214 ASSESSMENT AND INTERVENTION STRATEGIES
therapist should record the anxious appraisal on the Empirical Hypothesis- Testing Form
and ask clients to rate their belief in the statement on a 0–100 scale when they first
begin the behavioral exercise. The therapist and client then come up with an alternative
interpretation that is clearly distinct and more plausible than the anxious thought or
belief (see previous section on generating alternatives). The alternative is recorded on the
form and the client is asked to provide a belief rating at the conclusion of the behavioral
experiment. The two belief ratings will provide an indication of whether the behavioral
experiment has led to a shift in belief from a threat- related interpretation to the alterna-
tive perspective.
In our case illustration, Jodie’s threat interpretation was “If I feel nervous in class
everyone will notice me and think I don’t belong in university.” The alternative inter-
pretation was “My nervous feelings are very evident to me but barely visible to my
classmates. Besides they are too busy listening to the lecture, talking to the person
beside them, sleeping, or daydreaming to take the time to notice me.” Each of these
statements was developed collaboratively during the therapy session for the behavioral
experiment.
Step 3. Planning the Experiment
Devising a good behavioral experiment will probably take at least 10–15 minutes of
therapy time. It is important to write out sufficient details of how the experiment should
be conducted so it is clear to the client what is to be done at a certain time and in a
particular location. The experiment must involve an activity that provides a clear test
between the anxious and alternative interpretation. It is important that the exercise is
planned out collaboratively with the client and there is agreement that the experiment
is a relevant test of the anxious thought. There is little sense in pursuing an empirical
hypothesis- testing exercise that the client doubts has relevance or has little intention of
carrying out. Assuming a mutually agreed-upon relevant exercise, the therapist should
write down specific instructions for completing the experiment in the left-hand column
of the Empirical Hypothesis- Testing Form.
Rouf et al. (2004) discuss a number of considerations that should be taken into
account when planning behavioral experiments. Make sure the purpose of the experi-
ment is clear, that a time and place for the experiment has been identified, and that
resources needed to carry out the exercise have been determined. Any anticipated prob-
lems should be worked out prior to assigning the exercise. The therapist can ask a cli-
ent “What do you think might discourage or even prevent you from carrying out this
exercise?” Problems such as insufficient time, limited opportunity, or heightened antici-
patory anxiety must be addressed before assigning the exercise. It is important that
something constructive is gained from the experiment regardless of the outcome (i.e., a
win–win situation) and that the exercise is not too difficult or challenging for the client.
Finally all doubts, fears, and other concerns expressed by the client must be addressed
and any potential medical complications should be assessed by the client’s physician.
In our case illustration, the following behavioral experiment was constructed. Jodie
agreed to attend her next Chemistry 101 class on Wednesday at 9:00 a.M. She was asked
to arrive at the lecture hall at 8:55 and to sit at least three seats in from the aisle in a mid-
dle row. Ten minutes into the lecture she agreed to write down anything she noticed in