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Planning for Success and Respondent and Operant Conditioning Together in ABA in Health
- Institution
- George Brown College (GBC )
Based on: Watson & Tharp (2014, Chapter 2) Martin & Pear (2015, Chapter 15)
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📙2 Watson & Tharp: Chapter 2 /
Martin & Pear: Chapter 15
Evaluation Exam 1
WEEK WEEK 2
Watson & Tharp: Chapter 2
Specifying Targets for Change
Planning for Practice
Self-Efficacy Beliefs
Coping with Temptations
The Pros and Cons of Changing
Setting Goals
Martin & Pear: Chapter 15
Respondent and Operant Conditioning
Operant
Respondent
The respondent component of emotions
Operant components of emotion: Actions, Descriptions, and Awareness
Some causes of emotions
Respondent and Operant Components of Thinking
Watson & Tharp: Chapter 2
Specifying Targets for Change
How do we specify bxs in situations?
Make list > concrete examples
List details of the problem
2 Watson & Tharp: Chapter 2 / Martin & Pear: Chapter 15 1
, Observe the bx
What to do when you're not doing what you want to be doing?
Specify the bxs that occur instead of the ones you want. Specify the
situation too.
How do we get rid of undesirable bxs?
Strategy > always increase some desirable bxs
What to do when you are unsure of what to do?
Specify the chain of events that will lead to your goal.
Observe other people who do well what you're trying to learn to do.
What to do when you think your goal isn't a bx change?
Reaching it will require changing certain bxs
Planning for Practice
Expect mistakes
Take a skills development attitude.
Your beliefs about practice.
Self-Efficacy Beliefs
Your own estimation of your skills in handling some task
Bandura, 1997
When your self-efficacy beliefs on a task is high, you try harder.
When your self-efficacy is low, you either avoid it, become emotional or make
excuses as to why you will fail.
What are the 6 steps to greater self-efficacy?
Pick a target with some chance of reaching.
Focus on the process of change, not the final goal.
2 Watson & Tharp: Chapter 2 / Martin & Pear: Chapter 15 2
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