Experimental The Science of Behavior Analysis
Psychology 3700
Unit 2: The Technology of Changing Behavior
Uses carefully controlled experimental methods in laboratory settings to study relationships between behavior and the environment. Discovers principles and laws that govern behavior. Extends these principles and laws across species.
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The Applied Science of Behavior Analysis
Uses behavioral principles to solve practical problems (also known as Behavior Modification). Research in this area is reported in the Journal of Applied Behavior Analysis
Research examples: The effect of a token economy on dietary compliance for children on hemodialysis, A behavioral approach to teaching football, An experimental analysis of electricity conservation procedures.
Characteristics of Behavior
Involves actions not labels Involves physical dimensions
Frequency Intensity Duration latency
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Characteristics of Behavior
Can be observed, described and recorded. Has an impact on the physical and/or social environment. Behavior is lawful. Behavior may be overt or covert.
Characteristics of Behavior Modification
Focus on behavior
Excesses Deficits Appropriate circumstances
Based on basic behavioral principles Emphasis current environmental events
Antecedents and consequences
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Characteristics of Behavior Modification
Procedures are clearly described Measurement of behavior change
Immediate and long term
Common Misconceptions About Behavior Modification
Relies on punishment. Uses bribes. Simplistic. Ignores the real causes of behavior and just treats symptoms. Leads to people manipulating each other.
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Little emphasis on past (except for reinforcement histories) Rejection of underlying causes
Explanatory fictions Medical model vs. behavioral model
Common Misconceptions About Behavior Modification
Ruins intrinsic motivation and makes people dependent on external incentives Dehumanizes people Behavior modification only works with kids and retarded people
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Areas of Application
Developmental disabilities and mental illness. Education, Special Education and Rehabilitation. Community, Clinical and Counseling Psychology. Business and industry. Self-management, child management and parenting. Prevention. Sports. Gerontology. Health psychology and behavioral medicine.
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Behavioral Assessment
We measure the behavior of interest before, during and after an intervention. Why?
To decide if an intervention is necessary. To help choose the best intervention strategy. To determine if the intervention is effective. Measuring behavior often changes it for the better.
Types of Behavioral Assessment
Indirect Assessment (self-report or the reports of others)
Interviews Questionnaires Rating scales
Direct Assessment
(Be able give and/or interpret a novel example of assessment as indirect or direct)
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Directly observing and recording the behavior of interest as it occurs.
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Direct Assessment
Direct assessment is usually more accurate than indirect assessment.
(See page 20 in your text and be able to say why if asked).
Defining the Target Behavior
Describe what the person does and/or says.
(Be able to say what we mean by a label and why we avoid using labels as our definition of the target behavior). (p.21)
Direct Assessment Steps
Define the target behavior. Specify how and when it will be recorded. Specify who will record what and how recording accuracy will be determined.
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Use objective and unambiguous terms such that two people could agree that the behavior occurred. Avoid inferences about internal states or motivation (these are unobservable by outside observers) See page 22 for a table of well defined target behaviors. (Be able to give a definition like these of a novel example).
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Recording
Independent observer or self-monitoring. What is the observation period? Where will observations take place (natural setting or contrived setting)? What will be recorded? (be able to give examples of each of these, see pages 25-30)
Characteristics of behavior like frequency, duration, intensity or latency? (Answer #3, p. 37) Behavioral products? Interval recording? Time sample recording?
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Recording
A recording instrument is used to keep a record of the target behaviors.
Data sheets (paper or electronic) are often used to keep the information organized and easy to summarize.
The recording instrument must be easy to use, practical and allow for immediate recording when the behavior occurs. (Know this point!)
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Accuracy in Recording
To assure recording accuracy, observer reliability must be assessed by comparing a percentage of the observations with another observer (interobserver reliability). Be able to explain how IOR is calculated for the recording methods described on pages 34-35.
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Applications
Answer #2 on page 37 and be prepared to give this answer if asked on the Unit exam. Be able to say how to improve the misapplications #2, #3 on page 38 if asked on the exam.
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Why Graph the Data?
A graph shows the level of behavior over time. A graph allows one to see trends and patterns in the behavior. Changes in behavior after an intervention are easier to compare to the behavior before the intervention.
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Components of a Graph
Some unit of time usually goes on the horizontal, Xaxis. The behavior measure (frequency, duration, etc.) goes on the vertical, Y-axis. Label the axes (numbers & words) and title the graph. Plot the data and connect the points. Draw a vertical line between phases and do not connect points the across this line. Label the phases.
Positive Comments to Spouse
Baseline
20 F re q u e n c y 15 10 5 0 1 2 3 4 5 6 7 Days 8
Display Daily Counts
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Graphing Exercise Exam Question
Be able to draw a graph from a data set description. The graph should include all of the following features: (see pages 44-50)
X-axis and Y-axis with labels and numbers Data points connected within a phase with a line Phase line and corresponding phase labels.
Behavioral Research
Purposes
To evaluate the effectiveness of a behavioral treatment. To demonstrate a functional relationship between specific environmental events and targeted behaviors.
Behavioral research generally involves single-subject research designs.
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The Specifics of Behavioral Research
Choose the appropriate research design. Data collection and reliability observations Manipulate the independent variable (the intervention) according to the requirements of the research design. Generalization and maintenance assessments. Social validity assessments.
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Single-Subject Research Designs
Only a few participants are studied at a time, usually for extended periods. Each participant usually gets all levels of the independent variable. A replication of the experiment occurs with each participant. These replications help determine the reliability and external validity of the experimental results.
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Single-Subject Research Designs
All single-subject designs must control for sequence effects and the effects of extraneous variables on the dependent variable. They must show that changes in the independent variable are closely followed by changes in the dependent variable. (Be able to describe the characteristics of the singlesubject research design and how experimental control is demonstrated)
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Response Level, Trend & Variability
Response level means how much of the behavior is occurring (usually measured as frequency, duration, intensity or latency of the response). Response variability means how different is one measurement from another measurement within a phase. Response trend means a systematic change in level or variability over time (increasing trend, decreasing trend, no trend)
Reinforcem ent Effects
18 16 Baseline A Reinforcement B Baseline A Reinforcement B
Response Frequency
14 12 10 8 6 4 2 0 1 3 5 7 9 11 13 15 17 19 21 23
Days
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Assessing Behavior Change in Single-Subject Experiments
Large shifts in response level, trend or variability are required, relative to baseline, to be considered significant. These large shifts must be observed when the IV is presented and absent when the IV is removed before the results are considered valid. Baselines should be stable (no trends and little variability) before manipulations are introduced. Baseline trends in the opposite direction of the expected manipulation effect are acceptable.
Assessing Behavior Change in Single-Subject Experiments
Baselines that trend in the direction of the expected intervention effect weaken the interpretation that the intervention produced the change. One could argue it would have occurred anyway because it was trending in that direction already. Highly variable baselines make interpretation of the intervention effects difficult. When the changes during the intervention phase fall within ...