Aug 17, 2017
Please keep in mind that this formulation is supposed to be written by the therapists view, please go back and rewrite it that way.
For section one, please just list the diagnosis of Ted. It does not call for an intro to the formulation. Please refer to the case study with the teachers notes.
Section two please remember this is in the view of Teds therapist, going over teds history as if ted is soaking to the therapist, leading to their sessions together. Look at the oast case formulations anf notes.
For section three, the first column really needs to have a MEASURABLE and OBSERVERABLE target behavior. Where is the label here? What is the behavior you are trying to define here? It is not clear and not clearly defined. You need to both operationally define them in accepted ABA style (observable and measureable) and include the everyday language component.
The second column need to be written in the format of an ABA hypothesis statement. You need to list the condition, the behavior, and then the outcome (function).
Column three seems that you are making what sounds like general recommendations without any links to the literature and ABA readings (attached) you have been exposed to (please look up ABA readings and add to the references). In general, these need to be tied to the readings. You want to think of these as the components of a plan if you were to write it out that does not include how to implement them. What are you saying are the active ingredients to the plan for each target (some components may share the same components)? Your goal is to show the reader how they both address function and are going to help shape the replacement repertoires you are developing. You should also consider organizing this as in and out of session components given that the client both is out of session more than in and they are actively applying and managing their interventions. Generalization and performance outside of formal sessions is critical to success here. Remember that this is going to be a big part of your discussion in the summary section and you will want to have cited them here so you will have already introduced the ideas of the readings here for discussion at the end.
Section 4, You must describe the class you picked but you need to support it with why as well as disclose/discuss how you collected the data that you made this decision on as well as what a summary of that data entails that supports your conclusions. it needs far more development. Basically, you need to make a good case for both the method of data collection and then how that data supports your class selection. You use the “results” of your implementing this with the client to support what you write here. You need to really explain and support it more fully and describe more fully how and why you chose your class.
Section 5 This section seems to be a real struggle. You are struggling here with both the basic concepts of the CRBs and how to write them. These should be fuller descriptions of what she does and say IN SESSIONS (remember this is all hypothetical). It can include his discussing what he does and thinks outside and within sessions but they need to be in line with the history information. Do you think he would be admitting problems at the outset? Apart from this you need to get a better handle on CRBs in general. Remember that 1’s are indicative of the problems (where history can help you “imagine” what they would do/say in session), 2’s of burgeoning understanding and improvement. Your 3’s are similarly in need of improvement. Remember that 3’s need to reflect the functional understanding of their problems. They need to demonstrate that the client truly understands their behavior and how they got to where they did and how they are getting to where they are going now vis a vis the development of the replacement repertoires through your treatment plan. The “a-ha” moment for the client where they fully understand the targets and how/why they developed and maintained as well as how the new replacements are similarly improving their life. It involves less of you discussing how they feel and what the do and more of “comments” that are representative of these CRB levels. You should review them again in the text (attached) as well as go look at a few examples.
CRBs are those statements made by the client that are related to the behavior of concern. CRB1s are the problem statements whereas CRB2s are the actions (client verbalizations) within the session that demonstrate improvement in the CRB2s.
CRB3s are statements made by the client regarding developing new responses which are functionally equivalent to the CRB1. For example, "I have trouble talking about my feelings" is a CRB1. Noticing that the client has begun to talk about his/her feelings during the CBA sessions is a demonstration of a CRB2. Finally, "now I talk about my feelings with my friends because I have learned to do that here" is a statement reflecting a CRB3.
For this exercise, write a CRB1. Then write a CRB2 which is a statement which is an example of what the client will say during your sessions that demonstrate he/she is starting to show improvement during your sessions in the CRB1. Finally, construct a CRB3 statement that the client might say which demonstrates the antecedent-behavior-consequence of the new behavior (e.g., When my girlfriend used to asked me how I feel (antecedent), I used to shut down (behavior). But since I've practiced talking about my feelings in therapy, I have learned to talk about my feelings with my girlfriend (consequence).
Examples of CRBS
Situation: A 12 year old male diagnosed with Agoraphobia avoids leaving his home. When his parents attempt to force him to leave the house, i.e., to go to school, he become aggressive and will engage in physical behaviors, i.e., kicking, hitting.
CRB 1: "I'm really afraid to go outside. I don't know what it is, but even when I think about going outside, I start to panic. My heart starts to race, I get all sweaty and I feel nauseous. Knowing I may have to go outside makes it even worse, like when my parents fight with me to go to school. I start yelling and fighting with them because I am just so afraid of leaving.
CRB 2: "I was able to talk to my parents yesterday before school instead of yelling at them and kicking and hitting. They understood that I was scared and it made me feel a little better. I was able to stay in school for half of the day which I haven't been able to do in awhile."
CRB 3: "When I thought about going outside or was forced to go outside, like go to school, I got really scared, my hands got sweaty, my heart started to race, and I fought with my parents by yelling, kicking and hitting. Since I've been in therapy, I have learned that my fear of going outside is related to a lot of trauma I witnessed when I was younger and I have been able to express this to my parents without hitting, kicking and yelling. I have also been able to be outside for longer periods of time without wanting to run back inside."
Situation: A 30-year-old male diagnosed with Depression. Has difficulty getting out of bed, or participating in things that he enjoys. He will avoid engaging in social activities
CRB1: “I don’t have any energy. All I want to do is sleep all the time. Even when I’ve slept all night I want to stay in bed. I have cancelled plans for happy hours and social gatherings to stay home alone and avoid being around others. Its exhausted trying to pretend I’m as happy as they are.”
CRB2: “I reached out to a friend to talk about how I was feeling which was scary. I went for a walk around my neighborhood after work instead of just hanging out on the couch until I fell asleep.”
CRB3: “When my friends used to ask me out for drinks, I would immediately deny due to not wanting to bring people down. Now, though I realize that they want me to be there, and care about how I am feeling and what is happening with me. Even though my first response is to cancel plans, I’ve been able to process my anxiety and avoidance in order to go out and receive a positive social interaction.”
Please make sure all CRBs in the formulation end with a hypothetical quote like you see above.
Section 6 needs to be redone tying in ALL the readings used, especially the ones used in Section 3. And then reread section 6 question so you got all the components in it.
the writer asked me to get another writer. it needs to be done in the template provided and look like the 3 other case formulations....the past formulations have teachers notes tge writer needs to follow.