principles of behavior modification note set 2 gary l. cates, ph.d., n.c.s.p
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Principles of Behavior Modification
Note Set 2
Gary L. Cates, Ph.D., N.C.S.P.
Applied Research Methods
Single Case Designs
Terms
• Independent Variable: What is manipulated• Dependent Variable: What is measured (Always Y
Axis)• Confounding Variable: Unintended independent
variable that affects interpretations• Internal Validity: Extent to which IV unambiguously
affects DV (i.e. no confounds)• External Validity: Extent to which Results generalize
Why Evaluate Interventions?
• To determine if our practices are effective• To determine if our practices are as efficient as
another practice• To provide support with regard to resistance• To learn something about the person/behavior• To learn something about the intervention• To ensure honest service delivery with integrity
How do I Evaluate Interventions?
• Verbal reports
• Annual tests
• Pre-test (baseline) Post-Test (after some intervention)
• Repeated measurement of behavior over time
What Do the Letters and Numbers Mean?
• A = Baseline
• B = Treatment
• C = Treatment 2 etc.
• 1 = first level of treatment
• 2 = second level of treatment etc.
0
5
10
15
2 0
2 5
3 0
3 5
4 0
0 5 10 15 2 0 2 5
S E S S I O N
A B A C C 2
A-B Design
Case Study Design
0
0.5
1
1.5
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2.5
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3.5
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5
5.5
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7
0 1 2 3 4 5 6
SESSIONS
Dig
its
Co
rrec
t P
er M
inu
te
Baseline
Calvin
Explict Timing
A-B-A design
What happens when you take the treatment away?
0
0.5
1
1.5
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2.5
3
3.5
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4.5
5
5.5
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6.5
7
0 1 2 3 4 5 6 7 8 9
SESSIONS
Dig
its
Co
rrec
t P
er M
inu
te
Baseline Explicit TimingBaseline
Calvin
A-B-A-B
Let’s Put the Treatment Back Please?
0
0.5
1
1.5
2
2.5
3
3.5
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4.5
5
5.5
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6.5
7
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
SESSIONS
Dig
its
Co
rrec
t P
er M
inu
te
Baseline Explicit Timing Baseline
Calvin
Explict Timing
B-C-B-C
Let’s not spend so much time in baseline alright?
0
2
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0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
SESSIONS
Rat
e o
f A
ccu
rate
Res
po
nse
s
Ana
PeerComputerPeer Computer
Multiple Baseline Design
Across: Behaviors, therapists, settings
0
5
10
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45
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60
65
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105
110
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
SESSIONS
NU
MB
ER
OF
AC
CU
RA
TE
RE
SP
ON
SE
SComputerPeer ComputerPeer
Ana
0
5
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20
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60
65
70
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
SESSIONS
NU
MB
ER
OF
AC
CU
RA
TE
RE
SP
ON
SE
S
ComputerPeer ComputerPeer
Becky
0
5
10
15
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30
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50
55
60
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
SESSIONS
NU
MB
ER
OF
AC
CU
RA
TE
RE
SP
ON
SE
S
ComputerPeer Computer Peer
Crystal
Peer
0
5
10
15
20
25
30
35
40
45
50
55
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
SESSIONS
NU
IMB
ER
OF
AC
CU
RA
TE
RE
SP
ON
SE
S
ComputerPeer ComputerPeer
Christy
Peer
Changing Criterion Design
Let’s change it a little at a time
0
10
20
30
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50
60
70
80
90
0 2 4 6 8 10 12 14 16 18 20
SESSIONS
PE
RC
EN
T O
F H
OM
EW
OR
K T
UR
NE
D IN
40% 60% 80% 70% 80%
Martin
Baseline
Alternating Treatments Design
0
2
4
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8
10
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14
0 1 2 3 4 5 6 7 8 9 10
SESSIONS
LEA
RN
ING
RA
TE Drill
ISP
High-P
Wesly
Data Interpretation
• Replication demonstrations
• Overlapping data points
• Immediacy, stability, trend
• Effect size
• Description of procedures
• Reliability in response measurement
• Consistency with previous data and theory
Behavioral Assessment and Functional Analysis
General Phases of a Treatment Program
• Intake Phase (5 reasons)
- Should I take this case?
- Explain Policies
- Screen for crisis
- Diagnose client (I don’t do this – only two reasons for me to do so)
- Choose “Target” behaviors
General Phases of a Treatment Program
• Baseline Phase- To understand possible controlling variables
• Treatment Phase- Collecting data during the treatment to monitor it closely√ Not just a pre-test (baseline) and post-test (follow-up)
• Follow-up Phase- Determine if progress made is maintained.√ Are the changes somewhat permanent?
Sources of Information for baseline assessment
• Indirect Assessment Procedures
-Interviews
- Questionnaires: Life history, self-report, survey, third-party checklists and rating scales.– Role Playing– Information from other professionals– Client Self-monitoring: Journals etc.
Sources of Information for baseline assessment
• Direct Assessment
- Direct observation of behavior and collect data
- Most projects in this class
Sources of Information for baseline assessment
• Experimental Analysis Procedures – Manipulate the environment and assess the
effects on behavior
Why Collect Data?
• Decide if the behavior warrants your help.• Identify best treatment strategy:
Reinforcers• Determining IV effectiveness• May facilitate modification of behavior
itself: Self feedback, R+• May facilitate modifiers to adhere and
implement procedures
Behavioral Assessment Versus Traditional Assessment
• Specific Behavior not Ambiguous syndrome or disorder
• Repeated Measurement
• Can be linked to treatment
• Refocuses treatment on behavior not person
• Evaluate intervention efficacy
Direct Behavior Assessment
Let’s watch some video
• You’re a psychologist.
• Use your skills up to this point to give me the best psychological profile of the target child in the video.
Characteristics of Behavior to be recorded
• Topography: Shape or form of behavior
Characteristics of Behavior to be recorded
• Amount
- Frequency: How many times?
- Rate: How many times per unit of time?
- Duration: How long?
Characteristics of Behavior to be recorded
• Amount
- Frequency: How many times?
- Rate: How many times per unit of time?
- Duration: How long?
Characteristics of Behavior to be recorded
• Intensity– Sound measurement– Rating Scales
Characteristics of Behavior to be recorded
• Latency
e.g. time between being asked a question and responding
Characteristics of Behavior to be recorded
• Quality– Rating scales
Methods for Recording Behavior
• Continuous: Recording every instance of a behavior – Talley Marks
Methods for Recording Behavior
• Interval recording: Recording based on equal time intervals
Interval Recording Methods
• Partial-Interval Recording: Record yes or no once per 10 seconds
• If it happens at least once in that 10 seconds.
• Whole-interval Recording: Record yes or no once per 10 seconds
• only if it happened the whole interval.
• Time-sampling: Record yes or no for a single 10 second interval about once an hour.
• Momentary Time Sampling: Record yes or no once per 10 seconds
• Only if the behavior occurs right at the 10 second mark.
X = Occurred Behavior occurred 60% of the observed intervals
X X X X X X
Let’s watch the video again
• This time take data using either– Rate measurement– Frequency recording– Partial interval recording– Whole interval recording
What did you come up with?
• Rate?
• Frequency?
• Partial?
• Whole?
• Which way was best for this situation?
Assessing the Accuracy of Observations
• Interobserver Reliability (IOR)
• 2 Independent observers record for a session and compare accuracy
Calculating IOR
Number of agreements______________ X 100% Number of Agreements + Disagreements
X X X X X X
X X X X X X
IOR = (6/6+4) X100% = (6/10) X 100%
= (.6) X 100%
= 60% Not Good! Usually want 90% or higher.
Your turn
• What is your reliability with another person recording data the same way that you recorded?
Functional Assessment
What was going on with the child’s behavior?
• What caused it?
• What was maintaining it?
Functional Assessment
• Determining what the antecedents and consequences are for a give behavior
• Focuses on maintenance not cause!
Approaches to Functional Assessment
• Questionnaire: Have others tell you what happens• Observational Assessment: Watch and describe A-
B-C’s• Experimental Functional Analysis: Do a test of
hypothesis
I usually do a bit of all three of the above
Functions of Behavior
• Tangible Reinforcement
• Attention
• Escape
• Physical Stimulation (internal or external)
• Respondent? Not clear
• Medical Causes: Rapid Onset and no association with A-D
Example of Functional Analysis: Talking out in class
Potential Function Test ConditionTangible R+ Access Contingent upon
talking outAttention Reprimand Contingent
upon talking outEscape Contingent upon talking out
after demandSelf-Stimulation Leave isolated in room
(Ignore/Alone)Control Condition Play with attention and no
demands
0
0.2
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0.8
1
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1.6
1.8
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0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
SESSIONS
RA
TE
OF
TA
LK
ING
OU
T B
EH
AV
IOR
Attention
Tangible R+ Escape
Toy Play
What is the primary function of Behavior?
Chapter 4: Conditioned Reinforcement
What is the difference?
• Unconditioned Reinforcer: Stimuli reinforcing without conditioning (i.e. learning)
- e.g., food, water, sex
- AKA Unlearned or primary reinforcers
• Conditioned Reinforcers: Stimuli that are reinforcers due to experience (i.e., learning)– e. g., money, tokens, clothes, Praise
Back-up Reinforcers
• Tokens
• Money
• Points
Factors Influencing the Effectiveness of Conditioned Reinforcement
• Strength of Back up reinforcer
• Variety of Backup Reinforcers
• Schedule of Pairing with Backup Reinforcer
• Extinction of the Conditioned Reinforcer
Pitfalls of Conditioned Reinforcement
• Making punishers Reinforcers– Who likes to get spanked?
• Extinction of Conditioned Reinforcement– Chucky Cheese prizes for adults?
Extinction
Extinction
• The removal of a reinforcer from a previously reinforced behavior which causes the behavior to decrease
Example: Extinction
A B C
Behavior Withhold Behavior
Occurs Reinforcement Stops
Example: Extinction
A B C
Turn on No light Stop turning
light switch on light switch
Extinction Burst
– Temporary increase in responding as a result of the introduction of extinction.
– Sometimes a change in topography may occur.
Example: Extinction Burst
A B C
Turn on No Light Turn on/off
light switch light switch
Repeatedly
and then Stop or do a new
behavior
Extinction Examples
• Vending Machine
• Head banging
* What does this suggest about ignoring behavior?
Your Turn
• Come up with an example of how Reinforcement has been withheld from your behavior and what followed. Share with your peers.
Spontaneous Recovery
• Temporary recovery of an extinguished behavior that follows the initial treatment session.
– An extinguished Behavior will come back, but usually less intense and shorter duration.
• √ Must wait out the storms
Factors that influence the Effectiveness of Extinction
Controlling reinforcers– e.g. Accidental reinforcement
The Setting in which Extinction is Carried out– e.g. Tantrums in Wal*Mart
Rules– E.g. Make use of our capabilities
The schedule of reinforcement– The thinner the schedule the more resistance to extinction
Extinction Burst• e.g. Tantrums
Differential Consequences
Differential Reinforcement
• Definition: Reinforcing one set of responses and extinguishing another set of responses.
Example: Differential Reinforcement
A B C
No R+ Appropriate Behavior R+
No R+ Inappropriate Behavior No R+
Example: Differential Reinforcement
A B C
No M&M Raise hand M&M
No M&M Shout out answer No M&M
Your Turn
Think up an example where your behavior has been differentially reinforced and share with your peers.
5 Major Types ofDifferential Reinforcement
1. Differential Reinforcement of Other (or Zero) Behavior (DRO):
– Reinforce any other behavior except the target behavior
• Example: Not head banging & Head banging
• Example: Talking out versus not talking out
5 Major Types ofDifferential Reinforcement
2. Differential Reinforcement of Alternate Behavior (DRA):
– Reinforce a single specific behavior that is not the target behavior
• Example: Chewing gum versus Smoking
5 Major Types ofDifferential Reinforcement
3. Differential Reinforcement of an Incompatible Behavior (DRI):
– Reinforce a specific behavior that when emitted can not allow the target response.
• Example: Finger stretching & OCD
5 Major Types ofDifferential Reinforcement
Differential Reinforcement of Low rates of Behavior (DRL):
– Reinforce a lower rate of behavior as compared to a baseline.
• Example: Head banging revisited
- Spaced Responding – Must restart interval if too often
5 Major Types ofDifferential Reinforcement
Differential Reinforcement of High Rates of Behavior (DRH):
– Reinforce a higher rate of behavior as compared to baseline.
• Example: Multiplication facts
Differential Reinforcement Effect
• One behavior always increases. Another usually (i.e. almost always) decreases.
Creativity: A Differential Reinforcement effect?
A B C
No R+ Emit Behavior No R+
(Extinction)
No R+ Change Topography R+
(DRA/O)
Example: DRO & Art Creativity
A B C
No $ Paint a picture No $
No $ Splatter Paint $
Example: DRO & Snow Creativity
A B C
No attention make No attention
snow man
No attention make Attention (DRO)an igloo
Creativity in Dolphins?
A B C
No Jump out of water No Dead
dead fish fish
No dead Jump and twist Dead
fish fish
Pitfalls of and Considerations to be made when using DR-Schedules
• Potential to decrease appropriate behavior too much.
• Takes practice to choose the right DR-Schedule. DR?, DRI? DRL?
• Must remember to fade slowly
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