Brain and Behavior-Ch 4- Neuronal Communication
Brain and Behavior-Ch 4- Neuronal Communication Psyc 300
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This 11 page Class Notes was uploaded by AlexaR. on Wednesday September 16, 2015. The Class Notes belongs to Psyc 300 at Northern Illinois University taught by in Spring 2015. Since its upload, it has received 36 views. For similar materials see Brain and Behavior in Psychlogy at Northern Illinois University.
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Date Created: 09/16/15
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behavior under specified conditions 39 Treatment planning Treatment planning and evaluation eppr assessment information to generate a treatment plan and to evaluate its effectiveness Cotwngiit gquot quot 39 ldiograp hic and Nomotnetic Approaches l Developmental Consideratiens i lcliographic case formulation Cuitural information is necessaryr to Assessments focus on obtaining detailed understanding of the child or familyi I Establish reiatlonslriip with child and family as unique entity Obtain valid information i Namathetic formulation Arrive at accurate diagnusls 39 Emphasizes general inferences that apply to large groups of individuals 39 DEVEEOP meamn ml treatment FGCG mmemafIOM mum me inwi rpmgt015 cgwmlw V39Inn39nn r rr Til nv39i Developmental ConSiderations 3 7 7 G 7 d M i Develapmen ral Consrderations m Normative en er Patterns 3 i x L 7 i information banner Panama l0 beleCiea Pmbiems if i39lg E i iii 1 e 7 i r mm W 0 M C 0 Base mformatmn about child develnpment norms is crumal 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be reliable valid costeffective and useful for treatment 39 Assessing child s thoughts feelings and behaviors Comprehensive assessment eveiuates a child s strengths and weaknesses achSs mami domains iogigxghi n u E fuuith Leaves115115 Clinical interviews Provide a large amount of information during a brief period include a developmental or farniiy history Most interviews are unstructured May result in low reliability and biased information Semistructured interviews are more reliabie include specific questions Sewiris 39i Lemma ng rEll FH 3 2amp1 E 9 Structured lnterview Questions gtr rim we a 536 rinkLEG Zemane I 57H 39n iquot I J39 Behavioral Assessment Purpose is to identify problematic behaviors and situations Primary problems of concern 6 Target behaviors and the Factors that control or in uence them 39 quotABCs of assessment are to observe the Antecedents Behaviors Consequences of the behaviors Functional Analysis a r 339 J lP Er wh pyiigf l Cengmge39uearfwg TUNE Camii MP Leressse sea area 33quot E Behaviorai Assessment Checklists and Rating Scales 39 Allow for a Child s behavior to be compared with a known reference group Economicai to administer and score Lack of agreement between informants is relatively common and is highly informative The Child Behavior Checklist CBCLi gives clinicians a useful profile of the variety and degree of the child39s problems 9152015 Child Behavior Checklist Uifl any Behavioral Assessment Behavioral Observation Parents or other observers record baseline data to provide information about behaviors in real life settings Recordings may be done by parents or others May be difficult to ensure accuracy Clinician may set up roleplay simulation to observe children and their families quothn wH FL 7 7