reinforcer!!!!! (not
  punishment)

46
4-6. Know what a contingency is, and its
relevance to reinforcement (117)

• Contingency  a relationship between two things,
  in the behavioral sense, a particular response
  must occur for a reinforcer to be delivered.
  
• A reinforcer is only effective if it is
  contingent on the behavior. If the reinforcer is
  given freely, often the behavior will not occur
  (or drifts). Tenure???

47
4-7. Know the difference between escape and
avoidance (117-118)

• Both are examples of negative reinforcement
• In escape the aversive stimulus is present that
  is the alarm is ringing, bad breath is wafting
  over you, the room is very hot.
  
• In avoidance, something that precedes the
  aversive condition causes a behavior to occur
  that prevents exposure to the aversive
  condition
• You see the bad breath person and walk the other
  way
  
• You put up the umbrella when it looks gloomy

48
4-8. Know what punishment is and be able to
contrast it to negative reinforcement. Be able to
recognize and provide examples of punishment.
(110)

• Punishment is when an aversive condition is
  introduced immediately after a behavior occurs
  and that behavior decreases
  
• You say hello and your friend scowls
• You touch your car door and get a shock
• You eat a artichoke heart and if tastes grodie

49
4-9. Know the disadvantages of using punishment
(119)

• Use of punishment causes emotional responses and
  aggression
  
• If the person can escape punishment by
  apologizing and lying, they will and the behavior
  may continue!

50
4-10. Know what extinction is and be able to
generate and recognize examples. (120)

• Extinction is when the reinforcer for a response
  is identified, then withheld or eliminated. That
  response will decrease.
  
• Hit snooze and alarm does not stop
• Turn key and car does not start
• Hit off button on remote and TV does not turn
  off
  
• Less side effects than with punishment!

51
4-11. Know the effects of Intermittent
reinforcement on extinction (120)

• A response that is only reinforced occasionally
  may occur for a longer period of time when
  extinction is arranged, versus one continuously
  reinforced.
• Child is store whines for candy you wait until
  whining is annoying then give in you may end up
  reinforcing longer and longer whining that is
  very difficult to extinguish!

52
4-12. Antecedent stimuli often cause behaviors to
occur. Know and recognize what an Sd is as well
as a CAS (121-122)

• Sd discriminative stimulus. A stimulus in the
  presence of which a response resulted in the
  delivery of a reinforcer. In the absence of the
  stimulus the response is not reinforced.
• Bite into red apple and get great taste. Bite
  into green or brown apple and not so good!
  
• CAS conditioned aversive stimulus it is the
  stimulus that precedes an aversive condition. We
  often will work to get rid of the CAS.
  
• If we were punished at parties, then the parties
  may be the CAS
  
• Notice that this is avoidance which is a form
  of negative reinforcement!
  

53
4-13. Know what is meant by the term stimulus
control and how that relates to self control
(122-123)

• Stimulus control refers to our behavior being a
  function of what stimuli are in the environment
  and what learning history with have with those
  stimuli.
• One person has a positive history with dogs and
  an approaching dog causes the person to speak in
  doggy language.
  
• The other person may run away, experience fear,
  etc.
  
• Stimulus control is often automatic for better
  or worse (think about driving)

54
4-14. Know how respondent conditioning occurs. Be
able to provide and recognize examples (123-124)

• US unconditioned stimulus- elicits response
• NS neutral response does not elicit response
• Pair NS US? the response will occur
• After many pairings present the NS alone and the
  response will occur.
  
• Thus, the NS is now a CS (conditioned stimulus).
• The CS can function as the US to condition a
  different NS (higher order conditioning)

55
4-15. Respondent conditioning is often
responsible for learning new emotional responses
(126-127)

• Watson experiment
• Most stimuli are neutral we learn to respond to
  them (e.g. people, objects like axes, knives)
  
• Racism and other hatreds are likely conditioned
  verbally

56
4-16. Observing someone else performing a
behavior can help us learn (127)

• Can learn appropriate and inappropriate (TV and
  crime!)
  
• Probably involves more than just seeing
  requires mental covert practice, if not actual
  practice
  
• Probably involves verbal behavior.

57

• Antecedents

58
5-1. Know what antecedents consist of and how
they impact behavior

• A
• Antecedents
• MO (EOs), SDs etc.
• Precedes a response and often triggers or
  evokes the response
  
• Motivative operations such as deprivation,
  satiation
  
• SDs discriminative stimuli
• Aversive Stimuli negative reinforcer (really an
  MO)
  
• Antecedents can consist of environmental stimuli,
  overt responses, covert responses (thoughts,
  etc.)
  
• (really the stimulation is response-produced
  stimulation)

59
5-2. Know your authors points about identifying
antecedents (136-140)

• Sometimes it is difficult to identify the
  antecedents for your targeted behavior. Keep in
  mind the following points when trying
  
• Keep complete accurate records failure to do so
  may provide misleading information
  
• Recognize that a chain of events may lead to your
  problem behavior, thus the antecedents may be
  fairly far removed in time from the actual target
  behavior.

60
5-2. Know your authors points about identifying
antecedents (136-140)

• 3. Remember that self-statements are also part of
  the antecedent stimuli
  
• Self-instruction they may be automatic/shorthand.
  They can be helpful or a hindrance.
  
• Beliefs Sometimes difficult to observe often
  irrationally based. E.g. He/she should know what
  I want. Or, I must perform flawlessly at all
  times
• Interpretations what we believe others think
  about us, or some situation. E.g. flubbing while
  giving a presentation in class.

61
5-3. Your authors provide a number of methods
for manipulating old (existing) Antecedents be
able to list/describe/provide an example of each
(141-145)

• Avoid troublesome antecedents if you can identify
  them
  
• Narrow the antecedents that evoke the behavior of
  interest only sleep in bed, only write at your
  desk, etc.
  
• When you can not avoid antecedents, change what
  you think about antecedents e.g. instead of
  being self-conscious when walking into a party
  (i.e. thinking that others are critically
  evaluating you), think they are admiring you!
  Think cool thoughts versus hot ones (food,
  think about how much it costs, or the color vs.
  the taste and texture)

62
5-3. Your authors provide a number of methods
for manipulating old (existing) Antecedents be
able to list/describe/provide an example of each
(141-145)

• Alter/interfere with chains of behavior. Stop
  driving near the liquor store, etc. Disrupt an
  early link (weak) in the chain and you may
  prevent the behavior.
• Build in pauses disrupting the chain
  particularly useful for indulgent behaviors
  smoking, overeating, etc.
  
• Pause to make a record (self observe)
• Unlink the chain of events insert new
  behaviors/pauses/antecedents that alter the flow
  of the chain.
  

63
5-4. Know the methods your authors' present for
arranging new antecedents (145-153)

• Replace self-defeating thoughts with incompatible
  ones that contain more positive
  self-instructions/comments 9especially instead of
  suppressing them!)
• Insert self statements into chains that guide the
  desired behavior
  
• Increase stimulus control only write at your
  desk (or special stimulus condition), sleep in
  your bed,

64
5-5. Know what stimulus Generalization is and how
it is arranged (153)

• Behavior that is learned in the presence of one
  antecedent is performed in the presence of other
  antecedents
  
• Burp with friends, burp at church (not
  appropriate generalization!)
  
• Speak in front of friends, but not in front of
  class (lack of stimulus generalization)
  
• Eat well at home, eat well in restaurant
  (stimulus generalization)
  
• Arrange Stimulus Generalization by
• changing the environment slightly, but similar to
  the target environment and doing the behavior
  (e.g. talk in front of small groups then make it
  gradually more people)
• Using self statements to get the behaviors to
  occur in the new environments the more often
  they occur, the more likely they will in the
  future in that environment

65
5-6. Know what your authors state about
precommitment (153-154)

• get friends to remind you in the situation (be
  more assertive, you want to lose weight, etc)
  
• Reminders to read more, put the textbook on your
  pillow/toilet seat set reminders (30 minute
  timer on my watch) Make a daily, weekly, or
  monthly schedule.
• Precommitment may consist of setting rules and
  if-then statements, altering perceptions,
  behavioral contracts, etc.
  

66

• Behaviors, Actions, Thoughts and Feelings
• Delta
• Test next week!

67
6-1. Know what how a behavior Analyst looks at
actions, thoughts, and feeling.

• Actions, thoughts and feelings are all behaviors!
  
  
• Two types of behavior innate and learned
• Most behavior is learned via operant and
  respondent conditioning (and can be unlearned!)

68
6-2. Your authors note that your task is to
develop new behavior, not suppress old behavior.
Know this point and its ramifications (165)

• Many self-change projects require learning new
  behaviors
  
• Suppressing is not as effective as it creates a
  behavioral vacuum
  
• New behaviors often lead to new consequences
• Examples?

69
6-3. Your authors point out several different
methods for increasing behaviors that will
positively impact a self-change project. Know
these methods. (166-169).

• Distracting behaviors an increase in behaviors
  that distract you from other behaviors that you
  are trying to avoid/reduce is often effective.
  E.g. think about a problem while running or think
  about lung cancer when the urge to smoke arises.
  Look away from food.
• Control emotions via distraction. Focus on
  negative events deepens the negative feeling.
  Focus on other things, more positive thoughts.
  
• Arrange incompatible behaviors that is,
  behaviors that are incompatible with the one you
  are seeking to reduce/eliminate. Make a fist
  versus biting nails, smile instead of making a
  critical comment. Drink water instead of smoking.
  (page 168 for lots of examples!)

70
6-4. Your authors suggest pairing positive
behaviors with stress producing stimuli know my
points on how this is a form of respondent
conditioning and also know what they suggest
doing (170-174)

• Positive Stim Negative stim ? positive Beh
• Thus, the negative stimulus make take on some of
  the characteristics of the positive stimuli
  that is evoke positive responses (emotions, no
  fear, etc.)
• Phobias can often be counter conditioned by
  this type of pairing. For example eating ice
  cream in elevators if frightened of elevators
  fear of dogs then meet friendly one (or get
  one!).
• Your authors talk of it in terms of
  substitution but it is likely counter
  conditioning.
  
• Common ones exercise and stress/anxiety, urge to
  eat drugs, alcohol Music and stress (reduces
  it) Fresh air and closed spaces.

71
6-5. Know what Rational Restructuring is (172)

• Saying things to yourself to lessen the impact of
  an aversive stimulus condition e.g. talking in
  front of class, no one is paying attention to
  me!. Walking into a party, no one is really
  thinking about me., etc.

72
6-6. Know the effects meditation may have as well
as how it is conducted (173)

• Meditation incompatible with stress/anxiety.
  Produces relaxation.
  
• How to meditate (various methods, this is a
  simple one!)
  
• Sit in comfortable chair or position
• Be sure it is in quiet environment without
  interruptions
  
• Pay attention only to your body/breath
• Some repeat a mantra silently (stops other
  internal thinking behaviors!)
  
• Redirect to saying mantra or no thoughts if you
  drift into thinking about your problems/day.
  
• Be as relaxed as possible

73
6-7. Know how to practice relaxation and when it
is used (174-180). Note you are pairing positive
relaxation behaviors with environments that
might evoke stress.

• Relaxation is used in tense situation (versus
  meditation which might be used before or after
  the stressful situation when it can be
  arranged)
• Relaxation techniques focus on different body
  parts systematically and tense and relax. Become
  familiar with tension in those body parts, and
  how to relax them.
• Tense Muscle Relax Muscle Feel the relaxation.
• Practice this often, and practice in many
  different environments practice when you are
  experiencing tension!
  
• If you often say some word/phrase while relaxing
  you may cause that word to help you relax (exert
  stimulus control so it helps you relax)
  
• Try to relax prior to or at the start of a
  stressful situation to interrupt the chain of
  behaviors that may occur to increase stress
  
• Practice, Practice, Practice!

74
6-8. Know the points your author makes about
developing new behavior (182-191)

• Practice many times in the situation in which you
  want it to occur and a new behavior will occur in
  that situation
  
• Imagined Rehearsal imagine doing the behavior,
  in the situation in which you want it to occur
  ultimate goal is to do it in real life, but this
  is a good start.
• Research shows it improves performance

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6-8 continued

• Imagined rehearsal and relaxation imagine
  stressful situation and remain relaxed and calm
  (practice relaxation while imagining stressful
  scene imagine being relaxed as well!)
• You must imagine an effective performance (thus
  must have an idea of what will be successful!)

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6-8 continued

• Modeling watch others for what works
• Imitate the successful model dont worry about
  how it looks as you will put your own style on
  it!
  
• Imagined Modeling imagine someone else doing
  appropriate behavior (use real people and
  multiple people!). Imagine the model being
  reinforced

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6-8 continued

• Ultimate goal is to get the behavior to occur in
  the real world!
  
• Thus, you must also practice these behaviors in
  the situations in which you want them to occur.

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6-9. Know what shaping is and how it is used to
acquire new behaviors (191-196). Your authors use
the term shaping but it has a technical meaning
so know what they are actually proposing as well
as the technical terminology.

• Technical definition differential reinforcement
  of successive approximations to the target
  response
  
• Thus, reinforce any behavior that even starts to
  approximate the final behaviors that you would
  like, then gradually change the contingency so
  that you reinforce behaviors that look more and
  more like the final response
• For a self-change project, take small steps (that
  succeed) and improve gradually as you move toward
  the final response/condition.
  
• Systematic desensitization
• Create a hierarchy of feared items, least to most
  feared
  
• Practice relaxing in the presence of the least
  feared until no fear in felt. Move to the next
  item and do the same.
  
• Work your way up to the most feared gradually
• You can also do this for mastering some behavior,
  step by step (with a hierarchy). For instance
  climbing rating 5.7, 5.8, 5.9, etc. Or to quit
  smoking, two packs down to 1 pack, down to ½
  pack, etc.
• In essence you are setting subgoals that you
  master before going on to the next goal.
  

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6-10. Know some of the problems that you might
encounter in shaping as your authors describe
it. (195-196)

• You will encounter plateaus ride them out (e.g.
  weight will stabilize for a period of time then
  decrease again)
  
• Dont take big steps may tax your ability to
  continue make the steps smaller increases the
  successes. Big steps may end up with
  discouragement and bad self talk.
• If you do not know where to begin, look to your
  baseline, or look to models. E.g. trying to win
  new friends, or to lose weight, or to be more
  assertive.

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.

• Developing a Successful Plan

81
8-1. Know your authors points about integrating
all elements studied so far into a successful
self-change plan (247)

• A good plan incorporates A-B-C analyses and
  manipulation as well as record keeping (data to
  determine if change is occurring!)
  

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8-2. Be able to list and describe your authors
two-stage process for high risk situations
(249-251)

• Stage 1 avoid high risk situations
• E.g. eating, smoking, drinking, etc. Avoid the
  antecedents that trigger your behavior!
  
• Reinforce avoidance (make your environment
  generally reinforcing)
  
• Stage 2 build new behaviors cant always avoid
  high risk situations build new behaviors that
  you will do in those situations
  
• Initially imagined rehearsal of those new
  behaviors in the high risk situation may help
  build them.
  
• Develop options for different behaviors to do in
  those high risk situations (e.g. set rules about
  what to do, practice those behaviors in that
  setting)

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8-3. Be able to list and describe the elements of
a good self-change plan (252-255)

• Rules for how to behave in specific situations
  (typically more than one rules are easy to emit
  is all situations and help guide behavior)
  
• Goals and subgoals
• Feedback data on your behaviors!
• Comparison of your goals to your data (are you
  getting there? If not change what you are
  doing!)\
  

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8-4. Be able to describe brainstorming and how it
is implemented (254-255)

• Get as many ideas as possible
• No criticisms (even self criticisms). It punishes
  suggestions and reduces the VB overall
  
• Think out of the box, be unusual in your
  suggestions
  
• Combine ideas to create new ones basically you
  are trying to get as many ideas as possible to
  come up with one that works best for you.
  

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8-5. Know the points your authors make about
improving ongoing plans (255-256)

• To improve your plans
• Learn from mistakes identify specific behaviors
  that could be different or that led you astray.
  Come up with plans to counter those behaviors
  (e.g. distractions, replace with other behavior,
  avoid risky situations)
• Learn to deal with mistakes it is a skill!
  Failure sometimes leads to abandoning your
  self-change project, which means a total loss.
  Observe the negative talk you engage in and
  emotions that you feel develop methods to
  prevent them from causig you to quit.

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8-6. Your self-change project is an ongoing one
that will require modification and even a change
in the target behaviors. Know that you may need
to start taking data on a new behavior as your
project continues. (257-258)

• E.g. losing weight, may focus on calories, then
  add on exercise
  
• Being more friendly may focus on smiling, then
  work on conversation
  
• Others?

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8-7. Behavioral contracts are often effective.
Know what one is (262)

• Behavioral contract a written plan of what
  behaviors are expected (and the goals/subgoals),
  and the outcomes if the goals are or are not
  reached (always in terms of behavior of course!)
• Includes reinforcers and penalties
• Includes data collections methods

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8-8. You should be able to graph data - I might
give you data and ask you to graph it on the exam
(262-268). You should also be able to calculate
percentages and averages, and plot those if I ask
on an exam.

• The following is the data someone collected on
  how many items were in the sink at the end of
  each day. Graph the data as an average number of
  items per week and also graph the data weekly in
  terms of percent improvement.
• Baseline M 17 T 22 W 23 Th 25 F 28 Sa
  22 Su 30
  
• M 17 T 18 W 12 Th 15 F 11 Sa 19
  Su 16
  
• M 12 T 15 W 18 Th 10 F 8 Sa 7 Su
  5
  
• M 9 T 8 W 6 Th 5 F 2 Sa 5 Su 3
• M 5 T 4 W 5 Th 2 F 1 Sa 0 Su 4
• M 0 T 1 W 1 Th 0 F 0 Sa 0 Su 0

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Poster/presentation guidelines

• State the overall behavior change or the goal and
  if necessary a rationale for the change (e.g. my
  house is too cluttered I want to stop smoking to
  improve my health and increase the number of
  years I live)
• State the DV and the measurement system (e.g.
  weigh twice a week critical comments daily
  recorded on a 3x5)
  
• State the intervention be specific this is
  like your procedure section provide details on
  how you started and any modifications that you
  made. Make references to the book where
  appropriate or to research the book supplied.
• Results you should have your graphs carefully
  labeled to show all the conditions and the data
  points.
  
• Conclusions/discussion Provide an overview of
  how successful (or not) your intervention was
  discuss your obstacles and how your modifications
  overcame them (or not!) discuss potential future
  directions and how the program will be maintain
  as well as likely outcomes once the class is
  over.
• http//www.aas.duke.edu/trinity/research/vt/poster
  tips.html
  
• Examples http//www.ncsu.edu/project/posters/exam
  ples/