1. Principles of Behavior Modification Note Set 2 Gary L. Cates, Ph.D., N.C.S.P.

2. Applied Research Methods Single Case Designs

3. 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

4. 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

5. How do I Evaluate Interventions? Verbal reports Annual tests Pre-test (baseline) Post-Test (after some intervention) Repeated measurement of behavior over time

6. 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.

8. A-B Design Case Study Design

10. A-B-A design What happens when you take the treatment away?

12. A-B-A-B Let’s Put the Treatment Back Please?

14. B-C-B-C Let’s not spend so much time in baseline alright?

16. Multiple Baseline Design Across: Behaviors, therapists, settings

18. Changing Criterion Design Let’s change it a little at a time

20. Alternating Treatments Design

22. 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

23. Behavioral Assessment and Functional Analysis

24. 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

25. 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?

26. 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.

27. Sources of Information for baseline assessment Direct Assessment - Direct observation of behavior and collect data - Most projects in this class

28. Sources of Information for baseline assessment Experimental Analysis Procedures –Manipulate the environment and assess the effects on behavior

29. 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

30. 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

31. Direct Behavior Assessment

32. 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.

33. Characteristics of Behavior to be recorded Topography: Shape or form of behavior

34. Characteristics of Behavior to be recorded Amount - Frequency: How many times? - Rate: How many times per unit of time? - Duration: How long?

35. Characteristics of Behavior to be recorded Amount - Frequency: How many times? - Rate: How many times per unit of time? - Duration: How long?

36. Characteristics of Behavior to be recorded Intensity –Sound measurement –Rating Scales

37. Characteristics of Behavior to be recorded Latency e.g. time between being asked a question and responding

38. Characteristics of Behavior to be recorded Quality –Rating scales

39. Methods for Recording Behavior Continuous: Recording every instance of a behavior –Talley Marks

40. Methods for Recording Behavior Interval recording: Recording based on equal time intervals

41. 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.

42. X = Occurred  Behavior occurred 60% of the observed intervals XXXXXX

43. Let’s watch the video again This time take data using either –Rate measurement –Frequency recording –Partial interval recording –Whole interval recording

44. What did you come up with? Rate? Frequency? Partial? Whole? Which way was best for this situation?

45. Assessing the Accuracy of Observations Interobserver Reliability (IOR) 2 Independent observers record for a session and compare accuracy

46. Calculating IOR Number of agreements______________ X 100% Number of Agreements + Disagreements

47. XXXXXX XXXXXX IOR = (6/6+4) X100% = (6/10) X 100% = (.6) X 100% = 60%  Not Good! Usually want 90% or higher.

48. Your turn What is your reliability with another person recording data the same way that you recorded?

49. Functional Assessment

50. What was going on with the child’s behavior? What caused it? What was maintaining it?

51. Functional Assessment Determining what the antecedents and consequences are for a give behavior Focuses on maintenance not cause!

52. 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

53. 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

54. Example of Functional Analysis: Talking out in class Potential FunctionTest Condition Tangible R+Access Contingent upon talking out AttentionReprimand Contingent upon talking out EscapeContingent upon talking out after demand Self-StimulationLeave isolated in room (Ignore/Alone) Control ConditionPlay with attention and no demands

55. What is the primary function of Behavior?

56. Chapter 4: Conditioned Reinforcement

57. 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

58. Back-up Reinforcers Tokens Money Points

59. 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

60. Pitfalls of Conditioned Reinforcement Making punishers Reinforcers –Who likes to get spanked? Extinction of Conditioned Reinforcement –Chucky Cheese prizes for adults?

61. Extinction

62. The removal of a reinforcer from a previously reinforced behavior which causes the behavior to decrease

63. Example: Extinction ABC BehaviorWithholdBehavior Occurs ReinforcementStops

64. Example: Extinction ABC Turn on No light Stop turning light switch on light switch

65. Extinction Burst –Temporary increase in responding as a result of the introduction of extinction. –Sometimes a change in topography may occur.

66. Example: Extinction Burst ABC Turn onNo Light Turn on/off light switch Repeatedly and then Stop or do a new behavior

67. Extinction Examples Vending Machine Head banging * What does this suggest about ignoring behavior?

68. Your Turn Come up with an example of how Reinforcement has been withheld from your behavior and what followed. Share with your peers.

69. 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

70. 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

71. Differential Consequences

72. Differential Reinforcement Definition: Reinforcing one set of responses and extinguishing another set of responses.

73. Example: Differential Reinforcement ABC No R+Appropriate Behavior R+ No R+Inappropriate Behavior No R+

74. Example: Differential Reinforcement ABC No M&MRaise hand M&M No M&MShout out answer No M&M

75. Your Turn Think up an example where your behavior has been differentially reinforced and share with your peers.

76. 5 Major Types of Differential 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

77. 5 Major Types of Differential Reinforcement 2. Differential Reinforcement of Alternate Behavior (DRA): –Reinforce a single specific behavior that is not the target behavior Example: Chewing gum versus Smoking

78. 5 Major Types of Differential 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

79. 5 Major Types of Differential 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

80. 5 Major Types of Differential Reinforcement Differential Reinforcement of High Rates of Behavior (DRH): –Reinforce a higher rate of behavior as compared to baseline. Example: Multiplication facts

81. Differential Reinforcement Effect One behavior always increases. Another usually (i.e. almost always) decreases.

82. Creativity: A Differential Reinforcement effect? ABC No R+Emit Behavior No R+ (Extinction) No R+Change Topography R+ (DRA/O)

83. Example: DRO & Art Creativity ABC No $Paint a pictureNo $ No $ Splatter Paint$

84. Example: DRO & Snow Creativity A BC No attention makeNo attention snow man No attention make Attention (DRO)an igloo

85. Creativity in Dolphins? ABC No Jump out of water No Dead dead fish fish No dead Jump and twist Dead fish

86. 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