Deze samenvatting bevat alle informatie vanuit de slides uit de lessen gedragstherapie. Merendeels van de lessen bevatten ook extra notities samen gebracht in een mooi geheel van dit vak.
INHOUDSTABEL
Het gedragstherapeutisch proces .......................................................................................... 7
Stellingen over gedragstherapie ........................................................................................ 7
Drie pretenties ................................................................................................................ 8
Facetten van GT-werken die uit empirische cyclus volgen ............................................11
Stadium 1: Het eerste contact ..............................................................................................14
Eerste gesprek..................................................................................................................15
Stadium 2: informatieverzameling ........................................................................................15
Illustratie (Lieven) .............................................................................................................16
Bevraging per domein .......................................................................................................17
Einde gesprek ...................................................................................................................17
Gespreksvaardigheden tijdens de intake ..........................................................................18
Volgen en sturen ...........................................................................................................18
Stadium 2: opbouwen van de (werk)relatie ...........................................................................19
Voorlopige probleemsamenhang en holistische theorie ........................................................20
Grote therapiedebat: wat is het belangrijkste in therapie (de therapeutische realtie of
specifieke interventies)? .......................................................................................................22
Stadium 3: van voorlopige probleemsamenhang tot holistische theorie ................................22
Casus Pieter .....................................................................................................................23
Type 1: historisch perspectief ...........................................................................................23
Type 2: holistische theorie ................................................................................................23
Oefening: casus ............................................................................................................24
Kenmerken van probleemanalyse in de gedragstherapie ..................................................25
HT’en kunnen/zullen wijzigen doorheen het GT proces ....................................................25
Van voorlopige probleemsamenhang naar holistische theorie ..........................................25
Casus Karel...................................................................................................................26
Holistische theorie .........................................................................................................27
Casus Anna...................................................................................................................28
Stadium 4: probleemkeuze en basislijnmeting ..................................................................30
Probleemselectie ..............................................................................................................30
Beginnen met het staartprobleem? ...................................................................................31
Eerste metingen................................................................................................................32
Zelf registreren ..............................................................................................................32
Stadium 5: Functieanalyse ...................................................................................................33
Gedrag..............................................................................................................................33
Fasen in de functieanalyse ...............................................................................................33
1) Zicht krijgen op gedrag in context..........................................................................33
2) Wat zijn klassen van antecedenten en consequenten, gedrag ..............................37
, 2
3) Onderlinge relaties ................................................................................................37
Klassieke zijde van de functieanalyse ...............................................................................38
Operante zijde van de functieanalyse ...............................................................................39
Taxonomie van de R Sr contingenties.......................................................................39
R Sr contingenties toename gedrag ..........................................................................39
R Sr contingenties afname gedrag ............................................................................40
Stadium 6: behandeldoelen en -plan ....................................................................................40
stadium 7: therapeutische methoden ....................................................................................40
Best practice .....................................................................................................................40
Best practice/evidence based ........................................................................................41
Stadium 8: evaluatie .............................................................................................................41
Voortgang in kaart brengen...............................................................................................41
Therapie afronden ............................................................................................................42
Werken met kinderen vs volwassenen .................................................................................44
Kinderen en jongeren........................................................................................................44
Waarom ouders/leerkrachten trainen? ..............................................................................45
Focus: mediatie therapie (ouders/leerkracht) ....................................................................45
Stadium 5: Functieanalyse ...................................................................................................46
Even terughalen: leerprocessen........................................................................................46
Operant .........................................................................................................................46
Klassiek .........................................................................................................................46
Sociaal leren .................................................................................................................46
Gedrag staat nooit op zichzelf .......................................................................................47
Wat is ongewenst gedrag? ............................................................................................48
Taxonomie van de R-SR contingenties (aansluiting operanten) ....................................49
Functieanalyse: inventariseren voorspellers/resultaat van gewenst en ongewenst gedrag
......................................................................................................................................50
Deze functieanalyses bepalen je gedragstherapeutische interventies ...........................51
Meerdere manieren om functieanalyse te doen .............................................................51
Typische categorieën van functies ongewenst gedrag kind ...........................................52
Voorbeeldje ...................................................................................................................53
Je hebt verschillende functieanalyses (op basis van je info ABC/topografische analyse
etc) gedaan, wat nu? .....................................................................................................53
Gedrag staat nooit op zichzelf .......................................................................................53
Deze functieanalyses bepalen je gedragstherapeutische interventies ...........................54
Stimulus controle/antecedente interventies ...................................................................54
Consequente interventies ..............................................................................................55
Welke kan je dan gebruiken? ........................................................................................55
Hoe bekrachtigen? ........................................................................................................56
Wat als het kind het gedrag nog niet helemaal kan? .....................................................57
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Klinische voorbeelden ...................................................................................................58
Samengevat .....................................................................................................................58
Gedrag staat nooit op zichzelf ..............................................................................................59
Plaats van functieanalyses in het gedragstherapeutisch proces ...........................................59
Meerdere manieren om functieanalyses te doen...............................................................59
Voorbeeld topografische analyse ..................................................................................60
Kernidee van antecedente interventies? ...............................................................................60
Antecedente interventies ..................................................................................................61
Antecedente interventies specifiek ................................................................................61
Deze functieanalyses bepalen je gedragstherapeutische interventies ...............................62
Setting events ...................................................................................................................62
Setting interventies ........................................................................................................62
Deze functieanalyses bepalen je gedragstherapeutische interventies ...............................63
Antecedente interventies voorbeeld...............................................................................63
Antecedente interventies afstemmen op vaardigheden kind ..........................................63
Antecedente interventies afstemmen op vaardigheden deficieten .................................64
Combi antecedente en consequente interventies e.g. .......................................................64
Time-out Doel °S+ ....................................................................................................64
Time-out doel °S+/-S+ ..............................................................................................65
Welke kies je nu? .................................................................................................................68
Antecedente interventies voorbeeld ..................................................................................69
Consequente interventies voorbeeld .................................................................................69
Combi technieken.................................................................................................................69
Zelfde methodiek voor volgende filmpjes ..........................................................................69
Antecedente interventie voorbeelden ............................................................................70
Samengevat .........................................................................................................................70
ADHD-heterogeniteit ............................................................................................................71
Last/impairment ....................................................................................................................71
ADHD als dimensie ..............................................................................................................71
ADHD impairment and treatment in lifespan perspective ..................................................72
Doelen van behandeling ADHD ........................................................................................72
Mythes over ADHD/stigma ................................................................................................73
Neurodiversiteit vs “stoornis” denken ................................................................................73
Verklarende mechanismen ADHD theorie ............................................................................73
Heterogeniteit ...................................................................................................................74
Welke behandelingen voor ADHD? ......................................................................................74
6 – 12 jaar .........................................................................................................................75
Gedragstherapie-ADHD-kinderen? ................................................................................75
Waarom de G bij ADHD? ..............................................................................................79
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