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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
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.