This document discusses the principles of behavioral assessment in clinical psychology, highlighting its evolution from behaviorism and the contributions of figures like Pavlov and Skinner. It outlines three key differences from traditional assessments: focusing on behavior samples rather than internal processes, utilizing functional analysis methods, and integrating assessment as an ongoing part of therapy. Various assessment methods are described, including behavioral interviews and observational techniques, emphasizing their application in understanding and addressing client behaviors.

1. Behavioral Assessment
Presented By: RABIA JAVED IQBAL

2. 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

3. Behavioral Assessment
Context in Clinical Psychology
 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

4. Differences from
traditional assessment
1. Interested in samples of behavior, not
behavior as a sign of internal processes
2. Functional Analysis, a very concrete
method, is employed to understand
behavior
3. Assessment is an ongoing, active part of all
phases of treatment (not just always in the
back of clinician’s mind, as in other types
of treatment)

5. 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

6. 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. 3. Is an ongoing & active process, through all
points of behavioral therapy: initial
assessment, therapy, and evaluation of
improvement
 Assessment is an ongoing process in almost all
clinical orientations, in that it’s almost always
in the “back” of clinician’s mind.
 Ex: Hmm, I thought Mr. Z had depression, but
now he’s exhibiting more anxious symptoms; I
wonder if this is more a mixed anxiety-
depression syndrome.
 In behavioral assessment, is a planned &
integral part of entire therapeutic process

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

15. Behavioral Interviews
 Behavioral interviews: ask questions focused on
target behaviors
 Goal: help clinician gain general perspective of
problem behavior and the variables that
perpetuate it
 Understand antecedent factors
 May use structured diagnostic interview
(relatively new development)
 Not different from traditional interview in
format, only in focus.

16. Observation: a primary
technique
 Observational methods (as opposed to self-
report) provide a sample of behavior in
naturalistic OR controlled conditions
 Fewer problems in research than therapy
 Naturalistic: at home or school, in a hospital,
or in therapy
 Controlled: situational tests that
approximate real life

17. Controlled Performance
Techniques
 Similar to controlled observational methods,
except that the observer interferes more
 do not approximate real life, but may be
analogous to or heighten aspects of real life
(pressure, interpersonal challenges, presence of
phobic stimuli)
 Contrived situations
 Potential for standardization across individuals

18. Self-monitoring techniques
 Have client observe their own behaviors,
thoughts, and emotions
 chance of bias?
 Typically more part of treatment than
assessment for this reason
 Clients keep list of observations in similar
fashion as SORC or ABC
 Dysfunctional Thought Record DTR is most
common of self-monitoring in clinical setting

19. Role Playing
 Controlled-setting for “safety”
 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

20. 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!

21. Cognitive-Behavioral
Assessments
 Add component of conscious & remembered
“thoughts” as an additional type of behavior to
assess
 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.

22. Challenges to validity and
reliability
 Reliability & validity influenced by
 complexity of behavior observed
 level of training, experience of observer(s)
 unit of analysis chosen & coding system used
 influence of observation on target (problematic)
behavior
 generalizability of observations to other
settings/situations