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behavior therapy respondent

Emotions = reflexive, physiological responsesOperant = learn new responseRespondent = learn to modify response. Respondent Model. UCUR (C)S CSCR (CEr) CSa (C)SbCR *Respondent generalization. . . . . . . . Primary. Secondary. . I don't care what you have to offer

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behavior therapy respondent

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    1. Behavior Therapy (Respondent)

    2. Emotions = reflexive, physiological responses Operant = learn new response Respondent = learn to modify response

    3. Respondent Model UC UR (C)S CS CR (CEr) CSa (C)Sb CR *Respondent generalization

    7. Cognitive Factors state of negative arousal is cognitive rather than environmental faulty cognition misinterpretation irrational thinking irrational beliefs cognitive self-arousal cognitive anticipation

    8. Operant Overlap Engage in avoidance behavior Successfully avoid Decrease anxiety/discomfort (negative reinforcement) Engage in more pleasurable (positive reinforcement)

    9. Assessment Consider developmental level Normal fear experienced by others? Age? Severity & rationality? Degree of impairment?

    10. Checklists and Rating Scales Self-report e.g., Fear Inventory Observational scales Observational recording Approach behavior Distance in feet (free approach) Time @ specified distance (controlled approach)

    11. Collect baseline data Continue to collect data to monitor

    12. Emotional Self-Management Stimuli negative emotional arousal react Tch. to control state Tch. to control impulse Social Skills Training

    13. Teaching ESM to Control State Teach to recognize indicators Teach to control state “negative emotion antagonistic response” passive concentration (positive self- arousal) regulated breathing progressive muscle relaxation * combination Option for student to initiate? (TOFA)

    14. Planned Individual Interventions severe v. mild/moderate disorder

    16. Respondent Extinction “graduated extinction” Repeatedly present CS- without UR- simplify situation and reintroduce (hierarchy) can use pictures, descriptions, participant modeling, or in vivo observe while student provides self-report p. 17

    18. Respondent Extinction (cont’d) Be patient Be supportive Be alert

    19. Counterconditioning LEARN to demonstrate existing NEAR in presence of stimulus choose existing response choose response to learn Systematic desensitization = most common form of counterconditioning

    20. Steps for Counterconditioning Construct hierarchy Select response Identify stimulus to employ response Develop visual or verbal cues (unless bx/in vivo) Establish criteria for modifying Select techniques for assessing emotion

    21. Clinical Teaching/A-B Design evaluate effectiveness final phase = same as baseline

    22. Difference? Relearning by reintroducing without negative association? Reintroducing stimuli while person is purposefully engaging in NEAR?

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