CCBT Dr Arnold on Basic Principles of Applied Behavior Analysis (ABA)
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This document outlines the Seven Principles of Applied Behavior Analysis (ABA): 1) ABA grew out of experimental behavior analysis with animals but now focuses on real-life problems for individuals with developmental disabilities. 2) The goal of ABA is to improve behaviors through manipulating variables rather than just examining their effects. 3) ABA prioritizes social relevance and improving behaviors over theoretical importance. It assesses how important the target behavior is to the individual. 4) ABA uses measurable behaviors as targets rather than subjective interpretations, relying on observer reliability.
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The document discusses the rationale and techniques for behavioral activation and social skills training in treating depression. It outlines assessing patients' behaviors through activity records and social interaction logs. Treatment involves activity scheduling to increase rewarding experiences and structure. Social actions are practiced from one person to groups. Barriers like negative thoughts are addressed through cognitive techniques. Impact is assessed through mood logs, activity ratings, and adherence measures.
Friends, Lovers, and Patients: Ethics of Multiple Roles
Friends, Lovers, and Patients: Ethics of Multiple RolesCenter for Cognitive and Behavioral Therapy of Greater Columbus
Dr. Arnold, a former member of the Ohio Board of Psychology, reviews Ohio's rules for psychologists, counselors, and social workers about multiple roles. The recent updates to the Ohio psychology rules are covered. Treatment of generalized anxiety
The document discusses cognitive behavioral therapy (CBT) for the treatment of generalized anxiety. It describes generalized anxiety and its key characteristics. It then outlines the CBT treatment approach, which includes thought flooding, cognitive restructuring to develop more realistic thoughts, and relaxation techniques to manage physiological arousal such as deep breathing and progressive muscle relaxation. Regular at-home practice of relaxation skills and pairing it with worrying times is recommended.
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The document introduces the Integrated Functional Behavior Assessment Protocol (IFBAP), which provides a standard process for conducting functional analyses of problem behaviors in children with deafblindness or other severe disabilities. The IFBAP was developed with funding from the US Department of Education. It is based on the principles that problem behaviors serve functions like obtaining attention or rewards, and that assessment should drive behavioral programming to reduce problem behaviors and teach skills. The IFBAP provides guidance on assessing multiple contexts, targets, behaviors, and factors to develop individualized programming recommendations.
Cognitive distortions and correcting them
Cognitive distortions and correcting themCenter for Cognitive and Behavioral Therapy of Greater Columbus
This presentation deals with how thinking can be influenced by depression and anxiety. The errors in thinking, or cognitive distortions, are reviewed. How Cognitive Therapy helps to correct the errors is also addressed. Basics of cognitive behavioral therapy
Basics of cognitive behavioral therapyCenter for Cognitive and Behavioral Therapy of Greater Columbus
This document provides an overview of cognitive-behavioral therapy (CBT) strategies and techniques. It discusses Barlow's model of emotional disorders and key concepts like emotional regulation and cognitive appraisals. It describes techniques for modifying cognitions, behaviors, and emotional responses. These include activity scheduling, exposure therapy, relaxation training, and cognitive restructuring. Applications to specific disorders like depression, anxiety disorders, PTSD, and OCD are covered. The document emphasizes a collaborative approach and the use of techniques like behavioral experiments, thought challenging, and relapse prevention.Opa basics of cognitive behavioral therapy
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The document provides an overview of cognitive-behavioral therapy (CBT) strategies and techniques. It discusses Barlow's model of emotional disorders and how CBT addresses emotional regulation, cognitive appraisals, emotionally-driven behaviors, and avoidance. The basic CBT model examines psychopathology through a bio-psycho-social lens and addresses maladaptive cognitions and behaviors. Common CBT techniques include identifying cognitive distortions, challenging thoughts through questioning and experimentation, and behavioral activation methods like activity scheduling.Basics of cognitive behavioral therapy
Basics of cognitive behavioral therapyCenter for Cognitive and Behavioral Therapy of Greater Columbus
The document summarizes the basics of cognitive-behavioral therapy (CBT), including its model and techniques.
CBT is based on a bio-psycho-social model that views psychopathology as stemming from maladaptive cognitions and behaviors learned through "if-then" schemas. Treatment involves identifying distorted thoughts, or "automatic thoughts", in three cognitive categories - self, others/world, future. CBT aims to overcome "cognitive blockades" and replace distortions with evidence-based thinking through collaborative, Socratic questioning between the patient and therapist. Common techniques include activity scheduling, thought monitoring/challenging, and behavioral experiments.More from Center for Cognitive and Behavioral Therapy of Greater Columbus (17)
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1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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CCBT Dr Arnold on Basic Principles of Applied Behavior Analysis (ABA)
- 1. The Seven Principles of Applied Behavior Analysis Kevin D. Arnold, Ph.D., ABPP CCBT September 2016
- 2. Defining ABA • Grew Out of Experimental Behavior Analysis – Pigeons and Rats • Application of EBA to Real Life Problems – Often targeted to individuals with DD – Utilized frequently in Education – Famous Names: Baer, Skinner, Pennypacker, Cooper, Heron, Heward, Kazdin
- 3. Goal of This Introduction • Review the Meaning of the 7 Defining Principles of ABA • Give an Understanding of Where ABA came from
- 4. Basic Assumptions of “Applied” • Difference is Emphasis on – Social Relevance rather than Scientifically Convenient – Goal of Variable Manipulation to Improve a Behavior (Rather than Examine the Variables Effect Alone)
- 5. Applied • Shift from Importance to Theory toward Importance to Society or Social Environment • Compare – How many times can I get a rat to press a bar vs. • How many grams of food can I get a malnutritioned child to eat • Relevance is based on the Subject of the Study – Visual scanning of someone in a lab, vs visual scanning of someone who is partially sighted in a low-light room • Applied asks the Question: How Important is what is being studied to the person we are working with?
- 6. Behavioral • Behavioral Approach lines up with Pragmatic Intentions • Focuses on Behaviors, not Words (Unless Verbal Behavior is the Relevant Target) • Measurement of Behaviors in Applied Settings requires Measuring the Observer’s Behaviors, Usually through Reliability Measures (agreement, kappa) • Often Behaviors Might Change because of Conditional Changes not Immediately the Target of the ABA (Withholding Social Attention is the “experimenter” not the child, but the child’s behaviors might change as a result of the change of the experimenter.
- 7. Analytic • Key is Showing the Procedure Controlled the Behavior • Two Key Designs to Show Control: – A-B-A or Reversal/Withdrawal Designs – Multiple Baseline • Over Behaviors • Over Settings • Over Interventions (Tangible with Attention, Tangible Alone, Attention Alone) • Case of “Danny”
- 8. Analytic • Determination of Impact – Some NonParametric Tests – Visual Inspection of Data – Replication of Similar Effects over Behaviors or Days
- 9. Technological • Techniques have been defined – Not Play Therapy, but All the Variables that Make up Play Therapy • Can the Techniques Described be Replicated? • Description of Various Contingencies to Targeted Reactions – What will be done with B1, B1’
- 10. Conceptual • Use Existing Concepts to Explain Outcomes – Fading – Social Rewards – Prompting – Thinning – Sampling
- 11. Effective • Effects have Practical Value • Not Theoretical Importance, rather Social Relevance • Ask Before Hand “How Much Does it Need to Change”
- 12. Generalizability • Durability—Behavioral Change After ABA • Across Settings (Generalizes) • May Require Reintroduction of ABA • Replication over Settings • Use of Respondent Conditioning for Inhibitory Learning