Behavioral Assessment
Dec 22, 2015
Behavioral Assessment
History
Behaviorism beginning in 1930’s Pavlov: Pavlovian or classical conditioning B.F. Skinner (most noteworthy work 1953)
Skinner box for rat learning researchOperant 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
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)
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 behavior C = consequences of target behavior
Elaboration of “O”
Organismic Physical / 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
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 sydrome.
In behavioral assessment, is a planned & integral part of entire therapeutic process
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
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.
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
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
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
EMA Special kind of self-monitoring Ecological Momentary Assessment Real-time assessment using a PDA Increasingly used in research Example: for assessment of emotions &
cognitions associated with eating habits, participants may be asked to answer questions on the PDA each time it beeps (set randomly ~3x day), and before and after all meals and snacks
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
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
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.
Challenges to validity and reliability
Reliability & validity influenced bycomplexity of behavior observed level of training, experience of observer(s)unit of analysis chosen & coding system used influence of observation on target
(problematic) behaviorgeneralizability of observations to other
settings/situations