PSY 3820-78 Behavior Modification ESSAY

PSY 3820-78 Behavior Modification ESSAY

PSY 3820-78 Behavior Modification ESSAY

2. Part II. Final Self-Directed Project Report (80 points). Use the following format. (For the final
   project you will need to respond to and/or integrate the feedback provided by professor in your
   proposal and then elaborate further to complete requirements listed below.) *Your project grade
   will not be based upon the amount of behavior change, but rather on the thoroughness for which
   you address the required areas listed above and integrate course concepts. *Use class lecture notes
   to help integrate key terminology.
3. Introduction (5pts) a. Description of overall goal and behavioral objective (target behavior) to
   include operational definition.
4. Method (20pts) – Actual Intervention Plan Implemented a. Describe in detail the actual
   intervention plan and steps you implemented. This should contain more strategies than listed in
   your proposal as you have now learned more in class that you can integrate. Use class concepts and
   principles to describe plan and be specific on explaining how you collected data, the recording
   method used, the length of data collection, antecedent control, reinforcement, cognitive strategies,
   shaping, fading, etc… i. How did you manage the situation, consequences, obstacles and challenges?
   ii. What type of rewards and reinforcement schedules were used?
5. Results/Discussion/Critical Analysis (35pts) a. Present data collected before, during, and after
   intervention in graphs and/or tables (e.g. baseline graph and intervention graph). You should have
   at least 6 weeks of intervention data, in addition to your baseline data. b. Present a critical analysis
   of your project. i. Identify patterns and themes which emerged. ii. What behavior principles helped
   your intervention plan to be successful and/or what behavior principles implemented were not as
   successful as hoped? Discuss your results and outcomes integrating key concepts from class. Be sure
   to consider the effectiveness of the intervention in relation to improvement over baseline and/or to
   whether the objective was met within the timeline you specified. iii. Describe how you dealt with
   problems and report any changes or adjustment you needed to make to your intervention plan (e.g.
   maintain commitment or lack thereof, effectiveness of reinforcements and reinforcement
   schedules, etc..)
6. Maintenance and Generalization (15pts) a. What, if anything, would you do differently next time?
   b. How do you plan to maintain and generalize your results (i.e. stimulus and response
   generalization)? c. How will you apply the skills you learned throughout this project to future
   behaviors you’d like to change? Think stimulus and response generalization.
7. General Writing Style (5pts): organized, free from grammatical and spelling errors Your proposal
   and report should be typed double-spaced (double sided is OK) and be organized as above with
   appropriate headings. Please don’t use plastic covers or binders–just staple in upper left corner. Be
   sure to include your proposal (the original copy that I graded and returned to you) when you submit
   your final project reports. -10 pts if you lose proposal.

Proposal for the behavior modification plan as requested. However, needs more detail and more definition.
Bernardo S. Navarro
Prof. Amanda Zavattieri
PSY 3820-78 Behavior Modification
10/15/2021

Behavioral Assessment Initiatives
Part I. Proposal for Self-Directed Behavior Change Project (70 points).
Target objective: Decreasing tobacco consumption
 Identify and describe target behavior
 Identify possible causes of the behavior
 Select appropriate treatment strategies to modify the behavior
 Evaluate treatment outcome
Measurable Goals (5pts).
Overall behavioral goal is to decrease smoking using stimulus reinforcement strategies that can decrease tobacco consumption. Moreover, the intervention plan would be to decrease the amount of tobacco consumption from approximately 20 cigarettes, or one pack a day to 10 cigarettes or 50% or less than the original amount of consumption.
Explaining how and why I selected this goal is because it is attainable and tobacco consumption is a difficult habit to control or extinguish. However, the goal or intended behavior is functional to achieve and the how is using behavioral modification methods.

1) ABC Chart: Baseline data observation (25 Pts). Target/Decrease Tobacco consumption
Time & Day Antecedent Behavior Consequences
11:15 Am.-10:15PM. Friday 10/15/2021 Anxiety or thinking in smoking, urge to smoke Smoking amount in the whole day 15 cigarettes A feeling of euphoria and calmness, guilt
9:00 AM-11:00 PM Saturday 10/16/2021 Anxiety or thinking about smoking or urge Smoking amount in the whole day 19 cigarettes A feeling of euphoria and calmness, guilt
9:25 AM-9:00 PM Sunday 10/17/2021 Anxiety thinking about smoking or urge Smoking amount in the whole day 17 cigarettes A feeling of euphoria and calmness, guilt

2) Vicious Cycle: smoking one cigarette in one hour period or less.
Graph of vicious cycle of smoking is not showing.

3.Conduct a literature review related to your behavioral change goal (15pts) Provide a brief summary of at least 3 research articles (published in 2000).
On the following articles we will encounter techniques that are being used to mitigate extinguish or decrease tobacco consumption or smoking. However, this are copies directly from the articles to produce a notion of what is being researched by the student or in this case my persona. Moreover, there are three articles and withing those there is one from a book that specializes in hypnotherapy which is a scientific guide or by his title Cognitive-Behavioral Therapy, Mindfulness, and Hypnosis for Smoking Cessation: A Scientifically Informed Intervention
1) An earlier study (Dols et al. 2000) suggested that cue-induced urge to smoke depends on the expectation of smoking. The present study tried to replicate the findings under stringently controlled conditions. Design A 2 (context) × 2 (cues) × 6 (trial) within-subject design. Each smoker entered two different contexts; one context predicted the future occurrence of smoking (i.e., one puff of a cigarette) and one context predicted the non-occurrence of smoking. In each context smokers were exposed to smoking cues (i.e., cigarettes and lighter) or not. Findings The results revealed that the urge to smoke was higher in a context in which smoking was expected relative to a context in which it was not expected. As in the previous study the urge-inducing effect of smoking cues was larger in the smoking context than in the non-smoking context. Moreover, smoking cues did not have a significant effect in the non-smoking context.
Conclusions It was shown that smoking cues elicit craving due mainly to a generated expectation of the occurrence of smoking and less due to salience or long history of associative learning. Theoretical and practical implications of the results are discussed.
2) Smoking remains a major public health problem. Experiencing a myocardial infarction (MI) can be a teachable moment that results in smoking cessation when previous efforts have failed. We tested the feasibility of providing a simulated and personalized experience of an MI to facilitate quitting smoking. Smokers, who were recruited from the community, had photographs taken of themselves, their partner, and family. These photographs were inserted into a video depicting the subject as a smoker experiencing an MI with potential consequences to themselves (death or disability) and their family. The subject watched the video and a psychologist used motivational interviewing to reinforce quitting efficacy. Thirteen subjects (11 men, 2 women) 45 ± 12 years of age with no smoking-related illness and a nonsmoking partner were studied. At week 1, 7 of 13 subjects (54%) reported stopping smoking, and the other 6 had decreased consumption. Daily cigarette consumption at week 1 decreased from 17.3 ± 9.3 at baseline to 2.7 ± 4.9 (p <0.005) and expired carbon monoxide levels from 15.7 ± 9 to 3.1 ± 3.2 parts per million (p <0.005). Seven subjects had observable responses to the video including “looking uncomfortable” and “red eyes, difficulty speaking.” Self-reports included “made me aware of the important things” and “it felt very real.” At 6 months, 7 of 13 subjects (54%) were still abstinent.
3) Chapter-2 Cognitive-Behavioral Therapy, Mindfulness, and Hypnosis for Smoking Cessation: A Scientifically Informed Intervention Why Hypnosis? Rationale and Supporting Evidence In this chapter, we expand our introductory discussion about hypnosis, report common misconceptions about hypnosis, and advance reasons why we include hypnosis in The Winning Edge program.
We review the evidence for hypnosis as an effective tool for behavioral change, including a frank discussion about what’s needed to establish hypnosis as an empirically supported strategy to enhance smoking cessation success rates. We present several outcome studies examining the effectiveness of hypnosis and compare these rates against other intervention approaches. We also present findings from researchers and clinicians who have used earlier versions of our program to achieve smoking cessation. As stated previously, positive expectations are a key ingredient for sustained involvement in psychotherapy and attempts to change longstanding behaviors (Constantino et al., 2017). The hypnosis component in The Winning Edge is based on the premise that hypnosis enhances treatment expectancies, motivated involvement with therapeutic directives, and increases positive affect, thereby facilitating cognitive‐behavioral smoking cessation interventions (Lynn & Kirsch, 2006). Moreover, merely labeling procedures as “hypnosis” increases positive expectancies, suggestibility (Balaganesh & Oakley, 2005), and treatment outcomes across a variety of conditions and disorders (Kirsch, 1996b; Lynn, Kirsch, & Rhue, 1996). Weaving implementation instructions into hypnotic suggestions, as we do in our program, enhances hypnotic responsiveness and heightens the subjective experience of involuntariness (Gallo, Pfau, & Gollwitzer, 2012). Additionally, more favorable attitudes toward hypnosis as an adjunctive treatment to complement medical interventions are associated with greater hypnotic responsiveness (Green, 2012). Still, we eschew exaggerated claims about the effectiveness of hypnosis and instead employ it in a scientifically grounded manner that capitalizes on the potential of hypnosis to enhance motivation and expectancies (Lynn & Green, 2011; Green & Lynn, 2017, for an expanded discussion of motivation enhancement strategies within the framework of our smoking cessation program).

4. Proposal for behavior/intervention plan to change behavior: (25 pts)
   On this phase is the behavioral plan to change or decrease tobacco consumption and for that we will be using self-hypnosis, reinforcement with contingencies, negative reinforcements with visual effects on the physiological dangers of smoke inhalation. Also, in order to distract the target behavior, we can use the principle of operant extinction which states that (a) if an individual, in a given situation, emits a previously reinforced behavior, and that behavior is not followed by a reinforcer, (b) then that person is less likely to do the same thing again when next encountering a similar situation (Martin, & Pear, et., al, 2019). At the same time, there is more that we can use to decrease tobacco consumption but there is the psychological aspect like in the first article said, when attempting to decrease or extinguish smoking there are certain cues that need to be eliminated, and smoking depends on the expectation which is the psychophysiological aspect of the process which it starts by the cues like a cigarette lighter or just the pack of smokes in a visible area superseded by the mental aspect, or anticipation, culminating into the action itself.
   Moreover, the psychophysiological conundrum can be resolve, if the environment is deprived from those very cues that can exacerbate the impulse to smoke. However, there are more contingencies that can be put in place to mold the environment in the manner of the desirable target behavior, and it is important to condition the psychic in accordance with what can be provided in order to cultivate the behavior modification. Amongst, those cues are foods and specially drinks that can incite smoking like alcohol, coffee and candies flavors.
   After all, we are researching about the human body and mind in which case nicotine addiction is co-dependent of the human body and mind, plus the effect it causes in the brain. In other words, is a monumental task to disengage this type of reinforced conditioning that has been inculcated in general by society itself, and the reason is because it is a learned behavior that has its transcendence since the colonization of the Americas.
   However, the importance in understanding the history of tobacco is because for more than 500 years in the Americas smoking was the thing to do, when drinking coffee or when sitting in the porch with friends, parties, and birthdays. Hence, it transforms itself into an acceptable behavior which is why is difficult to extinguish but on this project the purpose is to decrease the behavior.

References= it is just three sources but here is four eliminate whichever.

Dols, M., Hout, M. van den, Kindt, M., & Willems, B. (2002). The urge to smoke depends on the expectation of smoking. Addiction (Abingdon, England), 97(1), 87–93. https://doi.org/10.1046/j.1360-0443.2002.00010.x

May, R., Tofler, G. H., Bartrop, R., Heinrich, P., Baird, J., Jozefiak, E., & de Burgh, S. (2010). Smoking Cessation Through a Novel Behavior Modification Technique. The American Journal of Cardiology, 106(1), 44–46. https://doi.org/10.1016/j.amjcard.2010.02.010

Green, J. P., & Lynn, S. J. (2018). Cognitive-behavioral therapy, mindfulness, and hypnosis for smoking cessation: A scientifically informed intervention. ProQuest E-book Central https://ebookcentral.proquest.com

Martin, G., & Pear, J. J. (2019). Behavior Modification (11th Edition). Taylor & Francis. https://bookshelf.vitalsource.com/books/9780429670268

PSY 3820-78 Behavior Modification ESSAY