what types of treatment designs should be used for self monitoring behaviors using graphs

How are self-monitoring interventions structured?

self-monitoring, self-evaluation, self-instruction, and goal setting, as well as a combination of these strategies, can be used to support students who have difficulty managing their behavior. These are also referred to as self-regulation strategies (Harris & Graham, 1996). We briefly define each and then focus on self-monitoring. Self-Monitoring

When to use self-monitoring in psychotherapy?

A good option is to use an alternating treatments design (aka, multielement or multiple treatments design) to evaluate both and compare which is better. Fig. 7.5 is a sample alternating treatments design graph, comparing two feeding treatments. To implement an alternating treatments design, begin as usual with a brief baseline, simply to ensure that the client actually …

How can self-monitoring help students with behavioral and academic difficulties?

Thus, teaching clients to self-monitor is an effective strategy for targeting both eating and exercise behavior change. Self-monitoring allows you to review your clients ' current eating and exercise behaviors, identify what needs to be modified so clients can reach their personal health/fitness goals, and provide feedback.

What are some examples of self-monitoring?

This article provides an overview of the five steps involved in planning a self-monitoring intervention: Identify the target behavior. Select/design a self-monitoring system. Choose reinforcers and how the student will earn them. Teach the student to use the system. Fade the role of the adult in the intervention.

For what type of question would you use an ABAB design?

What are the 5 experimental designs used in ABA?

What is an ABAB design?

Which design is being used in an study where one treatment is implemented in the morning and another is implemented in the afternoon?

What is a multiple-treatment design?

What type of treatment design is also called the concurrent schedules design?

What is ABAB graph?

What is the fifth guideline when using ABAB design?

Why is an ABAB design an improvement over an ABA design?

What are the different types of research design?

What are the types of single case designs?

What are the three types of multiple baseline designs?

How to implement alternating treatment?

To implement an alternating treatments design, begin as usual with a brief baseline, simply to ensure that the client actually needs intervention to eat those foods. You then alternate meals back and forth between the two different treatments that you want to evaluate.

How to detect multiple treatment interference?

Several procedures exist to help detect multiple treatment interference (Sidman, 1960). A simple phase change where one treatment condition is preceded by a baseline phase, when compared to another AB design containing the other treatment, and finally compared to an ATD combining both conditions, could be used to parse out the separate and interactive effects of the treatment conditions. Alternatively, the intensity of one treatment condition could be increased, with any subsequent changes in the following conditions (as compared to changes already witnessed in an ATD containing both conditions) attributable to carry-over effects.

Why use ATD?

One of the benefits of the ATD is the simplicity with which it can be used to compare three or even more treatment conditions. Proper comparisons of three conditions in a within-series design can be difficult due to counterbalancing concerns, order effects, and the sheer number of phase changes that need to be executed over a relatively long period of time. With an ATD, three or even more conditions can be presented in a short time. The rapid and random alternations between conditions makes order effects less likely, but multiple treatment interference (the impact of one treatment is different due to the presence of another) is arguably likely. ATDs are ideally used with behaviors emitted at a relatively high frequency that correspondingly allows many instances of each alternate intervention to be applied. However, the design may be used with relatively infrequent behaviors if data is collected for a longer period of time. In addition, behaviors that tend not to have an impact for long after a discrete intervention is made and withdrawn make better targets for an ATD. If a change initiated by such a discrete intervention continues over a long period of time, effects of subsequent interventions are obscured and reliable data interpretation is often not possible.

How to reduce stereotypic behavior in retarded people?

In this study, two methods of reducing stereotypical behavior (e.g., rocking, hand-flapping) in retarded subjects were examined: gentle reaching (the use of social bonding and gentle persuasion with the developmentally disabled) and visual screening (covering the client's eyes for a few seconds following stereotypic behavior, thus reducing visual stimulation including that provided by these movements). Each of the two conditions were randomly alternated with a baseline condition. After a baseline period, visual screening produced a dramatic reduction in stereotypy, whereas gentle teaching had only a transient effect.

What are the advantages of ATD?

ATDs hold several other advantages over standard within-series designs. First, treatment need not be withdrawn in an ATD—if treatment is periodically withdrawn, it can be for relatively short periods of time. Second, comparisons between components can be made more quickly. If a clear favorite emerges early in a well-conducted ATD, the clinician can be reasonably sure that its comparative efficacy will be maintained McCullough, Cornell, McDaniel, and Mueller (1974), for example, compared the relative efficacy of two treatments in four days using an ATD. ATDs can be used without collecting baseline data, or with baseline data through the creation of a concurrent baseline data series. Any background within-series trends (such as those due to maturation of the client or etiology of the disorder) are unlikely to obscure interpretation of the data because the source of data comparisons are purely between series, not within.

Why was the supplement of self-management to standard coaching in Wolko et al. (1993)

The supplement of self-management to standard coaching in Wolko et al. (1993) improved balance beam performance of the gymnasts. This improvement was gradual, possibly because “the time span allotted for each condition to show its effect may have been too brief” (p. 220). The results also suggested that the private self-goal setting and self-monitoring combination was marginally more effective than the publically implemented procedures. This study also reported social validity assessment indicating that the gymnasts liked both self-management interventions more than standard coaching.

How to compare acquisition across two symbol types?

To directly compare acquisition across the two symbol types, Hurlbut and colleagues (1982) used an adapted alternating treatments design (AATD; Sindelar, Rosenberg, & Wilson, 1985 ). As with the traditional alternating treatments design, the AATD involves rapid alternation between two or more assessment or intervention conditions, so that the vertical separation between data paths can be assessed across the entire length of the phase. The adapted part of the design is that, rather than maintaining the same dependent variable across the conditions, a different set of responses is assigned to each intervention or assessment condition. In the Hurlbut study, the researchers identified common objects (e.g., sock, door) that were known to the participants (i.e., the participants could identify the correct label in a “yes” or “no” format), and assigned sets of five objects to the conditions, with assignment counterbalanced across participants. By maintaining the same instructional methods across the two conditions, the authors were able to determine that the iconic symbols were associated with substantially faster rates of acquisition for all three participants. In addition, the iconic symbols resulted in greater maintenance over time, more stimulus generalization, and more spontaneous use than the Bliss symbols for all the participants. These results led to the conclusion that the iconic system had several advantages over the Bliss symbols for beginning communicators.

What is the most important determinant in which self-monitoring method to recommend?

The most important determinant in which self-monitoring method to recommend is that it is one the client is willing and able to use. The Internet is one avenue of self-monitoring that is becoming increasingly popular and may be a viable option for many clients.

How to modify self-monitoring?

Periodically, you should modify self-monitoring assignments for your clients based upon their progress, life events, and personal health/fitness interests. As a client begins to lose weight, for example, you may consider asking him to record less information as he may already have a certain amount of self-awareness regarding portion sizes and calorie content. Other examples of situations that require altering the type of self-monitoring include a client who has decided to focus upon a different health/fitness goal, a client whose schedule will change drastically because of work schedule or travel, or a client who begins to keep inconsistent self-monitoring records.

Why is it important to teach clients to self monitor?

Because many health behaviors need to be targeted outside of these meetings, finding ways to track progress also is necessary to successfully provide clients with appropriate feedback and direction. Thus, teaching clients to self-monitor is an effective strategy for targeting both eating and exercise behavior change.

How to improve client self-monitoring?

This information can be learned from studying patterns within self-monitoring records. Focus upon one or two areas that the client can modify each week.

Why is it so hard to change behavior?

As a health/fitness professional, assisting clients with behavior change can be particularly challenging because client interaction is often limited. Many times, these meetings are not sufficient to target both eating and exercise behaviors and address the many barriers clients face.

Why is it important to explain self-monitoring to clients?

It is helpful to explain the benefits of self-monitoring to your clients so they understand the value and importance it has in promoting behavior change. Self-monitoring can lead to self-awareness regarding behaviors and can help the client regulate behavior more effectively by avoiding and coping with situations that often lead to failure. Self-monitoring records can help identify the specific nature of these situations by answering questions of how, what, when, where, and why. For example, self-monitoring can provide information regarding specific details of client behavior such as:

What is self monitoring?

By definition, self-monitoring is "the systematic observation and recording of target behavior" ( 1) and has been described as the most effective technique and the "cornerstone" of behavioral treatments for weight loss ( 2 ).

What is self monitoring intervention?

Although it was not used for Scott’s intervention, many self-monitoring interventions include self-recruited praise, or teaching the student to bring his data to a teacher or other adult to earn positive attention or other reinforcement. For example, in the classroom a student may use a system in which she gives herself a check for every five minutes she spends on-task. When she has four checks, she brings the paper to her teacher and is complimented on work well done. Self-recruited praise is especially useful for students whose disruptive behavior is used to gain attention from teachers. However, it is important to determine that a student finds praise reinforcing. Many students, particularly adolescents, may prefer not to receive overt teacher attention; using teacher attention in such a situation as a reward could actually worsen behavior.

How is self monitoring determined?

The design of the self-monitoring device is largely determined by the student’s needs and setting in which the intervention will occur.

How does self monitoring help students?

Students with behavioral and academic difficulties typically have limited awareness and understanding of their own behavior and its effects on others. Self-monitoring interventions equip students to recognize and keep track of their own behavior (Hoff & DuPaul, 1998; Rhode, Morgan, & Young, 1983). Using these strategies, students can learn to identify and increase positive, pro-social behaviors, the behaviors necessary for success in general education settings. Self-monitoring interventions are among the most flexible, useful, and effective strategies for students with academic and behavioral difficulties (Mitchum, Young, West, & Benyo, 2001). They have demonstrated efficacy for targeting a range of academic abilities (Rock, 2005), self- help skills (Pierce & Schreibman, 1994), behavioral problems (Todd, Horner, & Sugai, 1999), and social behaviors (Strain & Kohler, 1994). Self-monitoring is useful for students from preschool to adulthood and can be taught to individuals at a variety of levels of cognitive functioning. Self-monitoring interventions foster independent functioning, which allows individuals with disabilities to rely less on prompts from others (Koegel, Koegel, Harrower, & Carter, 1999).

What are undesired behaviors?

While undesired behaviors, such as talking out in class or hitting peers, can be the target of successful interventions, the plan will have a more positive tone and may be more willingly accepted by the student if positive behaviors are identified .

How motivated are students to self monitor?

They enjoy pushing the button on their wrist counter, giving themselves checks, or crossing things off to-do lists. Many students, however, require extra teacher attention or other reinforcers to be successful with a self-monitoring intervention.

What is self monitoring?

Self-monitoring strategies are individualized plans used to increase independent functioning in academic, behavioral, self-help, and social areas. Rather than focusing on reducing a student’s undesired behavior, self-monitoring strategies develop skills that lead to an increase in appropriate behavior.

How does student involvement in planning affect student investment in the intervention?

Student involvement in planning may also increase student investment in the intervention. Once a system is in place, the teacher compares the student’s information with his or her own observations of the behavior and provides feedback on the accuracy of data collection.

What are intervention components other than contingent reinforcement and punishment?

If intervention components other than contingent reinforcement and punishment were used, these were recorded and classified as prompting, public posting or feedback, contingency contracting, self-monitoring, instruction or modeling, or other (e.g., systematic desensitization, habit reversal).

What is changing criterion design?

The changing criterion design (CCD) has been a recognized format of single-case research for four decades. Published examples of the CCD have been limited and the structure of the design used in the literature has varied to a degree that might engender confusion. This review examines the structure of CCD studies published to date to identify prior implementation practices and identify best practices for future use.

What is range bound changing criterion?

The rationale for two criterions is the establishment of a maximum and minimum level of performance expected (1) to prevent injury or prevent gains toward the objective too quickly, which may reduce likelihood of long-term change; and (2) to increase experimental control through adherence to two criterions as opposed to one. Advantages of this design for an exercise program are clear in their ability to deter excessive activity that may lead to injury. Likewise, when reducing caffeine consumption or when constricting calorie intake, a range might lead to more accurate reporting of intake, as well as more comfortable transitions between reset criterions. However, this design reduces the design integrity through limiting responding. The magnitude of each phase should be based on responding in the previous sub-phase and professional judgment. The basis for this determination still lacks clarity. Thus, when restricted responding is in place it is not representative of the individual’s ability and does not lead the experimenter or therapist to an appropriate criterion shift. If a criterion is shifted five data points up to increase a behavior, experimental control is demonstrated when responding increases. If the individual meets their desired outcome almost immediately after intervention implementation and is able to maintain that goal, the inappropriate intervention was used and a poor assessment of the individual’s capability and or motivation was conducted.

What is the second variation of the distributed criterion design?

The second variation, the distributed criterion design(DCD), is proposed to manipulate one behavior across interdependent but discrete contexts or interdependent behavior s in one context (McDougall 2006). Gradual criterion shifts are not required in this variation as it is not a design targeting increasing or decreasing a dimension of behavior, but rather it functions as a behavior or response management system (e.g., self-management or self-monitoring). This management system has been demonstrated by McDougall using an overarching fixed dependent variable; however, the design could be implemented with a non-fixed variable as well. Although the sequential changing of multiple behaviors is often desirable (especially in echobehavioral interventions), and it is correct that manipulating rates of one behavior will necessarily impact other functionally similar behaviors (Delprato 2002), the value of this design is questionable. The multiple baseline design is a poor model for the DCD in that it is significantly weakened by interdependence of baselines or results, whereas interdependence is an established expectation of the DCD. It should also be noted that the example presented by McDougal is essentially the same design as the A-B with replication designdescribed by Harris and Jenson (1985) and is similarly weakened by the necessity of predetermined criterions, reactive trends, and predictions in behavioral performance that must predate the actual behavior occurring. It is a fundamentally weak design that adds little to the literature in its present form.

What are the types of contingent reinforcement?

Types of contingent reinforcement utilized were coded as token economy, tangible or activity, and or verbal praise . Punishments for not meeting criterions were recorded and classified as time-out, response cost (e.g., monetary, token removal), overcorrection, and follow-through. Follow-through referred to forced follow-through to meet criterion; this was coded as punishment as it functions similar to overcorrection in that an avoidance response (e.g., prompt becoming a reflexive conditioned motivating operation) or behavioral fluency may develop to decrease the likelihood future criterions will not be met. Schedules of reinforcement and punishment were also noted.

Does behavioral responding remain steady?

Behavioral responding will remain steady if the criterion remains stable.

Is CCD a research tool?

In other words, an individual may experience positive feelings in response to meeting a criterion, thus reinforcing the behavior independently from any prescribed reinforcer or reward. Further, if automatic reinforcement were not present in the beginning criterions, it would arguably become a classically conditioned response when paired with contingent reinforcement or punishment. Therefore, this extraneous variable precludes the CCD from being predominantly a research tool and qualifies it as an intervention tool or research/intervention tool or in some circumstances (e.g., self-monitoring) an intervention in and of itself.

Why is self monitoring important in cognitive behavior therapy?

Significant attention has been given to the use of self-monitoring in cognitive-behavior therapies because of the explicit integration of this technique within these specific treatments. In fact, self-monitoring procedures are essential to the competent delivery of cognitive-behavior therapy. However, in light of the above discussion regarding the utility of self-monitoring for problem assessment and treatment planning, the procedure is very amenable to other treatment models. Self-monitoring can be tailored to meet the needs of the client and/or the therapist. It can be customized such that it remains consistent with the treatment being provided. While following some of the recommendations discussed about how to implement the technique, the therapist can determine the important therapeutic variables that need to be monitored. Self-monitoring may provide information about the state of the client's problems that the therapist uses to make desirable therapeutic changes according to his/her preferred model.

How does self monitoring work?

In order for self-monitoring to provide an effective means of systematically and objectively assessing a targeted behavior , it is important that the client clearly understand the issue that is being measured. For example, for a client suffering from panic disorder that is monitoring the occurrence of panic attacks, a panic attack may need to be differentiated from anxiety resulting from the feeling that a panic attack may be imminent, or for a client that is receiving treatment for an eating disorder it will be important to know what constitutes a “binge” and/or a “purge.” This can be accomplished by providing specific but comprehensive criteria for defining the behavior. The therapist could define a binge as the consumption of a specific number of calories during one eating episode. The goal is to decrease ambiguity about the variable being assessed so that the client's report can be reliable and accurate as well as ensuring that the client and the therapist are evaluating the same behavior (s). It would not be beneficial to the treatment for a client suffering from a restrictive type of eating disorder to report average-sized meals as binging episodes. It would likely be iatrogenic for the therapist to target these episodes as problematic eating behavior.

Is self monitoring effective in behavioral health?

The technique can be modified to fit conceptually with seemingly contrasting psychotherapies. Also, it is completely appropriate to use for behavioral health issues. In the current age of managed care that mandates provider accountability, it seems vital to integrate self-monitoring into mental and behavioral health treatments as a continual measure of treatment progress and effectiveness. Self-monitoring can provide immediate feedback to the client and the clinician about the current state of the problem, whereas more formal assessments can be implemented at the institutional level. It seems logical that if the therapist modifies their behavior accordingly in response to the instant feedback they are receiving from self-monitoring records of specific targets that clinical effectiveness will be demonstrated at the larger level (i.e., psychological outcomes, health outcomes, etc.).

Why do we need a self-monitoring sheet?

Letting the student personalize the self-monitoring form helps with ownership and makes the process more enjoyable. In addition, tally sheets should be designed to reflect the age, developmental level, and individual needs of the student. SMA (self-monitoring of attention) usually uses cues to remind students to self-assess. For example, a teacher might use an audio tape that contains tones or some other method to signal a time interval. SMP (self-monitoring of performance) usually requires the student to count the occurrence of the behavior.

How does self monitoring work?

The self-monitoring process engages students. Self-monitor ing facilitates communication between students and their parent. Students can avoid competition because of the individual nature of the strategy. Self-monitoring incorporates academic and social skills (e.g., counting, reading, classifying, cooperating).

How many steps does Torri need to review?

Before Ms. Torri implements these self-monitoring strategies with Alexandra and Zach, she needs to review the five steps in the self-monitoring process.

What should a teacher do after collecting baseline data?

Collecting baseline data is a crucial step, but one that is quite often skipped. The data allow the teacher and student to compare the behavior prior to and after the implementation of the self-monitoring strategy.

What is self monitoring?

Self-monitoring is a strategy that teaches students to self-assess their behavior and record the results. Though it does not create new skills or knowledge, self-monitoring does increase or decrease the frequency, intensity, or duration of existing behavior. It also saves teachers time monitoring students’ behavior.

Why is self monitoring important?

Self-monitoring provides more immediate feedback to students than is possible when teachers evaluate the behavior. The strategy clearly depicts improvement over time in behavior for both the student and the teacher. The self-monitoring process engages students.

How to measure behavior?

Duration and frequency can be used to measure many behaviors. Teachers need to decide how to track behavior based on how often it occurs and on the goal for the behavior. Likewise, teachers should consider what the students’ skills are in terms of self-monitoring.

What is the recording stage of self-monitoring?

Recording- This stage of self-monitoring is a means for moving from an awareness of actions and behaviors to function. In the recording stage of self-monitoring, children are able to note their actions and make changes based on what happened in specific situations.

What is self monitoring?

What is self-monitoring. Self-monitoring is a process of metacognition. Metacognition is the ability to plan for and execute a task, monitor one’s actions, analyze a problem, apply a strategy, maintain attention, and evaluate or monitor completion of an activity. Ideally, metacognition should occur naturally and instinctively as we engage in an ...

What is the goal of self assessment?

The goal of this stage is to get students to move from a teacher/parent/therapist/adult support of self-assessment to a self-assessment status where the child identifies behaviors and actions that are off-target.

What is an impulse control journal?

The Impulse Control Journal …a printable resource for helping kids strategize executive functioning skill development. When saying “calm down” just isn’t enough…

What is metacognition in children?

The ability to self-monitor is made up of two main areas: 1.) Observation- In this stage, a child is able to identify a specific behavior, thought, or action that occurred. This might happen during the action or afterwards.

What are the executive functioning skills?

One of the big executive functioning skills is the ability to self-monitor oneself. Self-monitoring strategies play a part in the ability to notice what is happening in the world around us and what is happening in our own body. The ability to “check” oneself and monitor actions, behaviors, and thoughts as they happen play into our ability to problem solve. Use the tips below to help kids learn how to self-monitor and problem solve. These self-monitoring strategies for kids are applicable in the classroom, home, sports field, or in social situations.

What is the ability to observe and recognize behaviors?

The ability to observe and recognize behaviors or actions is a skill, and that self-monitoring ability requires a lot of reflection, as well as the ability to recognize an ideal response or appropriate behavior for a specific situation. 2.)

How to assess behavior change?

The primary method for assessing behavior change is through repeated data collection (Najdowski, A. C., et al., 2009). The exact data collection method you utilize to track, analyze, and record all of this data will depend upon your unique goals. For example, teaching new social skills may require different data collection methods than changing education behaviors.

Why is it important to measure behavior?

So sometimes, discovering the cause and effect of behaviors is important, as it helps clinicians and specialists better formulate these support plans. Unlike the above data methods, the ABC method relies on qualified data — not necessarily quantified. ABC data is measured by taking the antecedent (the events that occur before a behavior), the behavior, and the consequences of said behavior.

How do scatterplots help you?

While ABC data can help you draw correlations between triggers and behaviors, scatterplots help you draw correlations between the time of day and behavior on a broader scale. For example, do you want to know if a student hits other children more frequently during art class? To figure that out, you would use a scatterplot.

How to correct negative behavior?

To correct negative behaviors and spark positive social change, clinicians may use cues or words to help encourage behaviors. Latency recording involves measuring the time that it takes for a behavior to occur after a verbal cue or an event. For example, you may want to know how long it takes a student to stop talking when you say “quiet down.” Similarly, you could record how long it takes a student to quiet down after you turn off the lights in the classroom.

What is the purpose of interval recording?

There are a few variations on interval recording like whole-interval and partial-interval. The primary purpose of interval recording is time constraints. Since frequency/event, ABC, and scatterplots give you better overall insights into behavioral patterns, interval recording isn’t the strongest behavioral data collection method — but it is one of the easiest.

Why is time sampling important?

Time sampling allows you to monitor each child independently while also overseeing the entire group over a period of time. Like interval recording, time sampling is not the most robust data collection method, but it’s incredibly useful for specific situations.

What is time sampling?

Time sampling involves splitting large chunks of time (e.g., every 20 minutes) into a bunch of smaller chunks of time (e.g., 1 minute every 20 minutes) and recording the presence or absence of a behavior within or at the end of the interval.

How to develop self monitoring?

As mentioned above, one way to develop your self-monitoring is by working with an expert. Meeting with an in-person or online therapistcan help you get started with understanding and implementing external and internal checklists while providing emotional support.If you find yourself in high self-monitoring mode because of social anxiety, a therapist can teach you techniques and offer guidance for how to reduce this intense form of vigilance. A study showed the efficacy of online therapy for people who have social anxiety. Within a span of 12 sessions and a 3-month follow up, 24 participants found significant improvement in their social anxiety. This result is comparable to and in some cases better than face-to-face therapy. Online therapy was also proven to be beneficial for people with depression, disabilities, and quality of life issues.

What are the characteristics of a self-monitoring person?

There are three characteristics needed for a person to be considered as someone who self-monitors: a concern for the society around themselves, a sensitivity to the cues society uses, and the ability to control behaviors and actions in response to those. To some degree, we all self-monitor at times to make sure we're doing what everyone else is doing or what we think we're supposed to do. You may be asked to self-monitor by a therapist for a short period to check for triggers with certain behaviors or to see if you have issues expressing yourself in different situations.

What is self monitoring?

Self-monitoring is simply a way of noticing your behaviors and comparing them to those around you.

Why is self monitoring important in business?

In business, self-monitoring would be best used for any situation where you have to size up the competition. In a self-diagnosis situation, self-monitoring can help you determine any symptoms or behaviors, so you can pass them on to a doctor. Many have no real idea of what their behaviors or triggers are.

What is mindfulness self monitoring?

Mindfulness can be one form of self-monitoring. However, there is also a more formulaic method. The self-monitoring scale was developed by psychologist Mark Snyderin 1974. It uses the answers from 25 questions to determine how a person's thought process affects their actions based on self-monitoring within a given situation.

What does a high self monitor look for?

People who are high self-monitors also tend to look for people who they can mirror in positions they want to emulate rather than those they have a genuine connection with. For example, when dating, the high self-monitor is more likely to choose someone with a high social status over someone they actually connect with.

Why do people self monitor?

People who self-monitor tend to be very aware of how others perceive their actions and often adjust their actions accordingly to create the desired public appearance they want to put forward. Some personality types are more likely to use this behavior because they feel the need to tightly control their actions.