Consider when the behaviour does occur. What happens just before or after that? Can you leverage these antecedents to assist in producing the response more often?
Consider when the behaviour doesn’t occur. If you are trying to decrease the frequency of a behaviour, try and think about the characteristics of situations where the behaviour is absent. Can you ‘borrow’ any of these characteristics to help you in other situations? If you are trying to increase the frequency of a behaviour, consider what it is about the environment that stops you from performing the behaviour.
Start thinking about what function performing (or not performing) the behaviour serves.
a. Does the performance of the behaviour relieve stress? Is there another
behaviour that might relieve stress that you could increase the frequency of?
b. Does not studying fulfil a short-term need? What about in the long term? Do
the same contingencies apply?
c. Try and identify both long-term and short-term consequences.
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