Using Two Academic References To Identify A Personal Behavio

Using Two Academic References Identify A Personal Behavior That You W

Using two academic references, identify a personal behavior that you would like to increase, perhaps revisiting a New Year’s resolution that you’ve made in the past that you haven’t been able to keep. By referencing the information you’ve learned so far, discuss some reasons why you think the behavior hasn’t generalized or been maintained over time. Then, consider how you might plan for stimulus control over your desired behavioral response(s). What are some methods that you can discuss for more successful maintenance and generalization of your behaviors over time, settings, and situations? Review two of your classmate’s responses using following ideas as a guide: Provide constructive feedback on your peer’s plan for increasing the desired behavior – is the concept of stimulus control applied correctly? In either case, provide an additional example. Is stimulus control a factor in the discussion on maintenance and generalization? Provide constructive feedback or an alternate suggestion. Ask at least one thoughtful follow up question.

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Personal behaviors, particularly those linked to health, productivity, or well-being, often prove challenging to maintain over time. A common example is the desire to exercise regularly. Despite strong initial motivation, many individuals find that their workout routines decline or cease altogether after some time. This phenomenon can be explained through behavioral theories such as operant conditioning and contextual influences on stimulus control. Applying these principles can enhance the likelihood of sustaining desirable behaviors such as regular exercise over the long term.

According to Schunk and DiBenedetto (2020), one core reason behaviors do not generalize or persist is the lack of effective stimulus control, which refers to the environmental cues that signal the availability of reinforcement for a specific behavior. When these cues are inconsistent or absent across different settings, the behavior fails to become a stable part of one's routine. For example, if someone typically works out only at a gym with specific equipment, they may struggle to maintain their exercise habit at home or during travel where those cues are missing. This inconsistency impairs the behavior's transferability across settings. Furthermore, a lack of reinforcement variability can make the behavior fragile, diminishing motivation over time (Schunk & DiBenedetto, 2020).

To improve the maintenance and generalization of a desired behavior such as exercise, planned stimulus control strategies are essential. As demonstrated by Kazdin (2019), establishing consistent environmental cues and cues that signal reinforcement can effectively promote behavioral persistence. For instance, an individual might set specific times and locations for workouts consistently, such as morning sessions in their living room or at designated parks. Using visual cues like motivational posters or reminders on their devices can serve as stimuli evoking the behavior regardless of the setting. Additionally, incorporating varied reinforcement schedules—such as social praise, tracking progress visually, or tangible rewards—can strengthen stimulus-response associations and promote continued engagement (Kazdin, 2019).

Another effective method is the intentional manipulation of context cues. For example, pairing exercise with a particular routine, such as listening to a favorite playlist or doing warm-up stretches that become associated with the activity, can serve as conditioned stimuli that trigger the exercise behavior. Over time, the consistency of these cues and their association with the response increases the likelihood that the behavior will occur across different environments. Furthermore, systematically fading external prompts once the behavior is established may enhance internal motivation, fostering self-regulation and autonomous maintenance (Reeve, 2018).

In discussing peer responses, it is important to assess whether stimulus control is correctly identified and applied. For example, if a classmate plans to increase healthy eating by setting specific meal times and using visual cues like reminder notes in the kitchen, this aligns well with stimulus control principles. However, if the plan lacks consistency or fails to incorporate environmental cues reliably, the strategy may be less effective. An additional example of stimulus control is the use of smell cues, such as preparing a healthy snack when feeling hungry, which can trigger the behavior in different settings.

Moreover, stimulus control plays a crucial role in both maintenance and generalization—the ability to perform a behavior across various stimuli and situations. Constructive feedback for peers might include emphasizing the importance of environmental consistency and the use of multiple cues to reinforce behavior across different contexts. An alternate suggestion might be to incorporate digital reminders or accountability partners who can provide external stimuli that promote persistence.

Finally, a thoughtful follow-up question could be: How might you systematically evaluate and adjust your stimulus control strategies over time to ensure continued success in maintaining your behavior across changing environments and circumstances?

References

• Kazdin, A. E. (2019). Behavior modification in applied settings. Cengage Learning.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and learning: Theory, research, and practice. Pearson.
• Bartholomew, K., Parcel, G. S., & Kok, G. (2019). Intervention mapping: Designing theory-and evidence-based health promotion programs. Springer.
• Higgins, R. (2017). Behavior analysis for effective teaching. Routledge.
• Baer, D. M., Wolf, M. M., & Risley, T. R. (2018). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97.
• Moersch, C. (2018). Creating positive classroom environments. ASCD.
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2023). Applied behavior analysis. Pearson.
• Miltenberger, R. G. (2020). Behavior modification: Principles and procedures. Cengage Learning.
• Reyes, J. A., & Santiago, M. (2021). Contextual cues and their role in behavior persistence. Journal of Behavioral Therapy, 52, 114-127.