Behavioral Assessment

Rida Mariam 103

Behavioral Assessment

An assessment approach that focuses on the interactions between situations and behaviors for the purpose of effecting behavioral change.

HistoryBehaviorism beginning in 1930’sPavlov: Pavlovian or classical

conditioning B.F. Skinner (most noteworthy work

1953) Skinner box for rat learning research Operant or response-stimulus (RS)

conditioning

Behavioral Assessment Context in Clinical Psych

Grows from Behavior Theory / Learning Theory

Aspects of it can be easily combined with other forms of assessment – very common to do so

Differs from traditional assessment (clinical interview and testing) in 3 ways

1. Sample vs. Sign In behavioral assessment, test /

interview responses are interpreted as “samples” of behavior that are thought to generalize to other situations

In traditional assessment (even psychodynamic), we interpret test data as “signs” of internal processes

2. Functional Behavioral Analysis (also called Functional Analysis)

Derived from Skinner’s work with SR (stimulus-response) learning

SORC model ABC model (very similar) Isolates a target behavior for analysis and

understanding in a very concrete, prescripted manor

SORC model for conceptualizing a behavior

S = stimulus or “antecedent” factors which occur before target behavior

O = organismic variables relevant to target behavior

R = the response = the target behaviorC = consequences of target behavior

Elaboration of “O”

OrganismicPhysical / medical / physiological,

cognitive / psychological aspects of the client

…that are relevant to treating the target behavior

Example of SORC model S – Stimulus: a child is ignored by her peers

in class

(O – Organismic: the child has previously been diagnosed with ADHD)

R – Response: She increases the volume of her voice (i.e., yells)

C – Consequences: her peers pay attention to her, some role their eyes

Similar to SORC: ABC

A = Antecedent – similar to “situation”

B = Behavior – similar to “response”

C = Consequence – outcome

Iqra Shahzad 72

Behavioral Assessment Methods Behavioral Interviews Observational methods

Naturalistic Observation Controlled Observation

Controlled Performance Techniques Self-Monitoring Role-playing Inventories, Checklists Cognitive-Behavioral Assessments

Behavioral Interviews

Interviews conducted for the purpose of identifying a problem behavior , the situational factors that maintain the behavior, and the consequences that result from that behavior.

Goal: help clinician gain general perspective of problem and Understand antecedent factors

Behavioral Interviews are used to obtain a general picture of the presenting problem and of the variables that seem to be maintaining the problematic behavior.

Observation: a primary technique

A primary technique of behavioral assessment. It is often used to gain a better understanding of the frequency, strength, and pervasiveness of the problem behavior as well as the factors that are maintaining it.

Naturalistic Conditions:Behavior typically and spontaneously

occurs.Home observationSchool observationHospital observation

Controlled Conditions:Simulated or contrived conditions. The

environment is designed to such that it is likely that the assessor will observe the targeted behavior or interactions.

Controlled Performance Techniques

An assessment procedure in which the clinician places individuals in carefully controlled performance situations and collects data on their performance/behaviors, their emotional reactions, and/or various psycho physiological indices.

Self-monitoring techniques

An observational technique in which individuals observe and record their own behaviors, thoughts, or emotions (including information on timing, frequency, intensity and duration)

Clients are asked to maintain behavioral logs or diaries over some predetermined time period.

Dysfunctional Thought Record DTR is most common of self-monitoring in clinical setting

Role Playing A technique in which patients are directed

to respond the way they would typically respond if they were in a given situation.

Provide a scenario for client to act out, possibly with a clinical assistant or the therapist

Benefit: therapeutic since it’s practice in a safe setting plus provides ongoing assessment

Inventories, checklists

E.g., child behavior checklist CBCL Parent, peer, self, teacher rate on a list of

behaviors Usually multiple raters Questionnaire format Often have multiple “factors” in checklist E.g., aggressive, depressed, anxious

behaviors Benefit: they offer a quantitative measure!

Cognitive-Behavioral Assessments

An assessment approach recognizing that the person’s thought or cognitions play an important role in behavior.

Example: Beck Depression InventoryAsks questions about behaviors such as

sleep, appetite, decision making related to decision

But also thoughts: negative thoughts about self, thoughts about death, etc.

Challenges to validity and reliability

Reliability & validity influenced by complexity of behavior observed level of training, experience of observer(s) Observer error influence of observation on target

(problematic) behavior generalizability of observations to other

settings/situations