Self-monitoring Project

Your task: Select a behaviour that you frequently

display & monitor it for a period of 14 consecutive days

Analyse it in a SORCK analysis & write a behavioural formulation

Based on the data, discuss a possible behavioural intervention that could be used to affect your behaviour (Do not implement the intervention)

Levels of Behaviour

1. Observable behaviour Motor responses that can be observed by an

external observer

2. Cognitive subjective behaviour Thoughts, emotions etc. Can not be observed

externally

3. Physiological behaviour Heart rate increases; changes in secretion of

stomach acids May need additional equipment to be observed In most cases these are responses of the

autonomic nervous system Everything is a behaviour!

Categories of Target BehaviourCategory Definition

Excesses Behaviours that occur at such a high frequency, intensity or duration that they are problematic in the setting in which they occur (e.g., hitting, kicking, thoughts of self-worthlessness, crying obsessive checking).

Deficits Behaviours that occur at such a low frequency, intensity or duration that they are problematic in the setting in which they occur (e.g., eye contact, task engagement, independent play, self-praise).

Inappropriate Stimulus Control

Behaviour that occur at a reasonable frequency, intensity, or duration and that are adaptive, but are elicited by inappropriate stimuli (e.g., sexual arousal to objects, voiding urine when anxious, social interaction during study time).

Assets Behaviours that are developmentally and socially appropriate and constructive (e.g., language and problem solving skills, good relationships, hobbies , social support).

Why Monitor Behaviour?

• To determine if the behaviour is or is not a problem• To Determine the function of behaviour, and what

maintains it (antecedents and consequences, i.e., Functional Analysis)

• To gather information on how to manage or treat the behaviour

• To obtain a baseline against which to compare treatment

• The recorded information may motivate (i.e., prompt and reinforce) the behaviour modifier to carry out the treatment

• Recording information may act as a treatment by making the behaviour more apparent.

Various Monitoring Methods

Method Definition Examples Points to note

Event (frequency)

Records every single instance of the behaviour in the period of observation

Cigarettes smoked, chocolate bars eaten

Good for discrete, clearly defined behaviours

Permanent Product

Records the outcome of a behaviour or series of behaviours

Weight - as an outcome of eating behaviourExams passed – as an outcome of study behaviour

Good for discrete, clearly defined behaviours

Duration Length of time the behaviour takes place

TantrumsExercisingHand-washing (e.g., OCD)

 

Method Definition Examples Points to note

Whole Interval

Behaviour is recorded only if it occurs for the entire interval

StudyingTutorial attendance – only if you stay for the whole tute

Tends to underestimate the behaviour

Partial Interval

Behaviour is recorded as occurring if it occurs one or more times in the interval i.e., behaviour is marked as ‘present’ whether it occurs 2 or 15 times in the interval

SwearingTalking in the class

Tends to overestimate the behaviour

Momentary Time Sampling

Behaviour is recorded as occurring if it is occurring at the precise moment the interval ends

Self-stimulatory behaviour (e.g. rocking, ‘on-task’ behaviour)

End result is the percentage of intervals in which the behaviour occurred

Various Monitoring Methods cont’d

Operational Definitions Used to ensure that you have identified a

specific behaviour Allows you to state clearly what is scored,

what is not scored, and instances that could be described as questionable

For example: study is a global term used to describe a collection of both overt and covert behaviours i.e., writing, typing, sitting in lectures or tutorials (overt), or thinking (covert)

A specific operational definition allows others to repeat your monitoring based on your definition

Operational Definitions…cont.

An example (Quit smoking) Every time I smoke a cigarette will be

recorded as one instance of smoking(poor example)

Every time I put a cigarette in my mouth and inhale a breath, or inhale a breath of another person’s cigarette will be recorded as one instance of smoking

(good example)

An ExampleSample Definition of Peer Interaction

Target Behaviour: Peer interaction

Definition: Peer interaction refers to a social relationship between agemates such that they mutually influence each other (Chaplin, 1975)

Elaboration: Peer interaction is scored when the child is (a) within one metre of a peer and either (b) engages in conversation or physical activity with the peer or (c) jointly uses a toy or other play object

Example: •“Gimme a cookie” directed at a table mate•Hitting another child•Shouting to a friend across the playground•Sharing a jar of paint

Questionable instances:

•Waiting for a turn in a group activity (scored)•Not interacting while standing in line (not scored)•Two children independently but concurrently talking to a teacher (not scored)

Note. From Gefland, D. M., & Hartmann, D. P. (1984). Child behaviour: Analysis and therapy (2nd ed.). Elmsford, NY: Permagon Press. Reproduced with permission.

Some Tips on Choosing a Behaviour

Choose a behaviour that occurs rather that something that does not

If you wanted to increase study behaviour, you should monitor what you do instead of study: Procrastination.

You need to be specific about what it is that you do when you procrastinate however…

Operationally define behaviour in terms of discrete actions rather than a global term

Checked facebook for 5 mins; said ‘Hello’; ran 100 metres in 10 secs, are discrete instances of behaviour

Surfed the net; communicated well; and ran fast, are less specific and less useful if your goal is to change behaviour.

Previous Self-monitoring Projects Conducted in this CourseIncreasing Teaching self Reducing

•Exercising•Study time•Class participation•Writing (finishing a novel for another course)•Practicing musical instruments•Planning schedule realistically•Flossing teeth•Sitting up straight•Grooming•Sleeping•Time spent with children•Waking on time•Terminating conversations gracefully

•Foreign languages•Speed reading •Dance steps•Calligraphy•Assertiveness skills•Magic tricks•Juggling•To play musical instruments•Deep muscle relaxation•Cooking skills•Art techniques•Computer skills 

•Bruxism (grinding teeth)•Biting nails•Looking at self in mirror•Skin/face picking•Chewing lips/mouth•Calorie sugar intake/snacking•Rate of chewing/eating•Drinking coffee•Drinking cola drinks•Cracking knuckles/bones•Smoking•Swearing•Use of filler words (“you know”, “like”, “Uh”, “O.K.” etc)•Hair twirling/hair pulling•SMSing•Compulsive checking (email/phone/facebook checking)

o Introduction (1000wds max): a short but thorough literature review of the behaviour you are going to monitor and analyse. You may have to look at wider classes of behaviour of which your target behaviour is a member.

o Method (250wds max): a description of the subject, an operational definition of the behaviour you have chosen, and a justification of the monitoring method.

o Results (300wds w/o SORCK): present and describe your findings. Graph your data, the SORCK table that summarises your functional analysis, a verbal description of graph and SORCK, and a behavioural formulation.

o Discussion (950wds max): propose a program to change the behaviour that you have monitored. This intervention is to use behavioural methodology and has to be derived from your SORCK analysis.

o References and Appendix (Not included in word count)

Assignment Structure (Page 19 of lab book)

PSYC 2050 – Laboratory 7

Self-Monitoring 2: Narrative Record,

Operational Definitions & SORCK

Project essentials:Operational Definition

Used to ensure that you have identified a specific behaviour.

Allows you to state clearly what is scored, what is not scored, and instances that could be described as questionable: Questionable instances should also be divided into

examples that are scored or not scored (two examples of each)

If the behaviour looks similar/the same, but the function is different, then it is not scored.

If the behaviour looks different, but the function is the same, then it is scored.

Project essentials: SORCK analysis

Needs to be set out as shown (p.28) with correct headings and columns.

SORCK is ideally in *landscape format SORCK is marked by assessing:

Appropriateness of content to column. Completeness/comprehensiveness of information

(have all options been explored?) Labeling of contingencies.

Hypotheses about the relationship between the antecedents, the target behaviour and the consequences, e.g., positive/negative reinforcement/punishment.

May be internal or external events.

ImmediateStimuli that occur immediately after the target behaviour and have the effect of altering the likelihood with which the target behaviour is going to occur.The immediate effect of the target behaviour on the environment.

Long TermEffects of the target behaviour on the environment.Don’t directly alter the likelihood of re-occurrence, but have a more indirect influence.

The full operational definition of the target behaviour, without the examples.

Variables that mediate the relationship between the stimulus and the response.Referring to things characteristic of the current state of the person.Include illness, use of drugs, thoughts feelings, beliefs etc. These factors do not trigger the behaviour, but have an influence on the rate of behaviour over time.

HistoricalEvents that historically precede the behaviour’s emergence as a problem. Events that changed the rate of behaviour without directly triggering it (excluding any organismic events/stimuli). These events are the reason why the behaviour either started, or has increased in rate over time. ContextualDon’t directly elicit the target behaviour or response (R) but occur concurrently, and have the effect of increasing the likelihood of the target behaviour occurring. When, where and in whose presence the target behaviour occurs.ImmediateImmediately precede the target behaviour or elicit its occurrence. They act as triggers for the behaviour. Thoughts, feelings, external stimuli etc…

KContingencies

CConsequences

RTarget Behaviour

OOrganismic

SStimulus

What goes where in the What goes where in the SORCKSORCK

•Positive punishment

•Positive punishment•Negative reinforcement

•Positive punishment

•Positive punishment

•Positive punishment

•Positive punishment•Positive punishment

•Negative punishment•Positive punishment

Immediate•Masticatory muscle tension•Headaches•Slight reduction in anxiety level•Negative comments made by others about the unpleasant sound associated with bruxing•Feelings of self-consciousness about the behaviour Long Term•Temporomandibular joint dysfunction•Tooth sensitivity•Damage to the structures surrounding the teeth•Tooth loss•Tooth mobility

Diurnal BruxismThe non-functional grinding or bruxing of the teeth during waking hours

The subject lacks self- confidence in her academic ability and continually worries about exams and assignments. Thus, she is frequently overwhelmed with feelings of anxiety and uncertainty. The subject is also predisposed to bruxing when she is angry or frightened.

Historical•Childhood habit of bruxing•Sleeping in as this often results in the subject running late for scheduled activities throughout the day•Taking on a time consuming job (teaching the flute) has limited the subject’s relaxation time Contextual•Driving the car•Studying•Attending university•Working on assignments•Teaching the flute Immediate•Feeling stressed, angry, frightened or worried•Not comprehending lectures or assignments•Thinking about assignments•Arriving late to lectures or work•Arguing with family or friends

KContingencies

CConsequences

RTarget Behaviour

OOrganismic

SStimulus

An example of a completed SORCK (not a perfect example An example of a completed SORCK (not a perfect example though)though)

The Contingencies column Maintaining factors Each consequence has an effect on future

behaviour (good and bad) This effect is described in the

contingencies column Each contingency should be listed as a form

of operant conditioning

Operant conditioning: It’s all about consequencesOperant conditioning works due to the effect of

consequences on future behaviour: A reinforcer (reward) increases the likelihood of the

behaviour occurring again in that situation A punisher decreases the likelihood of the behaviour

occurring again in that situation

In operant conditioning terminology: Positive means that something is added to the

situation, which has an effect on the rate of behaviour Negative means that something is avoided/taken away

from the situation, which has an effect on the rate of behaviour

How to fill out the contingencies column: Types of Reinforcement and Punishment

Operant conditioning contingencies come in 4 types:

Positive reinforcement Negative reinforcement Positive punishment Negative punishment

Each consequence you list (in the C column) needs to have an appropriate contingency (in the K column) to show the function of that consequence.

These types increase/maintain behaviour

These types decrease behaviour

An example: The action of throwing a can have many consequences

Loses play friends because of ‘crybaby’ behaviour = Negative punishment

Hurts self while thrashing around on the floor =Positive punishment

Behaviour is less likely to occur due to bad consequence

Avoids doing hated task, for example, picking up toys =Negative reinforcement

Gains attention from Mum/Dad = Positive reinforcement

Behaviour is more likely to occur due to good consequence

Something is avoided/lost in the situation

Something is added to the situation

tantrumtantrum

Positive punishment Positive punishmentNegative reinforcement 

Positive punishment  

Positive punishment  

Positive punishment

Positive punishmentPositive punishment

Positive punishmentPositive punishment

Immediate•Masticatory muscle tension•Headaches•Slight reduction in anxiety level•Negative comments made by others about the unpleasant sound associated with bruxing•Feelings of self-consciousness about the behaviour Long Term•Temporomandibular joint dysfunction•Tooth sensitivity•Damage to the structures surrounding the teeth•Tooth loss•Tooth mobility

Diurnal BruxismThe non-functional grinding or bruxing of the teeth during waking hours

The subject lacks self- confidence in her academic ability and continually worries about exams and assignments. Thus, she is frequently overwhelmed with feelings of anxiety and uncertainty. The subject is also predisposed to bruxing when she is angry or frightened.

Historical•Childhood habit of bruxing•Sleeping in as this often results in the subject running late for scheduled activities throughout the day•Taking on a time consuming job (teaching the flute) has limited the subject’s relaxation time Contextual•Driving the car•Studying•Attending university•Working on assignments•Teaching the flute Immediate•Feeling stressed, angry, frightened or worried•Not comprehending lectures or assignments•Thinking about assignments•Arriving late to lectures or work•Arguing with family or friends

KContingencies

CConsequences

RTarget Behaviour

OOrganismic

SStimulus

Project essentials:Behavioural Formulation

Complete summary of the SORCK in words Includes background information on the

participant Ties together different stimuli and notes

patterns of behaviour

Project essentials:Discussion Begins with a very brief review of the aim

and the results Details a treatment plan that:

Includes techniques detailed in the introduction (if appropriate)

Must include a description of how operant/pavlovian conditioning techniques could be applied to change your pattern of behaviour

Where to go from here…

Commence recording the target behaviour for a period of 14 consecutive days Record the target behaviour and variations in the

when, where, what happened before/after, etc You will have to talk about all the antecedents,

context, consequences and history of the behaviour when you write your assignment, so keep that in mind during the monitoring period

See me NOW if you are unsure whether the behaviour/monitoring method is appropriate

How to give yourself the best chance of success in the project

Select an excessive behaviour, but nothing serious (no pre-existing psychological conditions).

Once you have selected a behaviour, check the literature, because: You will need to write a literature review for the general

group of behaviours that your behavior belongs to. You will need to describe 3 empirical treatment studies

in detail. Ideally they should be for your chosen behaviour, but certainly for a similar behaviour.

Focus on the behavioural aspects not the cognitive components

You will need to integrate this literature to develop your own intervention.

In Brief: The Introduction (1000 words)

Emphasis on: Aetiology: Definition of behaviour. What do we know about this

behaviour? Why do people do it? Maintenance: Why is the behaviour maintained (according to the

literature not the participant’s monitoring)? Positive and negative outcomes of behaviour (though don’t get carried away!).

Don’t write the whole introduction on the aetiology and maintenance

Emphasis on: Treatment(s):(More important than aetiology) Summarise 3 studies in detail, but don’t write the whole

introduction on treatments. Number of participants. Monitoring method (frequency/duration etc – over how long?). Intervention used - in detail (number of tokens, contingencies used

etc). Outcome/effectiveness of intervention (long term/short term etc).

Think clinically. If your behaviour occurred at a much higher rate, what psychological condition might it resemble? For example: Mobile phone checking could be diagnosed

as Obsessive Compulsive Disorder if it caused severe disruption to your life…

In this example, your literature review could cover information about OCD and 3 treatments for OCD-like symptoms.

Using this approach doesn’t mean that you have OCD, it is just a way of making the project more professional, and giving yourself more to talk about.

How to find literature for your introduction

Your monitoring will give you quantitative data (described in text and presented in at least one graph),

and qualitative data: your narrative record (essential to complete the SORCK)

Your original records must be included as an *appendix in your assignment: Submit to me in the tute the following week

You will lose 50% of the project mark without them!

PSYC2050 – Lab 8

Self-monitoring assignment tutorial 3:

The Final Touches!

Introduction (1000 words

max)

Title of paper at top, don’t write ‘Introduction’. Be creative with title, it should give the reader a clear idea of what the

paper is about. Intro starts with a general paragraph orienting the reader to the issue

being explored, followed by a literature review. Begin with broad conceptualisation of the behaviour…and its relevance

(why the behaviour should be modified) Emphasis on:

Aetiology: Definition of behaviour. What do we know about this behaviour? Why do people do it?

Maintenance: Why is the behaviour maintained (according to the literature not the participant’s monitoring)? Positive and negative outcomes of behaviour (though don’t get carried away!).

Treatments (approx. 50% of intro)

(More important than aetiology) Summarise 3 studies in detail, but don’t write the whole

introduction on treatments. Number of participants. Monitoring method (frequency/duration etc – over how long?). Intervention used - in detail (number of tokens, contingencies used

etc). Outcome/effectiveness of intervention (long term/short term etc).

State aim of paper. ‘The aim of this study is to suggest an intervention strategy to

reduce the frequency of swearing in a 23 year old male.’ Also give the reason for this aim.

Introduction (6 marks)

Marks for depth and breadth of literature review. Readings should be appropriate, should cover aetiology and

treatments (If you can’t find literature on your specific behaviour look at behaviours that are functionally equivalent).

Integration and presentation of literature. References are well explained & combined. Be critical of the literature (it may not be true/accurately

interpreted). Aim of N=1 is stated (you are only monitoring one person).

What do you hope to gain from monitoring this behaviour? Why is it important?

Back up ALL points with a reference!

Method (250 words)Method section usually describes how the data was collected (e.g. participants, apparatus, &

procedure), but for this project:

Participant (1 mark). State age, gender & any other relevant information. e.g. M is a 28 year old male warehouse supervisor who has expressed a desire to reduce

the frequency/eliminate the use of bad language. Operational definition (3 marks).

A precise description of the behaviour to be scored. Identify questionable instances (give and example of what is scored, what is not scored). State behavioural classification (e.g., excess, deficit, inappropriate stimulus control) and

why. Your definition should be specific enough to allow replication. DO NOT put the operational definition in a table: use paragraphs and full sentences.

Selection & justification of monitoring method (2 marks). State monitoring method. Justify choice. State when behaviour was recorded (e.g., period, time of day). State strengths/limitations of the monitoring method for your behaviour (e.g., frequency

can over estimate or under estimate intensity of behavior)

Results (300 words) Verbal description of findings (2 marks).

Describe general pattern of results. Describe mean, range, high point and low point. Describe the high and low points of the behaviour, and give a

possible reason for each. Did the frequency/duration of the behaviour tend to increase or

decrease over the monitoring period. Are there days when the data did not fit with the general pattern of

of results? Did the behaviour occur more in certain contexts (e.g. home vs uni).

Graph of pattern of behaviour over the 14 day period (1 mark). Refer to figure (graph) in the text.

Figure 1. Frequency of swearing per day over the 14 day monitoring period.

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2

4

6

8

10

12

Day1

Day2

Day3

Day4

Day5

Day6

Day7

Day8

Day9

Day10

Day11

Day12

Day13

Day14

Day of Monitoring

Fre

qu

ency

of

Sw

eari

ng

Per

Day

Results (cont.) Place graph after verbal description of findings. Refer to Figure in the text (e.g., Figure 1 illustrates the trend in

swearing that occurred over the 14 day monitoring period. As the graph shows, swearing behaviour peaked on day 14…).

Results (cont.)SORCK analysis (6 marks).

Correct and comprehensive evaluation of behaviour. Use all columns. Do not get caught up on historical and contextual stimuli…

immediate stimuli are (relatively speaking) more important. Observed behaviour is analysed adequately & completely.

Think from the point of view of someone else reading this paper (or give it to someone else to read) – are there any obvious or not so obvious questions that they would ask regarding the behavioural analysis?

SORCK is consistent and makes sense.

•Preferably in landscape format.

•Should be the page following the discussion of the graph.

Immediate

Long Term

.Historical

 

Contextual

Immediate

KContingencies

CConsequences

RTarget Behaviour

OOrganismic

SStimulus

Results (cont.)Behavioural formulation (3 marks).

Starts on the top of the page following the SORCK. This is a complete summary of the SORCK and results

in words, including: Participant. Stimuli (historical, contextual, immediate). Organismic variables. Consequences. Do not worry – you are repeating yourself.

Behavioural Formulation Participant X is a 23 year old male who has suffered from habitual

nail biting for the last three years. Historically, X reported that his nailbiting commenced in childhood, and most likely around the time his parents divorced and when he had to change schools (which resulted in him having to make new friends). Contexually, X’s nailbiting occurs in the context of two good friends, his family and when he is alone. It also occurs in tutorials, and when he is on the bus to university. X reported that he feels anxious, stressed, tired, frustrated and angry at times when he is nailbiting. X further reports he tends to be an anxious person, is always running late for appointments and has a mother who suffers from anxiety. X reported that when he bites his nails, he oftens feels a relief from anxiety, stress, frustration, and anger, but also feels guilty due to other people giving him dirty looks when he bites his nails. Thus, the relief that X feels when he bites his nails appears to outweigh any sort of guilt he feels and thus is maintaining his anxiety.

Results should contain:

Verbal description of findings (2 marks) Graph of findings (1 mark) SORCK analysis (6 marks) Behavioural formulation (3 marks) Results section immediately follows Method

(don’t start a new page)

Discussion (950 words)

Immediately follows Results section (don’t start a new page). Should begin with a restatement of the aim(s) of the project.

Summary of the results demonstrating an understanding of the findings (1 mark). Describe the main points from the SORCK in particular. Yes, this is repetitive so:

Focus on antecedents, consequences & contingencies e.g. reinforcers, punishers, important contexts etc...

Describe whether your pattern of behaviour is consistent or inconsistent with the literature (remember to state which literature).

Development of a treatment strategy from the results of the SORCK and literature review (6 marks)

Your treatment plan (intervention), should be an integration of: The techniques described in the literature, but only if these are appropriate

for your situation. Consider factors such as: Cost (e.g. using therapists is very costly, so generally unfeasible for your

project). Severity of your current pattern of behaviour (some treatments will be too

extreme for your case). Your knowledge of Operant conditioning, Pavlovian conditioning,

managing stimuli and managing consequences of behaviour. The treatment should either introduce new reinforcers/punishers for your

behaviour, or work by modifying those that are already present. A plan that includes both approaches would be ideal.

You don’t need to describe how Operant/Pavlovian work; you can assume the reader knows what you are referring to.

However, you do need to justify why you are implementing each technique as you describe it.

Discussion (cont.)

Always relate treatment suggestions to your specific pattern of behaviour (not just the typical pattern).

While it is important to know what treatments can be used for this behaviour in general, you should focus on how they can be applied to your behaviour.

Refer back to your pattern of behaviour throughout the treatment plan, and create a detailed treatment for you, the client.

This treatment plan is only a proposal, but it should be detailed enough so that it could be implemented from your project.

Your treatment plan should be designed to be as effective as possible based on the literature, and your knowledge of conditioning.

Discussion (cont.)

Discussion (cont.)

Critically evaluate your own suggested intervention strategy i.e., limitations of SORCK, effectiveness of intervention?

Discussion the limitations of the project in general: Self-report data – demand characteristics. Sample size of 1. More reliability in results with

larger sample? Generalisability of the treatment?

References & Appendices

References Begin on a new page. MUST be APA format (see Report Writing for

Psychology).

Monitoring record DO NOT FORGET to hand in your raw data sheets. Failure to do so will cost you 50% of your

assignment marks.

Breakdown of Marks Introduction 6 marks Method 6 marks Results (including SORCK) 12 marks Discussion 7 marks Formal aspects

Writing style Clarity of expression Overall organisation 4 marks

35 marks

Self Monitoring – Some Helpful Hints (On 2050 web site)

Advantages and disadvantages of monitoring methods Very useful for writing up the behavioural intervention –

including: Types of reinforcers that can be used (social reinforcers,

activity reinforcers, token reinforcers etc) Contingency Schedules (continuous, interval, ratio etc). Intervention types (contingency punishment, personal

contingency contract, response cost, differential reinforcement, negative practice etc)

You should use the proper conditioning terms in your assignment

*Web site*