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Description of the Strategy

The process of providing a clear theoretical explanation for what clients do and why they do it is termed case conceptualization. Case formulation, from a behavioral perspective, implies that the “what” will be observable behaviors and the “why” will be explained by learning principles. Within behavioral theory, both adaptive and maladaptive behaviors are acquired, maintained, and changed through the functional relationships with the events that precede and follow them. More specifically, behavior that is followed by a reinforcement is more likely to reoccur, whereas behavior that either fails to be reinforced or is followed by a punishment is less likely to reoccur. Furthermore, an individual learns that reinforcement is more likely to occur for certain behaviors in certain circumstances than in others. This means that behavioral case formulation involves a careful assessment of the context within which a behavior occurs, along with developing testable hypotheses about causes, maintaining factors, and treatment interventions.

Behavioral case formulation is, philosophically as well as practically, based in the experimental method. Traditionally, the scientific method has involved four steps: (1) observing a phenomenon, (2) developing hypotheses, (3) testing hypotheses and observing outcome, and (4) revising hypotheses. For the clinician, observation mirrors the assessment period; developing hypotheses is the treatment-planning phase; testing hypotheses is the implementation of the treatment plan; and revising the hypotheses is assessing the treatment review. (See Figure 1.)

Observation: Assessment

The assessment phase of behavioral case formulation is integral to behavioral case formulation and involves assessment of both adaptive and maladaptive behaviors along with antecedents and consequences with possible functional properties. The following section addresses a variety of methods for collecting information, identifying observable treatment targets, operationally defining treatment targets, and assessing the behavioral context.

Data Collection Methods

Direct observation of the client's behavior is often touted as the best method of behavioral assessment. Several entries in the volume detail possible methods of direct behavioral observation. Although this type of assessment does reduce the potential bias involved in verbal report, it is rarely used in real clinical settings with adult clients. First, for adult clients who are not intellectually compromised, direct observation is often undesirable. Second, the observer's presence may dramatically change the context of the target behavior. Third, since most behaviors occur in a variety of contexts, observation of all possible permutations is not possible. Finally, and probably most important, direct observation is prohibitively expensive and time intensive. Taken together, these disadvantages to direct observation often lead clinicians to use a number of alternative data collection methods, including the clinical interview, self-report questionnaires, selfmonitoring, and naturalistic video or audiotaping.

Figure 1 Scientific Method for the Scientist-Practitioner

The clinical interview, using either the client or informants, is one of the most common methods. Compared with direct behavioral observation, it is often more desirable, feasible, and cost-effective. It also has the advantage of allowing therapists to observe in-session behavior and begin establishing therapeutic rapport through mutual reinforcement. The primary disadvantage of the unstructured clinical interview is that interrater reliability tends to be quite low. Structured clinical interviews such as the functional analytic interview may increase the reliability of both therapist and client verbal behavior.

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