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Psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness. The behaviorist, in his efforts to get a unitary scheme of animal response, recognizes no dividing line between man and brute. The behavior of man, with all of its refinement and complexity, forms only a part of the behaviorist's total scheme of investigation (Watson, 1913).

 Two historical events are foundations for BT
 Experimental research on animal learning
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Ivan Pavlov’s classical conditioning
 Aversion therapy
 Systematic desensitization
 Flooding
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E.L. Thorndike’s research on the influence of consequences blank slate
1905: Law of effect
“Responses that produce a satisfying effect in a particular situation become more likely to occur again in that situation, and responses that produce a discomforting effect become less likely to occur again in that situation.”
 Behavior management /modification (using token economies)
 Behavior and response prevention (Tx for OCD)

Letter from Skinner’s daughter
 Rise of behaviorism in the 1900s
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John Watson’s emphasis on environmental events
Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.
I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing it for many thousands of years. (Watson,
1930)
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B.F. Skinner’s radical behaviorism: Operant conditioning explains all

 “Little Albert” experiment
 Watson forced out of psychology in 1920
(Rosalie Rayner, Mary Ickes, Harold Ickes)
 Formal beginnings of BT were in the 1950s, primarily with children
 By the 1970s, emphasis shifted to social learning theory & cognition
 The 1980s and 1990s showed increased attention to affect
 Currently, 14% of clinical faculty are “behaviorists” while
42% emphasize cognitive-behavioral or social learning approaches

 Three main approaches
 Applied Behavior analysis (the focus today!)
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Based on Skinner’s radical behaviorism
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Behavior is considered to be a function of its consequences
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Cognitions are considered private events and not proper subjects for scientific study
Makes use of reinforcement, punishment, and other operant conditioning principles
 Mediational Stimulus-Response (S-R) model
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Private events, including thoughts and feelings are integral
Examples include systematic sensitization and flooding
 Social-cognitive theory
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Person is his/her own agent of change
It is not the experience, but person’s interpretation of the experience

1. Commitment to consistent empirically determined theory
2. Abnormal behaviors are nonpathological “problems of living”
3. Abnormal behavior assumed to be acquired and maintained in the same manner as normal behavior
4. Behavior assessment focuses on current determinants rather than on the analysis of possible historical antecedents
5. Rooted in the notion of mutual influences: Parents effect children, but children also effect parents
6. Specificity is vital. Person is best understood by what he/she does in a particular situation
7. Treatment is individually tailored to different problems in different individuals
8. Understanding origins of problem NOT essential for producing change

 Considerations for starting treatment
 Must identify specific problem (jointly with client or parents)
 deficit behavior
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 excessive behavior
Does the problem require treatment
What will happen if nothing is done
What treatment is likely to be most effective
Who is the best person to deliver the treatment (e.g., therapist, parents, teachers)
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Someone present in environment is better
Someone capable and willing to implement plan
What is the best context for treatment (e.g., school, home)
 Do a thorough assessment (e.g., identify discriminant stimuli for problematic behavior)

 Design an appropriate treatment plan using positive reinforcement, negative reinforcement, and punishment techniques
 Figure out the most appropriate reinforcers
 a. Resistant to saturation (M&Ms are bad, what’s better?)
 b. Able to be administered in small units (trip to Florida?)
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 c. Able to be administered immediately following behavior d. Must be in control of agent (e.g., not dependent on weather) e. Must be compatible with treatment plan f. Must be practical g. Conditioned reinforcers work well (token reinforcers that are associated with other positive reinforcers (points, tokens)
 Establish reinforcement schedule, based on behavior frequency
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 a. Low frequency = continuous reinforcement b. High frequency = fixed interval, fixed ratio, or variable ratio

 Break behavior into components and use shaping techniques
 Reward approximations (homework example)
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Know the assignment
Bring homework materials home
Go to study area without prompt
Remain in study area on task
Get the work done
Turn in the assignment
 Use prompting and modeling
 Have a contingency contract (an agreement about what is expected and the consequences of not doing it)

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 Extinguish by removing reinforcers that used to follow the unwanted behavior
 Give reinforcers for a competing behavior
 If punishment is used, it should follow these rules
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As intense as possible (start with maximum intensity)
As frequent as possible
As immediate as possible
Relatively brief
Can’t be a way out of doing something
Can’t associate w/ positive reinforcers (don’t apologize)

 Client-counselor relationship is imperative and counselors exhibit high levels of empathy, self-congruence and interpersonal contact.
The relationship is collaborative and relationship variables differ according to client and culture.
 Operationalization of Behavior: Focuses on the concreteness and specifics of behavior. Vagueness is transformed into objective, observable actions.
 Functional Analysis: The ABC’s of behavior. An individual's behavior is directly related to events and stimuli in the environment.
 Reinforcement: Behavior develops and maintains itself through a system of punishments and rewards.
 Goals: These are designed to make specific behavioral changes.
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 concrete, specific, observable and measurable meet biological and social needs; adaptive avoid pain and discomfort
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Child wants a cookie
Parent says
“no”
Child stops screaming
Child starts screaming
Parent gives in, gives child cookie

Child wants a cookie
Parent says
“no”
Child stops screaming, whimpers quietly
Parent yells at child and gives solid smack on bottom
Child starts screaming
Interactive Exercises

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Operant Conditioning (Applied Behavior Analysis)
Relaxation Training ( demo )
Systematic Desensitization
Flooding
Eye Movement Desensitization and Reprocessing (EMDR)
Social Skills Training
Mindfulness, Acceptance and Commitment Therapy (ACT)