Chris tells you that she studies in her dorm room in the evening with the TV on. Often her roommates or friends come over while she is trying to study. She stops and talks to them and sometimes goes out with them. Often she stops studying to watch something on TV or to get herself something to eat or drink. On many days, she does not even try to study and spends time with her friends instead. When she does try to study, her friends call her boring and tell her that she is missing out on fun things.
Identify self-management strategies involving antecedent and consequence manipulations that Chris could use to increase her study behavior.
Chris has been complaining recently that she can’t get any homework done. She says that she wants to study every day but just can’t get herself to do it. Although she took a behavior modification course, she doesn’t think that she can conduct a self-management program successfully.
Describe what you would say to Chris that would make it more likely that she would implement a self-management program to change her study behavior.
You are going to help Chris get her selfmanagement program going. She defines her target behavior of studying and begins to selfmonitor her studying behavior. Before she can choose self-management strategies to modify her study behavior, she must conduct a functional assessment of her study behavior and alternative behaviors that interfere with her studying. Identify the questions that you would ask Chris to get functional assessment information.
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