**7.3. Counselor's roles**

• New microcontingencies options: in this option the user leaves the problem microcontin-

• Other functional options of the same behavior: they consist of the modification of the mi-

The selection, design, implementation, and evaluation of the intervention program are the last steps of the methodology and arise from the analysis performed in the previous steps. The emphasis at this point is to design or select strategies based on functional criteria consistent with the functional nature of the studied behavior, the type of procedure according to its

Considering that each behavior of interest is unique and therefore there are no "ad hoc" techniques to solve some or to make changes, a selection or individualized design that may consider the use of already established behavioral techniques or of non-standardized procedures

According to the foregoing, Díaz-González et al. [12] propose that the design and selection of the intervention must be based on the identification or performed analysis in the first three steps, as well as in the chosen solution. Subsequently, the type of intervention is selected or designed considering the following functional criteria: (1) nature of the therapeutic interac-

This first section considers the studied interaction's characteristics, as well as the specific characteristics of the behavior to which the technique or procedure is addressed. For this, there are

**a.** Opportunity: when the behavior is not properly evaluated because it is emitted under

**c.** Tendency: when a historically frequent behavior is important for change and therefore,

**d.** Effect ratio: when the critical factor for the assessment of a behavior as a problem is related

**e.** Acquisition: as its name implies, a behavior is assessed as a problem because the person lacks some skill and therefore the aim is for the behavior to acquire a new functionality.

**b.** Accuracy: when the behavior of interest is not emitted with the appropriate accuracy.

chances that some will be emitted when the current interactions are high.

tion, (2) type of procedure in terms of its effects, and (3) counselor's roles.

five categories that account for the interaction's functional nature [1].

circumstances and places in which it must not be emitted.

This step of the methodology gives rise to setting specific intervention objectives.

**7. Selection, design, application, and evaluation of the intervention** 

gency and moves on to a new one.

**procedures**

34 Behavior Analysis

is required [11].

crocontingency, taking advantage of the user's resources.

effects, and the roles that the psychologist must perform.

**7.1. Nature of the therapeutic interaction**

to the consequences of the same.

Great importance is placed on the psychologist-user relationship in contingential analysis. The counselor or psychologist's behavior is deemed to have effects on user's behavior when he/she is in his/her environment and that this is something that cannot be overlooked. Other authors have already talked about this relationship; for example, Ruiz-Sancho [13] performed an analysis of counselor-user language interactions because they consider that the counselor or psychologist's verbalizations shape the user's behavior and in turn, the user's verbalizations shape the counselor's behavior [14]. They conducted research in the clinical context using recordings of clinical sessions and identified four functionally different verbal behaviors throughout the sessions:


Functionally speaking, these authors claim that evaluating has a discriminatory function, explaining an informative function, treating an instructional function, and maintaining a reinforcing function.

On the other hand, the authors mention that every type of counselor's/psychologist's verbal behavior leads to a type of user's verbal behavior. They classified them in three:


A preliminary classification of the counselor's/psychologist's possible roles is proposed in the contingential analysis:

When a macrocontingential problem is identified, there are no standard techniques to be used, but the purpose is to change beliefs, as substitutive behavior. Counselor's behavior is very important on these kinds of cases, because he/she has to use all the required information to change beliefs in a very inciting way. He/she needs to discuss the implications of certain

**Used procedure Type of observed change**

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37

Finally, every time this methodology is used, the changes generated throughout its different stages are evaluated [1]. For this purpose, the change evaluation guide which is a functional

As shown in **Table 2**, the vertical axis of the guide (GEC) comprises each one of the stages the psychologist gets involved with and in which a change can be observed. On the other hand, the used procedure and the user's change at that time must be registered in the horizontal

To register the type of change that may occur, 17 categories gathered in the following five

**a.** dispositional alteration is the alteration of dispositional factors that give the problem

**b.** Alteration of other people's behavior: this category covers changes in other people's

classification of the user's changes at different times is used for this (**Table 2**).

**7.4. Change evaluation guide (GEC by its acronym in Spanish)**

beliefs and to contrast one type with another.

(1) properties of objects and physical events

behavior according to their function/role.

(8) propensity and inclination regulators' behavior

(5) one's own behavior with dispositional effects on oneself

(2) competencies displacement

(6) interaction strategies

(7) sponsors' behavior

axis.

groups are used:

I. Problem definition II. Solution analysis III. Change procedures

**Table 2.** Changes' assessment.

IV. Follow-up

behavior a context

(3) inclinations (4) tendencies


It is important to say that the mean difference on this stage is the criteria used to select procedures. Instead of thinking about problems with morphological basis, such as anxiety or depression, the psychologist must consider procedures in terms of their effects and plan his/ her own behavior, as part of the intervention stage. For instance, if a microcontingential problem is identified, such as the fear of one mother to establish limits with their children, and it is analyzed that the main explanatory element for this behavior is a propensity, because she has the required competence but she is afraid that children could leave home, intervention should be directed to this propensity. The counselor could select behavioral procedures to change this fear, but it is important he/she should incite and inform about the risks or benefits of the establishment of limits and perform the required changes.

In many cases behavioral techniques are selected, especially if the counselor has to train behaviors, because the microcontingential problem is mainly due to a lack of competences. Modeling, behavioral rehearsal, contingencies' management training, and social skills training are all useful procedures when the nature of the problem relates to acquisition, opportunity, accuracy, among others.


**Table 2.** Changes' assessment.

**1.** Pro-therapeutic verbalizations are verbalizations related to the clinical change in a positive way (achievement, well-being, and follow-up of instructions outside the session, among others). **2.** Anti-therapeutic verbalizations are verbalizations related to the clinical change in a negative way (failure, distress, or discomfort, no follow-up of instructions outside the session,

**3.** Neutral verbalizations are verbalizations related to the clinical change in an impartial or neutral way (request information, provide information, show disagreement, etc.).

A preliminary classification of the counselor's/psychologist's possible roles is proposed in the

**1.** To sponsor: this refers to creating the necessary conditions for an interaction to take place between certain people but without being a direct part in this interaction. This is a dispo-

**2.** To inform: it is characterized because the psychologist describes the circumstances, factors,

**3.** To regulate: the psychologist establishes the times and morphological factors affecting the

**4.** To incite: this is related to the psychologist persuading the user to behave in a certain

**6.** To instruct: this is related to explaining the specific type of behavior that a particular in-

It is important to say that the mean difference on this stage is the criteria used to select procedures. Instead of thinking about problems with morphological basis, such as anxiety or depression, the psychologist must consider procedures in terms of their effects and plan his/ her own behavior, as part of the intervention stage. For instance, if a microcontingential problem is identified, such as the fear of one mother to establish limits with their children, and it is analyzed that the main explanatory element for this behavior is a propensity, because she has the required competence but she is afraid that children could leave home, intervention should be directed to this propensity. The counselor could select behavioral procedures to change this fear, but it is important he/she should incite and inform about the risks or benefits of the

In many cases behavioral techniques are selected, especially if the counselor has to train behaviors, because the microcontingential problem is mainly due to a lack of competences. Modeling, behavioral rehearsal, contingencies' management training, and social skills training are all useful procedures when the nature of the problem relates to acquisition, opportu-

and effects that are related to an interaction taking place or not.

behavior that should be involved in certain forms of behavior.

**5.** To train: this consists of exercising the ways a patient must behave.

establishment of limits and perform the required changes.

**7.** To participate: this refers to the psychologist taking part in the interaction.

among others).

36 Behavior Analysis

contingential analysis:

sitional function.

manner.

teraction requires.

nity, accuracy, among others.

When a macrocontingential problem is identified, there are no standard techniques to be used, but the purpose is to change beliefs, as substitutive behavior. Counselor's behavior is very important on these kinds of cases, because he/she has to use all the required information to change beliefs in a very inciting way. He/she needs to discuss the implications of certain beliefs and to contrast one type with another.

Finally, every time this methodology is used, the changes generated throughout its different stages are evaluated [1]. For this purpose, the change evaluation guide which is a functional classification of the user's changes at different times is used for this (**Table 2**).

#### **7.4. Change evaluation guide (GEC by its acronym in Spanish)**

As shown in **Table 2**, the vertical axis of the guide (GEC) comprises each one of the stages the psychologist gets involved with and in which a change can be observed. On the other hand, the used procedure and the user's change at that time must be registered in the horizontal axis.

To register the type of change that may occur, 17 categories gathered in the following five groups are used:

	- (1) properties of objects and physical events
	- (2) competencies displacement
	- (3) inclinations
	- (4) tendencies
	- (5) one's own behavior with dispositional effects on oneself
	- (6) interaction strategies
	- (7) sponsors' behavior
	- (8) propensity and inclination regulators' behavior

**Author details**

México City, México

1986;**8**:27-52

Trillas; 1985

México; 2002

pp. 29-60

FESI; 2002

2014

**References**

Norma Yolanda Rodríguez Soriano

\*Address all correspondence to: carmayu5@yahoo.com

[4] Ryle G. El concepto de lo mental. México: Paidós; 1949

www.uv.mx/dcc/files/2016/08/I4.pdf

cimiento. Acta Comportamentalia. 1994;**2**:57-86

María de Lourdes Rodríguez Campuzano\*, Antonia Rentería Rodríguez and

Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México,

Contingential Analysis: Interbehavioral Methodology for the Applied Field

http://dx.doi.org/10.5772/intechopen.74464

39

[1] Ribes E, DíazGonzález E, Rodríguez ML, Landa D. El Análisis Contingencial: Una alternativa a las aproximaciones terapéuticas del comportamiento. Cuadernos de Psicología.

[2] Ribes E, López F. Teoría de la conducta: un análisis de campo y paramétrico. México:

[5] Rodríguez M. Análisis Contingencial. México: Universidad Nacional Autónoma de

[6] Rodríguez M. Análisis contingencial aplicado a un caso clínico. En: Valladares P, de Lourdes Rodríguez M, editors. Psicoterapia estudios de casos. México: UNAM; 2014.

[7] Guerrero A. Adherencia a la dieta en pacientes con diabetes mellitus tipo II: un estudio de caso (Tesis de Licenciatura). México: Universidad Nacional Autónoma de México;

[8] Ribes IE. Identidad, cultura y comportamiento: algunas reflexiones [en línea]. Apportslationaméricains. 2015;26 [citado 2017-05-24]. Disponible en internet: https://

[9] Ribes E, Sánchez U. Conducta, juegos de lenguaje y criterios de validación del cono-

[10] Ribes E, Sánchez U. Acerca de los juegos de lenguaje y el conocimiento: nota experimen-

[11] Díaz-González E, Landa P, Rodríguez ML. El análisis contingencial: un sistema interconductual para el campo aplicado. In: En Mares G, Guevara Y, editors. Psicología Interconductual Volumen II: Avances en la Investigación Tecnológica. México: UNAM

tal sobre una replicación parcial. Acta Comportamentalia. 1994;**2**:233-236

[3] Kantor JR. Principles of Psychology. Vol. I and II. Chicago: Principia Press; 1926

	- (15) own behavior that alters others' assessment practices
	- (16) own behavior to be adjusted to others' assessment practices
	- (17) another person's behavior that changes one's own and/or others' assessment practices

#### **8. Final comments**

A general description of the contingential analysis was made in this chapter, trying to generate reader's interest in the topic. It overpasses our purpose to illustrate the full application of the analysis, but we recommend reading more about it. This methodology has been successfully applied in a clinical context with different main complaints such as parent-child relationships, fear to walk among elder people, violent familiar relationships, and couples' problems, among many others [15–18]; in a health context where with the basis of the psychological model of biological health and contingential analysis, several researches had been made to understand and change diabetes risk behaviors and HIV risk behaviors, among others [19–25]; in an education context, assessing instructional models to teach contingential analysis, analyzing therapeutic relationships, or developing educative educational workshops for diabetic patients [26–29]; and in a work context developing models and tools to assess laboral competences [30–32].

Considering the fact that the methodology results from an interbehavioral theory, that is, a general human behavior theory, it enables to approach behavior in different professional contexts, in a coherent manner with a scientific position and giving clarity, coherence, and relevance to the application of scientific knowledge; in this regard, this methodology constitutes an alternative to professional psychology. Also, the heuristic value of this approach and the link with basic science must be considered. If we go for a scientific psychology, we need to consider that the adjective *applied* refers to basic and scientific knowledge.
