Behavior Modification Ucla Autism
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Gesnerus 2020-2.Indb
Gesnerus 77/2 (2020) 279–311, DOI: 10.24894/Gesn-de.2020.77012 Vom «autistischen Psychopathen» zum Autismusspektrum. Verhaltensdiagnostik und Persönlichkeitsbehauptung in der Geschichte des Autismus Rüdiger Graf Abstract Der Aufsatz untersucht das Verhältnis von Persönlichkeit und Verhalten in der Defi nition und Diagnostik des Autismus von Kanner und Asperger in den 1940er Jahren bis in die neueren Ausgaben des DSM und ICD. Dazu unter- scheidet er drei verschiedene epistemische Zugänge zum Autismus: ein exter- nes Wissen der dritten Person, das über Verhaltensbeobachtungen, Testver- fahren und Elterninterviews gewonnen wird; ein stärker praktisches Wissen der zweiten Person, das in der andauernden, alltäglichen Interaktion bei El- tern und Betreuer*innen entsteht, und schließlich das introspektive Wissen der ersten Person, d.h. der Autist*innen selbst. Dabei resultiert die Kerndif- ferenz in der Behandlung des Autismus daraus, ob man meint, die Persönlich- keit eines Menschen allein über die Beobachtung von Verhaltensweisen er- schließen zu können oder ob es sich um eine vorgängige Struktur handelt, die introspektiv zugänglich ist, Verhalten prägt und ihm Sinn verleihen kann. Die Entscheidung hierüber führt zu grundlegend anderen Positionierungen zu verhaltenstherapeutischen Ansätzen, wie insbesondere zu Ole Ivar Lovaas’ Applied Behavior Analysis. Autismus; Psychiatriegeschichte; Wissensgeschichte; Verhaltenstherapie; Neurodiversität PD Dr. Rüdiger Graf, Leibniz-Zentrum für Zeithistorische Forschung Potsdam, Am Neuen Markt 1, 14467 Potsdam, [email protected]. Gesnerus 77 (2020) 279 Downloaded from Brill.com09/27/2021 01:45:02AM via free access «Autistic Psychopaths» and the Autism Spectrum. Diagnosing Behavior and Claiming Personhood in the History of Autism The article examines how understandings of personality and behavior have interacted in the defi nition and diagnostics of autism from Kanner and As- perger in the 1940s to the latest editions of DSM and ICD. -
Encyclopedia of Psychotherapy-Logotherapy.Pdf
Logotherapy Paul T. P. Wong Trinity Western University, British Columbia, Canada I. Introduction Known as the “Third Viennese School of Psychother- II. The Spiritual Dimension apy,” logotherapy was developed in the 1930s because of III. The Meaning of Meaning Frankl’s dissatisfaction with both Freud and Adler. IV. Basic Tenets Frankl accepts Sigmund Freud’s concept of uncon- V. Existential Frustration and Noogenic Neurosis sciousness but considers the will to meaning as more VI. Logotherapeutic Techniques and Applications VII. Recent Developments fundamental than the will to pleasure. Existential Further Reading analysis is designed to bring to consciousness the “hid- den” meaning or spiritual dimension of the client. Frankl received training in individual psychology GLOSSARY from Adler. He differs from Adler because he focuses on the will to meaning, while Adler emphasizes social dereflection A logotherapeutic technique to redirect clients’ attention away from their problems to more positive as- interest and the will to power. However, some of the pects of their lives. It is built on the human capacity for basic concepts of logotherapy, such as freedom and re- self-distancing and self-transcendence. sponsibility, bear the imprint of Adler’s influence. existential analysis Developed by Viktor Frankl, it refers to A major difference between logotherapy and psycho- therapeutic techniques that bring the hidden meaning of analysis is that both Freud and Adler focus on the past, existence into consciousness. while logotherapy focuses rather on the future—on the logotherapy Developed by Viktor Frankl, it refers to a spiri- meanings to be fulfilled. tually, existentially oriented therapy that seeks to achieve Although logotherapy and existential analysis tend healing and health through meaning. -
Principles of Behavior Therapy and Behavior Modification (Chapter 5 from the Umh an Reflex) Rodger K
Digital Commons @ George Fox University Faculty Publications - Grad School of Clinical Graduate School of Clinical Psychology Psychology 1981 Principles of Behavior Therapy and Behavior Modification (Chapter 5 from The umH an Reflex) Rodger K. Bufford George Fox University, [email protected] Follow this and additional works at: https://digitalcommons.georgefox.edu/gscp_fac Part of the Psychology Commons Recommended Citation ISBN 9789991767680 Published by Harper & Row, New York, NY. Pages 113-133. This Book is brought to you for free and open access by the Graduate School of Clinical Psychology at Digital Commons @ George Fox University. It has been accepted for inclusion in Faculty Publications - Grad School of Clinical Psychology by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. PART III Clhallllgnllllg IHiumallll Belhavnor 50 Principles of Behavior Therapy and Behavior Modification THE EMERGENCE of behavior theory represents a striking shift from the previous history of ideas in the western world. Since the zenith of Greek civilization, it has been customary to explain behavior in terms of such internal factors as will, desire, purpose, intention, belief, expectation, memory, and character. The experimental analysis of behavior, however, shifts the locus of causal explana tions for behavior from internal processes and events to external causes. In Skinner's words, "[This shift] quite naturally led to a flood of practical applications. An early stimulus-response formula was too simple and seriously misleading, but once the role of the causal environment was properly understood, a flourishing tech nology was inevitable." 1 This chapter examines the theoretical aspects of the application of behavioral psychology (technically, the experimental analysis of behavior) to the process of behavior therapy. -
Download Decision
BEFORE THE OFFICE OF ADMINISTRATIVE HEARINGS STATE OF CALIFORNIA In the Consolidated Matters of: PARENT ON BEHALF OF STUDENT, OAH CASE NO. 2013080387 v. LAS VIRGENES UNIFIED SCHOOL DISTRICT, LAS VIRGENES UNIFIED SCHOOL OAH CASE NO. 2013071203 DISTRICT, v. PARENTS ON BEHALF OF STUDENT. DECISION Las Virgenes Unified School District (District) filed a Request for Due Process Hearing in OAH Case No. 2013071203 with the Office of Administrative Hearings (OAH), State of California, on July 29, 2013, naming Student. Student filed a Request for Due Process Hearing in OAH Case No. 2013080387 with OAH on August 8, 2013, naming District. OAH consolidated the matters on August 16, 2013, and ordered the 45-day timeline for issuance of the decision to be based on the date the complaint was filed in Student‟s case (OAH Case Number 2013080387). OAH continued the consolidated matter for good cause on September 6, 2013. June R. Lehrman, Administrative Law Judge (ALJ), heard this matter on October 28- 31, 2013, and November 4-6, 2013, in Calabasas, California. Jane DuBovy, Attorney at Law, and Carolina Watts, educational advocate, represented Parents and Student (collectively, Student). Student‟s mother (Mother) attended the hearing on all days. Student‟s father (Father) attended the hearing on October 28, November 4, and November 5, 2013. 1 Wesley B. Parsons and Siobhan H. Cullen, Attorneys at Law, appeared on behalf of District. Mary Schillinger, Assistant Superintendent, and Sahar Barsoum, Coordinator of Special Education, attended the hearing on all days. On the last day of hearing, a continuance was granted for the parties to file written closing arguments and the record remained open until November 20, 2013. -
The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians
St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 12-2017 The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Cecilia Scott-Croff St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Scott-Croff, Cecilia, "The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians" (2017). Education Doctoral. Paper 341. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/341 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Abstract The purpose of this qualitative study was to identify the impact of a diagnosis of autism spectrum disorder on treatment options available, within the learning environment, at the onset of a diagnosis of autism spectrum disorder (ASD) from the perspective of parents and pediatricians. Utilizing a qualitative methodology to identify codes, themes, and sub-themes through semi-structured interviews, the research captures the lived experiences of five parents with children on the autism spectrum and five pediatricians who cared for those children and families. -
Cognitive Behavioral Therapy (CBT)
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Educational Psychology Papers and Publications Educational Psychology, Department of 2010 Cognitive Behavioral Therapy (CBT) Rhonda Turner University of Nebraska-Lincoln Susan M. Swearer Napolitano University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/edpsychpapers Part of the Educational Psychology Commons Turner, Rhonda and Swearer Napolitano, Susan M., "Cognitive Behavioral Therapy (CBT)" (2010). Educational Psychology Papers and Publications. 147. https://digitalcommons.unl.edu/edpsychpapers/147 This Article is brought to you for free and open access by the Educational Psychology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Educational Psychology Papers and Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Encyclopedia of Cross-Cultural School Psychology (2010), p. 226-229. Copyright 2010, Springer. Used by permission. Cognitive Behavioral Therapy (CBT) Therapy, Rational Living Therapy, Schema Focused Therapy and Dialectical Behavior Rhonda Turner and Susan M. Swearer Therapy. Department of Educational Psychology, Uni- History of CBT versity of Nebraska-Lincoln, Lincoln, Nebraska, A precursor to the development of CBT U.S.A. was the emergence of Albert Bandura’s So- cial Learning Theory. Unlike the prevail- Cognitive Behavioral Therapy (CBT) is a ing psychodynamic or behavioral views form of psychotherapy that focuses on the of psychological disturbance, Bandura role of cognition in the expression of emo- viewed people as consciously and actively tions and behaviors. CBT assumes that mal- interacting cognitively with their environ- adaptive feelings and behaviors develop ments. He introduced the notion that cog- through cognitive processes which evolve nitive mediation occurs in the stimulus-re- from interactions with others and experi- sponse cycle of human behavior. -
Psychology 510, Behavior Analysis and Behavior Change
Psychology 510, Behavior Analysis and Behavior Change Fall 2015 Syllabus, Section 002, 3 credit hours Melissa Reeves, Ph.D., NCSP Class Meets: Mon/Wed, 9:30–10:45am, Kinard 102 Phone: 704-999-9631 Email: [email protected] Office Hours: Kinard Rm.300 or [email protected] Mon.11:00am - 12:15pm Wed.by appt. Prerequisites to taking this course: PSYC 101 or EDUC 210 Required Textbook: Martin, G. & Pear, J. (2011). Behavior Modification: What It Is and How To Do It (9th Edition). Upper Saddle River, New Jersey: Pearson Prentice Hall. Student Learning Outcomes: Students in PSYC 510 will: 1. become familiar with the basic principles and procedures of behavior modification to include behavioral assessment, applied behavior analysis, behavior therapy, cognitive-behavior therapy. 2. be able to identify behaviors and apply specific principles of behavior modification to real-life situations. 3. learn to assess antecedents and consequences that influence behavior. 4. use observation and recording methods to assess targeted behaviors. 5. understand and apply methods used to influence behavior, i.e., reinforcement, punishment, modeling, stimulus control, etc.. 6. learn to evaluate the effectiveness of behavior modification procedures and change those procedures if needed. 7. use behavior modification procedures to analyze and solve case examples. 8. use self-reflection and critical analysis to apply behavior modification/analysis principles to current events. 9. develop and implement a behavioral self-management program and a. learn to use behavior modification to change own behavior. b. describe how goal setting may be used to prompt desired behaviors. c. name and describe behavior tactics for changing behavior (reinforcement, stimulus control, aversive control and its limitations, etc....). -
Introduction Contents
Select Committee on Autism, Department of the Senate, Parliament House, Canberra, ACT 2600. To the Committee, Introduction My name is David Cameron Staples. I am a son, a husband, a father, a professional worker in IT, I have lived in Melbourne my whole life, and I am on the Autism spectrum. Or, as we autists tend to prefer, I am “autistic”. Since I received my Asperger’s Syndrome diagnosis in 2010 at the age of 37, I have been reconciling myself with this new revealed identity, relearning how to better manage myself and my relations with others, and, over the last few years, attempting to advance the cause of Autism advocacy and access in my workplace at the University of Melbourne. Please note that what follows is based on my own experience and understanding. I am not a researcher (although I do make an effort to stay abreast of the research), and I do not speak for the University of Melbourne. I speak as an advocate for myself, and for my autistic kin, including those who aren’t so lucky as to be able to speak on their own behalf, easily or at all. I have tried to highlight key points below by bolding the main point and applying callout marks in the margins, as in this paragraph. I would make more recommendations for where to go next, but I think the main problem is that either we still don’t understand the question well enough yet, or else that it’s blindingly obvious what the answer is, but no-one’s done anything to implement it yet. -
Behavior Modification Interventions
Behavior Modification Interventions Least Intensive Interventions Response-Cost Lottery Designed to be time effective for teachers, this strategy can be used with individual students or small groups. Materials: • Index card, tape • Colored slips of paper (different color for each student) Preparation: • Develop a reward menu for each student targeted for this intervention. • Select 1-3 behaviors that you wish to reduce in the targeted student(s) and write out concrete definitions for each. • Decide on a time period during the instructional day that the Response Cost Lottery program will be in effect (e.g., 30 minutes during math class). NOTE: You may want to limit the length of the monitoring period at the start of the intervention, to increase the odds of student success. As the intervention proves successful, you can extend the monitoring period. • Decide how many points (i.e., paper slips) you will award to students at the outset of each monitoring period. (NOTE: For short monitoring periods, you may want to start with 4-5 points/paper slips.) • Prepare the lottery tickets. Use a different color paper for each student's tickets, so that you can tell them apart from one another. Or type blanks on student tickets onto which the recipient can write in his or her name and the date that the ticket was awarded. • Choose how frequently you will hold lottery-ticket prize drawings. NOTE: Many teachers find that once per week is sufficiently motivating to make the intervention effective. For students with more intense or severe levels of misbehavior, however, you may want initially to hold prize drawings more frequently (e.g., daily) and as students' behaviors improve, gradually extend intervals between drawings Steps in Implementing This Intervention: Step 1: Introduce the Response Cost Lottery Program to Targeted Students. -
A Historical Analysis of the Pioneers and Advocates of Autism
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2015 A Historical Analysis of the Pioneers and Advocates of Autism Spectrum Disorder (1980-2013): Examining the Evolution of the Diagnosis and the Influences That Have Shaped What the Diagnosis Is Today Cynthia Marie Sikora Loyola University Chicago Recommended Citation Sikora, Cynthia Marie, "A Historical Analysis of the Pioneers and Advocates of Autism Spectrum Disorder (1980-2013): Examining the Evolution of the Diagnosis and the Influences That Have Shaped What the Diagnosis Is Today" (2015). Dissertations. Paper 1305. http://ecommons.luc.edu/luc_diss/1305 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 2015 Cynthia Marie Sikora LOYOLA UNIVERSITY CHICAGO A HISTORICAL ANALYSIS OF THE PIONEERS AND ADVOCATES OF AUTISM SPECTRUM DISORDER (1980-2013): EXAMINING THE EVOLUTION OF THE DIAGNOSIS AND THE INFLUENCES THAT HAVE SHAPED WHAT THE DIAGNOSIS IS TODAY A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF EDUCATION IN CANDIDACY FOR THE DEGREE OF DOCTOR OF EDUCATION PROGRAM IN ADMINISTRATION AND SUPERVISION BY CYNTHIA SIKORA CHICAGO, ILLINOIS MAY 2015 Copyright by Cynthia Sikora, 2015 All rights reserved. ACKNOWLEDGEMENTS I would like to thank Dr. Janis Fine who served as my adviser and mentor throughout the dissertation process. Dr. Fine gave helpful insight and provided feedback and a valuable learning experience. -
Clinical Use of Hypnosis in Cognitive Behavior Therapy
The Clinical Use of Hypnosis in Cognitive Behavior Therapy A Practitioner’s Casebook Robin A. Chapman, PsyD, ABPP, is a clinical psychologist at McLean Hospital, Belmont, MA, and North Shore Counsel- ing Center, Beverly, MA, and maintains a private practice. He is currently an in- structor in psychology in the Depart- ment of Psychiatry, Harvard Medical School. Dr. Chapman earned his doctorate from the Illinois School of Professional Psychology in 1990 and earned a certifi- cate in Cognitive Behavioral Therapy from the Adler School of Profes- sional Psychology in 1994. He is board certified in cognitive and behavioral psychology by the American Board of Professional Psy- chology. Additionally, he is an approved consultant in clinical hypno- sis granted by the American Society of Clinical Hypnosis. His teaching experience includes graduate classes at the Illinois School of Professional Psychology and the Chicago School of Professional Psychology. He has taught undergraduate psychology classes at Elmhurst College. The Clinical Use of Hypnosis in Cognitive Behavior Therapy A Practitioner’s Casebook Robin A. Chapman, PsyD, ABPP, Editor Springer Publishing Company Copyright 2006 Springer Publishing Company, Inc. All rights reserved. No part of this publication may be reproduced, stored in a re- trieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, Inc. Springer Publishing Company, Inc. 11 West 42nd Street New York, NY 10036 Acquisitions Editors: Sheri W. Sussman and Lauren Dockett Production Editor: Sara Yoo Cover design by Joanne Honigman Cover background image by Richard A. Chapman Cover foreground image by Noah Chasek 0607080910/54321 Library of Congress Cataloging-in-Publication Data The clinical use of hypnosis in cognitive behavior therapy / [edited by] Robin A. -
A Paradoxical Intention: a Brief Description of a Cognitive
DOCUMENT RESUME ED 279 920 CG 019 728 AUTHOR Athanasou, James A. TITLE A Paradoxical Intention: A Brief Descriptionof a Cognitive Behaviour Therapy Approach andIts Potential for Counselling. INSTITUTION New South Wales Dept. of Industrial Relations, Darlinghurst (Australia). REPORT NO ISBN-0-7240-8304-9 PUB DATE Aug 84 NOTE 8p. PUB TYPE Reports - General (140) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Attitude Change; Behavior Modification;*Career Counseling; Cognitive Restructuring; *Counseling Techniques; Foreign Countries; Paradox; Psychotherapy; *Stress Management; *Unemployment IDENTIFIERS Australia; *Logotherapy; *ParadoxicalTechniques ABSTRACT Techniques of cognitive behavior modificationsuch as cognitive restructuring have recentlybeen employed in behavior therapy. Other procedures which fall within theapproach of cognitive behavior therapy are techniques suchas paradoxical intention which are subsumed under the title of logotherapy. Logotherapyrefers to a form of psychotherapy or counseling whichoperates through developing a meaningful life. There is an emphasis on synthesizingpsychodynamic approaches, existentialist views, anda broad learning theory or cognitive behavior modification perspective.In response to unemployment, individuals may react withwrong passivity, wrong activity, right passivity, or right activity.In cases where an active response to unemployment is limited,logotherapeutic techniques such as paradoxical intentionmay be used to stimulate the right passive approach to the problemsof unemployment. Paradoxical