Conducting Effective Behavioural and Solution Analyses

2018 ◽  
pp. 258-282
Author(s):  
Sara J. Landes
Keyword(s):  
Problem Solving ◽  
Functional Assessment ◽  
Assessment Tool ◽  
Third Wave ◽  
Behaviour Therapy ◽  
Learning Problem ◽  
Problem Behaviour ◽  
Behavioural Treatment ◽  
Chain Analysis ◽  
Controlling Variables

This chapter outlines the components of BCA and how to utilize it effectively in DBT. As a third wave behavioural treatment, dialectical behaviour therapy (DBT) has its roots in behaviourism. As such, one of the critical strategies in DBT is functional assessment. Behavioural chain analysis (BCA), or chain analysis, is a functional assessment tool used in DBT. BCA helps the therapist and client collaboratively understand all of the steps that led to a problem behaviour (i.e., prompting events, thoughts, emotions) and the consequences that followed. Understanding these controlling variables allows for identification of solutions and learning problem solving. While this functional assessment is not unique to DBT, other nuances described in this chapter are more specific to DBT, such as the focus on emotion and the use of the therapist as a source of reinforcement.

Functional Assessment in Forensic Settings: A Valuable Tool for Preventing and Treating Egregious Behavior

2010 ◽  
Vol 24 (2) ◽  
pp. 81-91 ◽  
Author(s):  
André Ivanoff ◽  
Henry Schmidt
Keyword(s):  
Functional Assessment ◽  
Clinical Case ◽  
Forensic Assessment ◽  
Potential Contribution ◽  
Case Conceptualization ◽  
Mentally Disordered ◽  
Scarce Resources ◽  
Target Behaviors ◽  
Chain Analysis ◽  
Controlling Variables

Forensic agencies and institutions are charged with treating the most socially disruptive and mentally disordered individuals while securing public safety. Egregious behaviors in these settings demand immediate response and scarce resources. Functional assessment, sometimes used synonymously with functional or behavioral analysis, is presented as a cornerstone tool to help identify targets for intervention and hypothesize causal behavioral connections. Using an interactive chain analysis approach, the temporal sequence of behavior is examined across domains with an emphasis on obtaining operational knowledge about the functions and controlling variables of target behaviors. A clinical case example is used to illustrate the potential contribution of FA in forensic assessment and case conceptualization.

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

Penerapan Model Pembelajaran Problem Based Learning dalam Pembelajaran Matematika di Kelas VIII SMPN 28 Padang

2017 ◽  
Vol 1 (2) ◽  
pp. 225-236
Author(s):  
Andi Susanto ◽  
Sony Ariadi
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Problem Based Learning ◽  
Average Score ◽  
Control Group ◽  
Learning Problem ◽  
Math Ability ◽  
Class Viii ◽  
Randomized Control

This reseach is aimed at knowing the students ability in both solving the math problem and connection those who are taught by Problem Based Learning at class VIII of the Junior High school 28 Padang 2017/2018. This research is categorized as quasy Experimental Research, by using Randomized Control Group Only Design. After implementing the Problem Based Leaning, the student was directly given the test as the result showed that the score  of the student who belong to the experimental class in  problem solving recorded as 74,00 while those who were in the control class only refers to 72,30. The test average score on the experimental class in term of math connection ability was 68,73; while in the control class recorded as 62,43. The T- Test showed that T-Table equals to 1,64 with the degree of reliability 95% . This fact reveals that the students’ ability in solving the problem after being taught through Problem Based Learning is higher than in control class with T-count equals to 3,71; while their connection math ability through Problem Based Learning Model in the Experimental Class is higher than control with T-count 2.17.Keywords: Problem Based Learning, problem solving, mathematics connection

Acceptance and Commitment Therapy (ACT): A Third Wave Behaviour Therapy

2008 ◽  
Vol 36 (6) ◽  
pp. 667-673 ◽  
Author(s):  
Chris Cullen
Keyword(s):  
Acceptance And Commitment Therapy ◽  
Relational Frame Theory ◽  
Third Wave ◽  
Behaviour Therapy ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
Relational Frame ◽  
Important Relationship ◽  
History Of ◽  
Clinical Conditions

AbstractThis paper introduces Acceptance and commitment Therapy (ACT) as one of the newer contextualist behaviour therapies. A brief history of the development of ACT is outlined. The concepts of equivalence and laterality and the important relationship between Relational Frame Theory and ACT are then described. The “hexagram” summary of the six core linked processes in ACT is presented and, finally, the research evidence to support the effectiveness of ACT applied to a range of clinical conditions and client groups is summarized.

scholarly journals Third-wave interventions for eating disorders in adolescence – systematic review with meta-analysis

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Arne Buerger ◽  
Timo D. Vloet ◽  
Lisa Haber ◽  
Julia M. Geissler
Keyword(s):  
Eating Disorder ◽  
Data Extraction ◽  
Meta Analysis ◽  
Structured Interview ◽  
Control Group ◽  
Third Wave ◽  
Eating Disorder Inventory ◽  
Behaviour Therapy ◽  
Qualitative Synthesis ◽  
Eating Disorder Examination

Abstract Context Third-wave therapies have demonstrated efficacy as a treatment option for EDs in adulthood. Data on the suitability for EDs in adolescence are lacking. Objective To estimate the efficacy of third-wave interventions to reduce ED symptoms in adolescents in randomized controlled trials (RCTs) and uncontrolled studies. Data sources We systematically reviewed the databases PubMed (1976-January 2021), PsycINFO (1943-January 2021), and the Cochrane database (1995-January 2021) for English-language articles on third-wave therapies. References were screened for further publications of interest. Study selection RCTs and pre-post studies without control group, comprising patients aged 11–21 years (mean age = 15.6 years) with an ED diagnosis (anorexia nervosa, bulimia nervosa, binge eating disorder, eating disorder not otherwise specified) investigating the efficacy of third-wave psychological interventions were included. Efficacy had to be evaluated according to the Eating Disorder Examination or Eating Disorder Examination-Questionnaire, the Eating Disorder Inventory-2, the Eating Disorder Inventory-3, or the Structured Interview for Anorexic and Bulimic Disorders for DSM-IV and ICD-10. The outcome assessed in the meta-analysis was the EDE total score. Data extraction Independent extraction of data by two authors according to a pre-specified data extraction sheet and quality indicators. Data synthesis We identified 1000 studies after removal of duplicates, assessed the full texts of 48 articles for eligibility, and included 12 studies with a total of 487 participants (female 97.3%/male 2.6%) in the qualitative synthesis and seven studies in the meta-analysis. Articles predominantly reported uncontrolled pre-post trials of low quality, with only two published RCTs. Treatments focused strongly on dialectical behaviour therapy (n = 11). We found moderate effects of third-wave therapies on EDE total score interview/questionnaire for all EDs (d = − 0.67; z = − 5.53; CI95% = − 0.83 to − 0.59). Descriptively, the effects appeared to be stronger in patients with BN and BED. Conclusion At this stage, it is not feasible to draw conclusions regarding the efficacy of third-wave interventions for the treatment of EDs in adolescence due to the low quality of the empirical evidence. Since almost all of the identified studies used DBT, it is unfortunately not possible to assess other third-wave treatments’ efficacy.

Beyond exposure therapy: formulation-based therapy treating a fear of urinary incontinence – a case study

2021 ◽  
pp. 1-5
Author(s):  
Torstein Stapley ◽  
Tracey Taylor ◽  
Victoria Bream
Keyword(s):  
Urinary Incontinence ◽  
Treatment Protocol ◽  
Treatment Strategies ◽  
Specific Phobia ◽  
Behaviour Therapy ◽  
Behavioural Treatment ◽  
Subjective Report ◽  
Cognitive Behaviour ◽  
Behavioural Factors

Abstract Background: The current literature on the specific phobia of urinary incontinence is limited, with no specific empirically established model or treatment protocol. Aims: This article consists of a case study of formulation-driven cognitive behaviour therapy (CBT) for phobia of urinary incontinence. Method: Martin attended a total of 12 treatment sessions. The treatment included the development of an idiosyncratic formulation, and the use of well-established cognitive and behavioural treatment strategies from other anxiety disorders. Results: Both outcome measures and Martin’s subjective report indicate that the treatment was effective. Conclusion: This case study contributes to the current limited literature on this phobia, and emphasises the importance of formulation-driven CBT to map for idiosyncratic features and target cognitive and behavioural factors.

scholarly journals MENINGKATKAN HASIL BELAJAR SISWA MELALUI METODE PEMBELAJARAN PROBLEM SOLVING PADA MATERI KONSEP MOL DI KELAS X-3 MAN RUKOH BANDA ACEH

2019 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Rosniar Rosniar ◽  
Salawati Salawati
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Student Learning ◽  
Learning Activities ◽  
Learning Method ◽  
Learning Problem ◽  
Learning Achievement ◽  
The Subject ◽  
Classroom Action Research ◽  
Banda Aceh

The aim of this study was to improve the learning achievement and activities of students through the implementation of the Problem Solving learning method in Mol Concept. This study was conducted by using two cycles of classroom action research. The subject of this research was 25 students of class X-2 MAN Rukoh Banda Aceh. The result of the implementation of learning Problem Solving method showed that there is improvement of student learning achievement from Cycle I to Cycle II. It could be seen from the results of research that showing about 64% of students had passed learning in Cycle I and about 88% in Cycle II. While the observation was conducted, the improvement of learning activities of students amounts 50%. Based the result of this study, it is can be concluded that the implementation of learning Problem Solving method can improve the learning achievement and activities of the student in Mol Concept.

scholarly journals Penerapan Model Problem Based Learning untuk Meningkatkan Problem Solving dan Curiosity dalam Pembelajaran IPA 1

2018 ◽  
Vol 3 (1) ◽  
pp. 49
Author(s):  
Purwanti Widhy Hastuti ◽  
Asri Widowati ◽  
Didik Setyowarno
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Problem

Tujuan penelitian ini untuk mengetahui strategi implementasi model Problem Based Learning (PBL), meningkatkan problem solving dan sikap curiosity calon guru pada mata kuliah IPA 1. Jenis penelitian ini adalah penelitian tindakan kelas dengan tahap perencanaan, implementasi dan observasi serta refleksi. Penelitian ini dilakukan sebanyak tiga siklus dengan materi yang diajarkan meliputi faktor-faktor yang mempengaruhi pertumbuhan tanaman, pemisahan campuran, dan termoregulasi. Instrumen yang digunakan berupa tes problem solving dan lembar observasi problem solving, curiosity serta keterlaksanaan model PBL. Proses pembelajaran dilakukan sesuai dengan sintaks yang terdapat dalam model PBL. Hasil penelitian menunjukkan keterlaksanaan model PBL sudah baik dengan terlaksananya semua langkah pada siklus 3. Strategi perbaikan yang dilakukan berupa memfokuskan orientasi masalah yang disajikan, membimbing calon guru dalam berbagi tugas dalam kelompok dan mengatur waktu sehingga pembelajaran lebih optimal. Hasil tes menunjukkan peningkatan rerata nilai problem solvingcalon guru dari siklus ke siklus dan di dukung dengan hasil observasi dimana tiap aspek problem solving mencapai kategorisangat baik. Dengan demikian, dapat disimpulkan bahwa penerapan model PBL dapat meningkatkan problem solving dan curiosity calon guru dalam pembelajaran IPA.Kata Kunci: problem based learning, problem solving, curiosity

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