Outline of Last LectureOutline of Current LectureCurrent LecturePsy 2301 1st Edition Lecture 12Outline of Last LectureNeuropsychology AssessmentOutline of Current LectureI. Behavioral AssessmentII. Historical RootsIII. Principles of Operant ConditioningIV. Introduction to Behavioral AssessmentV. Assumptions of Behavioral AssessmentVI. Variables of Behavioral Assessment (SORC)VII. Example of SORC ModelVIII.Similar to SORC: ABCIX. Functions of BehaviorX. Functional Assessment MethodsXI. Areas of ApplicationXII. Training in Applied and Experimental Analysis of BehaviorCurrent LectureI. Behavioral AssessmentA. What people can do and sayB. ActionsC. Everyday lifeD. See it in behavior and personalityE. Measure1. Frequency2. Deration3. IntensityII. Historical RootsA. Ivan P. Pavlov1. Respondent Conditioning/Classical ConditioningB. Edward L. Thorndike1. Law of Effecta. If one behaves in a way that is favorable, one will behave the same againC. John B. Watson1. Stimulus – responsea. Behavior is learnedD. B. F. Skinner++++++++++++1. Operant Conditioninga. Positive Reinforcementi. When adding something to reinforce a behaviorb. Negative Reinforcementi. When taking something away to reinforce a behaviorIII. Principles of Operant ConditioningA. Human behavior, both adaptive and maladaptive, is learned. Learning occurs as a result of the consequences of behavior1. Positive Reinforcementa. A preferred stimuli is added following behaviorb. Increases the behavior’s future rate of occurrence 2. Negative Reinforcement a. And aversive stimuli is removed following behaviorb. Increases the behavior’s future rate of occurrence3. Positive Punishment a. An aversive stimuli is added following behaviorb. Decreases the behavior’s future rate of occurrence4. Negative Punishment a. A preferred stimuli is removed following behaviorb. Decreases the behavior’s future rate of occurrenceB. Increase Response1. Increase (add) Stimulia. (+) Positive Reinforcementi. Add a desirable stimulus to increase behavior - Ex. parent gives money to child when room is cleaned2. Decrease (subtract) Stimulia. (-) Negative Reinforcementi. Removing an aversive stimulus which in turn will increase in behavior - Ex. parent nags child until room is cleaned so nagging stopsC. Decrease Response1. Increase (add) Stimulia. (+)Positive Punishmenti. Administer an aversive stimulus to decrease preceding behavior- Ex. child must wax car because room is not cleaned2. Decrease (subtract) Stimulia. (-)Negative Punishmenti. Withdraw a desirable stimulus to decrease preceding behavior- Ex. Child is grounded because room is not cleanedIV. Introduction to Behavioral AssessmentA. Definition1. Identification and measurement of meaningful responses and their controlling variablesB. Purpose1. To understand and alter behaviorC. Focus1. What the individual does, not what they has (trait)V. Assumptions of Behavioral AssessmentA. Behavior is situation specific1. Variations in behavior occur because of the interaction between the person AND the environment2. Must assess both the person AND the environmentB. Emphasis is on current environmental events, NOT on past events as causes of behaviorVI. Variables of Behavioral Assessment (SORC)A. (Antecedent) Stimuli1. Any variable that evokes responseB. Organism1. Individual differences that the individual brings to the situation AND which interact with the situation (e.g., physiological states, current repertoire of behavior)C. Response1. Seven possible response units (e.g., frequency, duration, latency, intensity)D. Consequences1. Environmental events that occur contingently after a response and that influence (change or maintain) the responseVII. Example of SORC ModelA. S – Stimulus1. A child is ignored by her peers in classB. O – Organismic1. The child has previously been diagnosed with ADHDC. R – Response1. She increases the volume of her voiceD. C – Consequences1. Her peers pay attention to her, some role their eyesVIII.Similar to SORC: ABCA. A=Antecedent1. Similar to “situation”B. B=Behavior1. Similar to “response”C. C=Consequences 1. OutcomeIX. Functions of BehaviorA. Social Positive Reinforcement1. A preferred consequence is delivered by another person after the target behavior (“gain” function)a. Ex. giving attentionB. Social Negative Reinforcement1. Another person terminates an aversive interaction, task, or activity after the occurrence of a target behavior (“escape” function)a. Ex. asking for vegetables to be removed form plate, and they are removedC. Automatic Positive Reinforcement1. A target behavior produces a reinforcing consequence automaticallya. Ex. going to kitchen to get a drink for selfD. Automatic Negative Reinforcement1. A target behavior reduces or eliminates and aversive stimulus as a consequence of behaviora. Ex. washing hands to remove dirtX. Functional Assessment MethodsA. Indirect methods1. Interviews or questionnairesa. Easiest methodb. Drawbacki. Accuracy is offii. Memory and perception of self- May not match up- Minimalize thingsB. Direct observation methods1. Descriptive methoda. Writing out2. Checklist methoda. Checklist common behavior and consequence3. Interval or real time methodC. Experimental Methods1. Experimental analysis2. Functional analysisa. Manipulate the othersXI. Areas of ApplicationA. Developmental DisabilitiesB. Education and Special EducationC. Child ManagementD. Health-Related BehaviorsE. Prevention/Safety SkillsF. Business, Industry, and Human ServicesG. RehabilitationH. Community PsychologyI. Self-ManagementJ. Sports PsychologyK. GerontologyXII. Training in Applied and Experimental Analysis of BehaviorA. Undergraduate and Graduate (Masters and PhD level) Training Programs1. Applied Behavior Analysis2. School Psychology3. Educational Psychology4. Special Education5. Experimental Psychology6. Clinical PsychologyB. Behavior Analysis Certification