Cognitive-Behavior Modification

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Cognitive-Behavior Modification
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Cognitive A-B-C Model
A
B
C
Antecedents environment beliefs
Beliefs rational irrational
Consequences emotional reaction behavioral
response
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Four Irrational Conclusions
1. Awfulizing. Individuals express a belief that
a situation is more than 100 bad, worse then it
absolutely should be. 2. I-cant-stand-it-its
(low frustration tolerance). Individuals say
they cannot envision being able to endure
situations or having any happiness at all if
what they demand must not exist actually
exists. 3. Damnation. Individuals tend to be
excessively critical of self, others, and/or
life conditions. 4. Always-and-never thinking.
Individuals will insist on absolutes (e.g.,
that they will always fail or never be approved
by significant others).
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Past Trends in Cognitive Therapy

• Dissatisfaction with behavior modification
• Focus on social learning theory
• Development of cognitive psychology

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Reciprocal Determinism
Cognition
Environment
Behavior
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Personal preferences influence when and which
programs, from among the available alternatives,
individuals choose to watch on television.
Although the potential televised environment is
identical for all viewers, the actual televised
environment that impinges on given individuals
depends on what they select to watch. Through
their viewing behavior, they partly shape the
nature of the future televised environment.
Because production costs and commercial
requirements also determine what people are
shown, the options provided in the televised
environment partly shape the viewers preferences.
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Problems Assessing Cognition

• It is difficult to assess individuals
  cognitions.
• Cognitive activity is covertit occurs internally
  and is not subject to direct observation.
• The behavior of a child does not always
  correspond with certain cognitions.
• Just because a child engages in negative
  self-talk does not mean her beliefs are
  dysfunctional.
• Whenever we make an inference about cognition
  from ones behavior, error is introduced into the
  process.

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Self-Instruction Training
1. Cognitive Modeling. The teacher performs a
task while talking aloud the student
observes. 2. Overt External Guidance. The
student and teacher both perform the task while
talking aloud together. 3. Overt Self-Guidance.
The student performs the task using the same
verbalizations as the teacher. 4. Faded
Self-Guidance. The student whispers the
instructions (often in an abbreviated form)
while going through the task. 5. Covert
Self-Guidance. The student performs the task,
guided by covert self-speech.
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Types of Self-Statements
1. Problem Identification. What is it I have to
do? 2. Focusing of Attention. I have to
concentrate, think only about my
work. 3. Planning and Response Guidance. Be
careful . . . Look at one at a
time. 4. Self-Reinforcement. GoodI got
it! 5. Self-Evaluation. Am I following my plan
. . . Did I look at each one? 6. Coping and
Error-Correcting Option. Thats OK . . . even
if I make an error I an back up and go slowly.
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Levels of Self-Statements

• Task-approach statements refer to general
  strategies that can be used across a variety of
  related tasks.
• Task-specific statements refer to strategies that
  are specific to a particular task at hand.

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Factors Influencing the Effectiveness of
Self-Instructions

• If students have successfully used
  self-instructions in the past, they are more
  likely to use them again.
• The effectiveness of self-instructions will be
  affected by the cognitive ability of a child.
• Children are more likely to use self-instructions
  when they are targeted to the specific behavior
  to increase or decrease.
• Self-instructions do not teach student skills.
• Students should be reinforced for using
  self-instructions.

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Attribution Retraining
Attribution retraining is based on the theory
that a childs causal explanations for why she is
performing well or poorly have implications for
her behavioral persistence, expectancies for
future performance, and emotional reactions to
success and failure.
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Considerations for Using Attribution Retraining

• The teacher should tell a child that increased
  effort leads to success rather than believing
  that he is not sufficiently trying.
• A child should experience some success in order
  to increase the effectiveness of the
  self-statement increased effort will lead to
  increased success.
• The teacher should convey to a child that the
  self-statement will contribute to future success.

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Thought Stopping
The goal of thought stopping is to help a child
control unproductive or self-defeating thoughts
and images by suppressing or eliminating them.
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Usefulness of Thought Stopping

• Persons who ruminate about a past event that
  cannot be changed (crying over spilled milk)
• Persons who ruminate about an event that is
  unlikely to occur (e.g., being stuck b
  lightening)
• Persons who engage in repetitive, unproductive,
  negative thinking or repetitive anxiety-producing
  or self-defeating images

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Situations to Avoid Thought Stopping

• It may not be appropriate for persons who have
  very intense and uncontrollable thoughts, such as
  those characterized by schizophrenia.
• Thoughts stopping seems to be more effective for
  persons with intermittent rather than continuous
  self-defeating thoughts.

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Thought Stopping Steps

• Treatment Rationale
• Practitioner-Directed Thought Stopping Overt
  Interruption
• Child-Directed Thought Stopping Overt
  Interruption
• Child-Directed Thought Stopping Covert
  Interruption
• Shift to Assertive, Positive, or Neutral Thoughts
• Homework and Follow-Up

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Problem-Solving Thinking Skills
Problem Identification Alternative
Thinking Consequential Thinking Means-Ends
Thinking
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Problem-Solving Model
Problem Orientation Problem Definition and
Formulation Generation of Alternative
Solutions Decision Making Solution Implementation
and Verification
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Problem-Solving Steps and Questions
Steps Questions Problem identification What
is the concern? Goal selection What do I
want? Generation of alternatives What can I
do? Consideration of consequences What might
happen? Decision making What is my
decision? Implementation Now do
it. Evaluation Did it work?
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Turtle Technique

• The teacher introduces the turtle response by
  selling the students a story.
• Students are taught muscle relaxation exercises.
• Problem solving is introduced through the use of
  role playing and discussion.

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Rational-Emotive Therapy
Situation (activating event, antecedent) Belief
(meaning, interpretation) Emotional
Reaction Behavioral Response
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Irrational Thinking Styles
Demandingness Awfulizing I-cant-stand-it-its Con
demning and Damning
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The Sentence that Drops Out Emotional Pants
That event (whatever it was) shouldnt have
happened, its awful that it did, I cant stand
it, and somebody around here needs to be
condemned and damned as rotten and
worthlesslets see, is it me, is it you, or is
it the way the world works?
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Physical Injury Scale
100 worst 95 4 limbs cut off 90 3
limbs cut off 85 2 limbs cut off 80
dominant arm cut off 75 nondominant arm cut
off 70 1 hand cut off 65 1 foot cut
off 60 3 fingers cut off 55 big toe cut
off 50 3 broken limbs 45 2 broken
limbs 40 dominant arm broken 35
nondominant arm broken 30 broken nose 25
badly sprained ankle 20 laceration (6
stitches) 15 cut 10 bruise 5
small bump 1 gnat bite 0
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The Sentence that Keeps Our Emotional Pants Up
That event (whatever it was) should have
happened, and its about ____ bad, and I can
stand a ____ ( )
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Cognitive Therapy

• A child identifies dysfunctional thoughts and
  maladaptive assumptions that may be causing
  unpleasant emotions.
• Implementation of techniques to counteract the
  debilitating thought or dysfunctional assumption.
• A child is assigned homework assignments that
  require practice appropriate behaviors.