UNIT THREEWhat is classification?Why use a classification system?Slide 4Describing Classification SystemsCategories vs. DimensionsApproaches to Classifying Maladaptive BehaviorAre you Depressed?PowerPoint PresentationSlide 10How Depressed are you?Slide 12Slide 13DSM-5Evaluation of DSM-5Slide 16Slide 17Slide 18Example: Illustration of Etiological ValidityLimitations of the DSM-5Special Topic…The “Neuron”The “Synapse”Brain LobesBehavior & LearningClassical ConditioningClassical Conditioning of Fear: Little AlbertSlide 28Operant ConditioningOperant Conditioning: 4 TypesSlide 31The last several times David has started up his old, beat-up car, it has backfired loudly, causing him to startle. When he starts up his car today, David startles even though the car did not backfire. We would say that David has experienced:Observational LearningUNIT THREEClassification of Maladaptive BehaviorWhat is classification? Classificationsubdividing or organizing a set of related objectsAnimals, Historical Periods, and Music are subdivided and organized in various waysWhy use a classification system? Benefit: a shared scientific languagefacilitates descriptionaids treatment decisions, prognosisfacilitates research on etiology, treatment facilitates 3rd-party reimbursementWhy use a classification system?Concernsstigmatization and marginalizationexpectations for behavior may change as resultunrelated problems may be misattributed to diagnosisRosenhan StudyDescribing Classification Systems132Stroke Heart AttackWhat do the items in each group have in common?COALCategories vs. DimensionsCategorical Approachreflects a difference in kind or qualityDimensional Approachfocuses on the amount of a particular characteristic an object possesses HEIGHTApproaches to Classifying Maladaptive BehaviorCategorical Approachpeople with Maladaptive behaviors are qualitatively different from normal people (discrete groups) not depressed | depressedAre you Depressed? Yes No3565020406080depressed?percentdepressednot depressedCategorical ApproachApproaches to Classifying Maladaptive BehaviorDimensional Approachpeople with Maladaptive behaviors are quantitatively different (continuum)not at all depressedmildly depressedvery depressedX = ?How Depressed are you?Not at all Extremely0 1 2 3 4Threshold Approachcombines categorical and dimensionalnot at all depressedmildly depressedvery depressedApproaches to Classifying Maladaptive BehaviorXHow Depressed are you?Not at all Extremely0 1 2 3 4Legend: 0-1 = Not Depressed2 and above = DepressedDSM-5No more axes!Combined Axis I-III IV and V recorded separatelyconsistent with International Classification of Disease (ICD)Concerns regardingReliabilityValidityEvaluation of DSM-5Reliabilityconsistency of measurements, including diagnostic decisionsExample: inter-rater reliability refers to agreement of raters about observationsReliabilityTestClinicianObserved/Predicted OutcomeTest score or performanceDiagnosisValidity & Evaluation of DSM-5Validitymeaning or importance of a classification system conceptualized as a continuum of more to less useful (i.e., classification systems are more to less valid)But valid for what?We need to ask… how meaningful is it for a desired purpose?Is the SAT valid? (if we’re assessing aptitude, not artistic abilities)Reliable and Valid?1 2 3LARRY CURLY MOValidity & Evaluation of DSM-5Types of ValidityEtiological concerned with the specific factors that are regularly and perhaps uniquely associated with a particular disorderPredictiveconcerned with the accuracy of predicting future treatment and treatment outcomesExample: Illustration of Etiological Validity Classification System 1 Cause Disorder A A1B B1C C1D D1 Classification System 2 Cause DisorderA A1B B1C C1D D1Limitations of the DSM-5Arbitrary boundary between normal and Maladaptive behaviorCutoff points not always empirically justifiedReliance on clinicians’ subjective judgmentTime periods in definitions of diagnosesProblem of Comorbidity, defined as simultaneous appearance of two or more disorders in the same person56% of those who meet criteria for one disorder also meet criteria for at least one other disorderSpecial Topic…Some quick points about:1. neuroanatomy 2. the role of classical and operant conditioning on psychological disordersThe “Neuron”The “Synapse”Brain LobesBehavior & LearningClassical conditioningOperant conditioningObservational LearningClassical ConditioningType of learning that occurs when two stimuli are paired so that a neutral stimulus becomes associated with another stimulus (which then elicits a reflexive behavior)Unconditioned stimulus (UCS)Unconditioned response (UCR)Conditioned stimulus (CS)Conditioned response (CR)Classical Conditioning of Fear: Little AlbertHow can classical conditioning help explain the following?–Anxiety disorders–Substance abuse/ dependenceClassical ConditioningOperant ConditioningLearning that depends on the consequences of our actionsContingent upon the way in which you “operate” in your environmentRelies on 2 types of consequences:Reinforcement PunishmentOperant Conditioning: 4 TypesOperant ConditioningNote that “positive” here does NOT mean “good”, and “negative” here does not mean “bad”. Instead, they refer to the production or removal of consequence/event/circumstanceThe last several times David has started up his old, beat-up car, it has backfired loudly, causing him to startle. When he starts up his car today, David startles even though the car did not backfire. We would say that David has experienced:a. operant conditioningb. classical conditioningc. observational learningd. diathesis-stressObservational LearningLearning through watching what happens to othersAlso referred to as modeling or social learningObservational learning is NOT the same thing as