Test Bank For Self-Directed Behavior: Self-Modification for Personal Adjustment 10th Edition

Test Bank For Self-Directed Behavior:

Self-Modification for Personal Adjustment 10th
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 CHAPTER FIVE:
Antecedents
CHAPTER OUTLINE

I. Identifying antecedents
A. Three common difficulties with identifying antecedents
B. Discovering self-statements
1. Self-instructions
2. Beliefs: rational/irrational
3. Interpretations

II. Modifying old antecedents

A. Avoiding antecedents
B. Narrowing antecedent control
C. Re-perceiving antecedents
D. Changing chains
1. Building in pauses
2. Pausing to make a record
3. Unlinking the chain of events

III. Arranging new antecedents

A. Eliminating negative self-instructions
B. Initiating positive self-instructions
C. Thought substitutions
D. Building new stimulus control
E. Stimulus generalization
F. Precommitment
G. Programming of the social environment

IV. Tips for typical topics

Learning Objectives
Identifying Antecedents
1. How do you identify antecedents? What are three difficulties in identifying them?
2. What two kinds of self-statements can be antecedents?
3. Explain self-instructions.
4. How do beliefs and interpretations serve as antecedents, and how can you identify them?
5. What are two common maladaptive beliefs?

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 Modifying Old Antecedents
6. In the first steps of a self-change plan, how can you avoid the antecedents of problem
behavior?
7. What are situations in which indulging in consummatory behaviors is most likely?
8. Explain the strategy of narrowing antecedent control.
9. Explain re-perceiving antecedents.
10. What are “hot” and “cool” cognitions?
11. How does distraction work?
12. Explain the strategy of changing chains.
13. What is the advantage of building in pauses?
14. Explain pausing to make a record.
15. How do you unlink a chain of events?
16. At what part of the chain is it best to try breaking the chain?

Arranging New Antecedents

17. How can you use self-instructions to promote new, desired behavior?
18. Which are best, precise or general self-instructions? Why?
19. How can you use self-instructions to remind yourself of beliefs or long range goals?
20. When you use self-instructions, which is more effective—saying them to yourself or
thinking about them?
21. What are negative self-instructions? How can they be eliminated?
22. Instead of trying to suppress or stop an unwanted thought, what should you do?
23. Explain building stimulus control to cue a desired new behavior.
24. What is stimulus generalization? What can you do to develop it for anew, desired
behavior?
25. Explain precommitment, and using others’ help in using it.

Additional Lecture Material

Remember that you can use the Learning Objectives from the front of each section of the chapter
to survey the topics to be covered. You can answer the questions in the Objectives, giving
examples and explaining the concepts.

♦ Reflexes
A. The “reflex arc”
B. The adaptive value and the limits of reflexes
C. Preparatory response theory

♦ Basic procedures:
A. unconditional/conditional reflexes:
B. US  UR
CS + US  CR

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 CS  CR
C. Stimulus discrimination/generalization

♦ Higher order conditioning

♦ Variables affecting Pavlovian learning:

A. Pairing of the CS and the US
1. trace conditioning: the CS begins and ends before the US
CS US

2. delayed conditioning: the CS and US overlap

CS US
3. simultaneous conditioning: the CS and US coincide
CS
US

4. backwards conditioning: the US is presented before the CS

US CS

B. CS-US contingency: “if _____, then ____…”

C. CS-US contiguity: “right after each other”

♦ Applications of classical conditioning:

A. Learning fears and aversions
B. Counterconditioning our responses:
1. Implosion therapy
2. Systematic desensitization

♦ Albert Ellis and irrational beliefs

In-Class Activities

You can also use the Learning Objectives to instigate discussions in your classroom. Your
students can answer the questions in the Objectives, giving examples and explaining the
concepts.

Irrational beliefs
Have students brainstorm irrational beliefs for different unwanted behaviors. Write ideas down
on the board. Then have the students brainstorm positive beliefs (but still realistic) to substitute
for them.

Project update
Continue asking students to meet in groups to discuss the progress they are making on their
project. This is the time in the semester when students should be committed to their project and

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should have made significant progress on collecting baseline data, if not creating a change plan.
Students may want to talk about the challenges they have had on their projects.

Questions for group discussion:

 What antecedents have you noticed?
 What beliefs do you have about your behavior?
 How do you cope with stress?
 What situations make you sad . . . angry . . . happy?
 What irrational beliefs do you frequently experience?
 How do you control your own thoughts?
 How are your thoughts related to how you feel? How are your feelings related to your
thoughts? Does the direction of causality always go one way?

Learning to be positive
If your class has been assigned to the same discussion groups each time, they may know each
other pretty well by now. Have each group member put their name on top of a paper, then pass
them around to the right. Each group member writes one thing positive about that person. When
the papers go all the way around, tell the students not to read what was written on their paper yet.
Have them take out a new paper and write down positive statements about themselves (by now
they’ve had practice thinking positively about others). Then have them compare it to what others
say.

Tinkering with thoughts

Ask students to brainstorm “self-statements” that reflect positive thoughts to effectively deal
with anxiety and stress; increase assertiveness, studying, or exercise; decrease depression,
interpersonal conflicts, and food/substance abuse.

Romance and problem-solving

John Gottman and his colleagues developed a set of rules to teach people to improve
communication and problem solving with loved ones. J. Gottman, C. Notarius, J. Gonso, & H.
Markman. (1976) A couple's guide to communication. Champaign, IL: Research Press. While
this source is dated, the goal of constructive arguing has withstood the test of time and has been
confirmed by others. Use Handout 5-1, “Rules for good communication.” Have students role-
play and practice these rules of communication. Or you could practice a demonstration with a
student ahead of time—first violating the rules, then following them. You could role-play a
marital argument and have students critique which rules were broken.

Online Activities

Challenging Irrational Ideas. An introduction to Rational Emotive Therapy

http://mentalhelp.net/psyhelp/chap14/chap14g.htm

Beliefs and Emotional Resilience

http://mentalhelp.net/poc/view_doc.php?type=doc&id=5780

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Antecedent Interventions for Special Needs
http://bringingaba.blogspot.com/2012/03/value-of-antecedent-interventions-to.html

Films

Ask students to describe contemporary films that show a person who is caught up and entangled
by their antecedents. These films could describe individuals “chained” to situations that trigger
anxiety, passivity, and indulgence in food or drugs. Show students clips from these films. Ask
students to brainstorm ways the person could “break the chain” and be liberated from the
antecedents.

Stress, depression, relationships, and obsessive-compulsive disorder:

Stress and Illness (1994, 25 minutes, Insight Media) shows how asthma, peptic ulcers, and
cardiovascular disease can be impacted by stress.

Depression: Beating the Blues (1984, 28 minutes, Insight Media) describes the genetic basis of
depression and Dr. Aaron Beck’s cognitive model of depression.

Sorting Out Personal and Relationship Issues (1995, 46 minutes, Insight Media) demonstrates
ways to develop a positive therapeutic relationship and empower a marital couple to make
changes in their life.

The Risk: OCD (1995, 20 minutes, Insight Media) describes the positive impact of a support
group on helping a woman overcome her germ phobia.

Additional Active Learning Activities

Cheers
Give groups ten minutes to come up with a cheer about one of the following:
o For their group
o For right before a test
o For self-modification

Scales
Attributions as antecedents. See C. Peterson, A. Semmel, C. von Baeyer, L. Abramson, G.
Matalsky, & M. Seligman (1982) The attributional style questionnaire. Cognitive Therapy and
Research, 6, 287-300. Read the scale to the class and discuss various types of style.

Breaking tempting chains

Suggest that students interview individuals attending a local gym, Alcoholics Anonymous group,
or a college class. What “chains” tempt a person to experience inappropriate behavior? What
strategies are used to “break the chain”? What “chains” help them get to the gym, the group, or
the class?

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Reflection time
Have students complete Handout 5-2, “Reflection time” as an individual in class assignment or
as a homework assignment to reflect and focus on their projects.

Jigsaw Classroom
You can use the Learning Objectives to have your students participate in the Jigsaw Classroom
exercise, as explained in Chapter 1.

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 TEST ITEMS FOR CHAPTER FIVE

Essay questions

Note: The Learning Objectives can be used as essay questions in most cases.

1. Explain an experience in your life that follows a chain of events leading to an unwanted
result.
2. Describe possible difficulties in analyzing antecedents. What can be done about them?
3. Explain how self-instructions, beliefs, and interpretations can be antecedents. Give
examples.
4. Using examples, explain the strategy of avoiding antecedents.
5. Using examples, explain how you can narrow antecedent control.
6. You have a friend who often feels like people are criticizing her—her clothes, her hair,
the way she talks, etc. So she often stays home from social events, and even from class.
How could she change her thoughts so that she is more likely to live her life?
7. Dear Abby/Adam, Last night I shoved my five-year-old son. I didn’t realize until then
that my anger was such a problem. I get so angry when my children don’t listen to me
(which seems to happen more and more often). I work a lot, and it seems like when I
finally get to see them, they don’t like me. But I don’t want to hurt them! Please help me
find a way to control my anger so that I can be a good parent. Sincerely, No More
Shoving. Answer No More Shoving. How can he change the chain of behaviors to keep it
from leading to shoving? Describe how to use pauses to break a chain.
8. Give an example of how negative self-instructions can be eliminated and positive self-
instructions initiated.
9. Using an example, explain how you could re-arrange the physical and social environment
to cue a new, desired behavior.
10. Describe how self-instructions can assist in stimulus generalization.
11. Explain the precommitment strategy. When might you use it?
12. List three antecedents that you have discovered in your recording. What positive self-
instructions could you use for each of these and how would they help?

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Chapter 5
Multiple-choice questions

1. Which of the following would make identifying antecedents difficult?

a. Too many records.
b. Avoidance of antecedents.
c. Beginning late in the chain-of-events.
d. Identifying self-statements.

Answer: C. LO 1

2. Cathy was asked out on a date by an acquaintance, but she was nervous so she turned him
down. When she got home that night she felt depressed and lonely. She turned on the TV
and made herself a large bowl of ice cream. She blames her overeating on watching TV.
This is a classic example of:
a. not recording behavior
b. not looking early enough in the chain of events
c. rating emotions
d. avoiding antecedents

Answer: B. LO 1

3. What kinds of self-statements can be antecedents?

a. Narrowing control.
b. Positive or negative reinforcements.
c. Self-instructions or beliefs.
d. Low self-esteem.

Answer: C. LO 2

4. Which of the following is an example of self-instruction?

a. Laura thinks, "I wonder if I look good."
b. Lori says, "It’s time to leave."
c. Bill thinks, "I probably won’t make a good impression here."
d. John says to the driver, "Turn to the right."

Answer: B. LO 3

5. To identify beliefs that act as antecedents:

a. look for common themes in your examples of the problems.
b. find examples of self-criticism.
c. replace negative thoughts with positive ones.
d. rediscover your childhood.

Answer: A. LO 4

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6. Which belief is associated with low self-esteem?
a. Assertiveness can cause some people to think you are rude.
b. You should pay attention to other's recommendations.
c. No one should expect you to do everything perfectly.
d. Constant love and approval are necessary.

Answer: D. LO 5

7. Which type of behaviors are helped the most by avoiding antecedents?

a. Behaviors that have the least number of antecedents
b. Behaviors that are self-rewarding
c. Behaviors that involve other people
d. Behaviors that have the most severe consequences

Answer: B. LO 6

8. A smoker who stays away from other smokers is:

a. escaping the problem.
b. failing to test her/his commitment.
c. extinguishing reactions to the antecedents.
d. avoiding antecedents to a problem behavior.

Answer: D. LO 6

9. The situation least likely to lead to overindulgence in an unwanted consummatory

behavior is:
a. when you are stressed.
b. when you are calm.
c. when you are depressed.
d. when you are unusually happy.

Answer: B. LO 7

10. In which of the following situations is the person narrowing antecedent stimulus control?
a. Joe gradually cuts down the number of cigarettes he smokes.
b. Mary counts the number of calories she consumes each day.
c. Judy tries different exercises at the same time every day.
d. George cuts down the range of situations in which he drinks.

Answer: D. LO 8

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11. One of the techniques in this chapter that best helps people with insomnia is:
a. avoiding antecedents
b. reperceiving antecedents
c. stimulus generalization
d. narrowing antecedent control

Answer: D. LO 8

12. When antecedents to an unwanted behavior cannot be avoided:

a. use stimulus generalization
b. increase antecedent control
c. change the way you think about them
d. avoid them anyway

Answer: C. LO 9

13. Which of the following is an example of a cool cognition?

a. “Oh, that would taste good.”
b. “I will try not to look at it.”
c. “I can just feel it in my mouth.”
d. “The cake looks like Sponge Bob (the cartoon character).”

Answer: D. LO 10

14. Thinking that the chocolate pudding for dessert looks like mud works as a distraction
because:
a. You change a hot cognition to a cool cognition
b. You change a cool cognition to a hot cognition
c. It makes the pudding more desirable
d. It makes you want to eat mud

Answer: A. LO 11

15. In a chain of events leading to some unwanted behavior, the impulse to perform the
behavior:
a. gets weaker as the chain progresses.
b. gets stronger as the chain progresses.
c. is the same at any point in the chain.
d. gets scrambled during the chain.

Answer: B. LO 12

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16. The best point at which to build a pause into a chain of events leading to some unwanted
behavior is:
a. at the end of the chain.
b. in the middle of the chain.
c. at the beginning of the chain.
d. it doesn't matter.

Answer: C. LO 13

17. One of the most effective ways to stop a chain leading to an unwanted behavior is:
a. to build in pauses.
b. to do it more slowly.
c. to make more links.
d. to tie it to other chains.

Answer: A. LO 13

18. Other than recording information, keeping records can also help you by:
a. improving your concentration
b. showing you the difficulty of your goal
c. making a pause in the chain of antecedents
d. molding your beliefs

Answer: C. LO 14

19. You can unlink a chain of events leading to an unwanted behavior by:
a. inserting new events in the chain.
b. attacking the strongest links in the chain.
c. reinforcing yourself.
d. switching to cool cognitions.

Answer: A. LO 15

20. If you have a long chain of events, where is it best to try to break the chain?
a. At the beginning
b. At the end
c. In the middle
d. Both a & b

Answer: D. LO 16

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21. Jeff says to himself, "I don't need to have everyone love me all the time," an example of:
a. a self-defeating statement.
b. a belief system.
c. an assertive person.
d. a self-instruction about a belief.

Answer: D. LO 17

22. Which is the best example of a good self-instruction?

a. I must be more assertive.
b. I will tell him nicely where I want to go tonight.
c. I shouldn't let him treat me that way.
d. Well, relationships are a two-way street.

Answer: B. LO 18

23. Which of the following will be most effective in reducing Lana's shyness?
a. Each day at home Lana thinks about ways she can be more interesting to others.
b. Lana remembers to try not to be shy.
c. Lana thinks about focusing on other people before entering a party.
d. Lana says to herself, "Walk up to the person, smile, and ask how they feel about the
newspaper headline."

Answer: D. LO 18

24. Karl is tempted to eat a bacon double cheeseburger. Which is the best example of a self-
instruction to remind him of his long range goals?
a. “Cheeseburgers have the consistency of grainy tofu.”
b. “I need to keep my cholesterol down to qualify for life insurance.”
c. “I can eat a cheeseburger tomorrow.”
d. “If I take off the bacon, then it will be healthier.”

Answer: B. LO 19

25. Lenny is about to take his final in MATH 100. He suffers from severe math anxiety.
What might be helpful for him to do?
a. Think to himself that it’s all OK.
b. Distract himself with thoughts of the beach.
c. Say to himself, “I have studied and know the material.”
d. Say to himself, “Math is hard for everyone I know.”

Answer: C. LO 20

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26. Negative self-instructions are statements:
a. others make about us that are unflattering.
b. we make to ourselves to encourage unwanted behavior.
c. we make about ourselves that are unflattering.
d. mostly connected with shyness or weight problems.

Answer: B. LO 21

27. How can you eliminate negative self-instructions?

a. Extinguish them by ignoring them.
b. Replace them with incompatible positive statements.
c. Avoid the antecedents to negative statements.
d. All of these.

Answer: B. LO 21

28. Which of the following is least effective when dealing with negative self-statements?
a. Distracting yourself with a different topic
b. Trying to stop the thought
c. Thinking “cool” thoughts
d. Trying to change your underlying beliefs

Answer: B. LO 22

29. Susan often thinks she is going to fail when she takes tests. Before the her tests, what
should she do with these thoughts?
a. Stop them.
b. Say instead, “I won’t fail. I’ve studied hard, and I’m going to concentrate and do my
best.”
c. Say instead, “It’s alright if I don’t do well. It’s irrational to expect to be perfect all the
time.”
d. Say instead, “I’m the smartest girl in this school, and I know I will get an A!”

Answer: B. LO 22

30. James wants to be able to concentrate while studying. A good technique would be to:
a. study where others are already studying.
b. record his actual study time.
c. study in only one place.
d. All of these.

Answer: D. LO 23

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31. Which of the following is least likely to help improve concentration?
a. Perform the desired behavior in a specific environment
b. Practice the desired behavior in similar situations
c. Perform the desired behavior in an environment where you do other important things
d. Practice the desired behavior whenever you are tempted to perform an undesired one

Answer: C. LO 23

32. To use stimulus generalization you should begin by:

a. changing the antecedents as much as possible.
b. making your self-instructions more general.
c. performing the behavior in a situation similar to the original one.
d. transferring to an uncontrolled antecedent.

Answer: C. LO 24

33. Stimulus generalization is the process in which:

a. an antecedent comes to control a behavior that is reinforced in its presence but not in
its absence.
b. a previously neutral event comes to control a response by being paired with an
unconditioned stimulus.
c. some stimuli come through reinforcement to dominate over other stimuli.
d. a behavior learned in one situation is performed in other, similar situations.

Answer: D. LO 24

34. In the precommitment strategy, you:

a. arrange in advance to be punished if the unwanted behavior occurs.
b. sign a contract to change your behavior.
c. use the two-stage process of pre- and post-reminders.
d. arrange in advance for reminders and other antecedents to occur.

Answer: D. LO 25

35. People can help you with your self-modification by:

a. performing your unwanted behavior for you
b. reminding you of your precommitment
c. identifying your beliefs
d. narrowing your antecedent control

Answer: B. LO 25

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Handout Masters
Handout 5-1: Rules for Good Communication
Handout 5-2: Reflection Time

151
© 2014 Cengage Learning
5-1

Rules for Communication

Instructions: Role-play an argument with another student. It can be a marital argument or a boss-
employee argument. Try to keep it unrelated to your own personal life. Practice both breaking
and following the rules listed below.

Tactics for Improving Communication:

• Schedule discussion sessions. Don't let problems run on too long before sitting down to
discuss them.
• Don't try to have a discussion while you are very angry.
• Be polite. Rude behavior kills love.
• If you and your partner are interrupting each other, agree to follow a rule whereby while one
person has the floor the other listens, and there can be no interruptions.
• When the other person is speaking, listen.
• Ask for feedback: "Am I making myself understood?"
• Sometimes you must talk about how you go about solving your problems. Try to get better at
it.
• Ask, "What can I do to make things better?"
• State specifically what you are willing to do.
• Talk about specific behaviors, not generalities.
• Tell the other what you feel and think.

Problems to watch for:

• Repeating yourself over and over, with no variation.

• Drifting from topic to topic. Just work on one at a time. 3. "Mind reading"--thinking you
know what the other is thinking.
• Complaining in response to a complaint.
• Saying, "Yes, but . . .", so that no suggestions from the other are accepted.

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© 2014 Cengage Learning
5-2

Reflection Time
1. What do I believe about my self-direction project?

2. What do I believe about my target behavior?

4. Of the self-defeating beliefs, what are some alternative beliefs that I can substitute for them?

5. What are some positive self-instructions I can say to myself to get my desired behavior?

6. What are situational cues that I can change?

7. How can I use the strategy of narrowing antecedent control in my plan?

8. How can I use the strategy of precommitment in my plan?

9. How can I use the strategy of stimulus generalization in my plan?

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