This document discusses behavioral assessment approaches. It begins by defining behavioral assessment as focusing on interactions between situations and behaviors to effect change. It then provides a brief history of behaviorism and influential theorists like Pavlov, Skinner. Key aspects of behavioral assessment are that it views test responses as samples of behavior and uses functional analysis models like SORC and ABC to understand behaviors. Common behavioral assessment methods described include behavioral interviews, observational techniques, controlled performance, self-monitoring, role-playing, inventories, and cognitive-behavioral assessments.

1. Behavioral
Assessment

2. Rida Mariam 103

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

4. History
Behaviorism beginning in 1930’s
Pavlov: Pavlovian or classical
conditioning
B.F. Skinner (most noteworthy work
1953)
 Skinner box for rat learning research
 Operant or response-stimulus (RS)
conditioning

5. 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

6. 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

7. 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

8. 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 behavior
C = consequences of target behavior

9. Elaboration of “O”
Organismic
Physical / medical / physiological,
cognitive / psychological aspects
of the client
…that are relevant to treating the
target behavior

10. 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

11. Similar to SORC: ABC
A = Antecedent – similar to
“situation”
B = Behavior – similar to
“response”
C = Consequence – outcome

12. Iqra Shahzad 72

13. Behavioral Assessment
Methods
Behavioral Interviews
Observational methods
 Naturalistic Observation
 Controlled Observation
Controlled Performance Techniques
Self-Monitoring
Role-playing
Inventories, Checklists
Cognitive-Behavioral Assessments

14. 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.

15. 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.

16. 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.

17.  Naturalistic Conditions:
Behavior typically and spontaneously
occurs.
Home observation
School observation
Hospital 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.

18. 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.

19. 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

20. 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

21. 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!

22. Cognitive-Behavioral
Assessments
An assessment approach recognizing
that the person’s thought or cognitions
play an important role in behavior.
Example: Beck Depression Inventory
Asks questions about behaviors such as
sleep, appetite, decision making
related to decision
But also thoughts: negative thoughts
about self, thoughts about death, etc.

23. 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