Write An Overall Behavioral Goal

Write An Overall Behavioral Go

Write An Overall Behavioral Goal you want to achieve by changing a behavior this semester. I want to decrease the amount of time I typically spend on Facebook a day.

Operational Definition: Select one behavior (target behavior) you are going to change that will help you reach your overall goal and write a behavioral objective to include an operational definition that is specific and measurable. Reduce my Facebook usage to no more than 2 hours per day. By the end of the semester, the individual will have decreased their daily social media usage.

Identify your specific method of measurement (e.g. frequency, latency, duration). Frequency- Record how many days I actually achieve my goal. Duration – Record the amount of time the person spends on the Facebook outlet using screen time. Latency- Measuring the time I actually opened up Facebook from the time I actually picked up my device.

Explain how and why you selected this goal and behavioral objective. I selected this goal and behavioral objective because I spend most of my time each day on Facebook. It is one of my biggest distractions. Also, the path to this goal is measurable and the behavioral objective can be met.

Baseline Data Collection: Present an assessment of your baseline level of behavior to include observation and self-recording. Your assessment must include the following: 1. An “ABC” diary/chart with an “antecedent—behavior—consequences” format. (Be sure to record both when target behavior is and is not occurring.)

e.g. ABC Analysis

Date, time: What happened just before the behavior? Behavior: What was done or said? Frequency/Duration/Latency: What happened just after the behavior?

• February: Minutes total - I went on my lunch break at 1:00 P.M. My friend told me to go look at something on Facebook at 10:20 P.M. Frequency: 2 Duration: Used for 31 minutes at 1:00 P.M., 26 minutes at 10:20 P.M.
• My mom called while on my lunch break at 1:31 P.M. I went to sleep at 10:46 P.M. February: Minutes total - I was bored after class at 1:15 P.M., bored while laying in bed at 11:03 P.M. Frequency: 2 Duration: Used for 30 minutes at 1:15 P.M., 28 minutes at 11:03 P.M.
• February 21: Total 2h 23m - I was up at 12:03 A.M. bored. Went on my break at 1:00 P.M. I took a break from studying at 7:00 P.M., and another at 9:00 P.M. Frequency: 4 Duration: Used for 43 minutes at 12:03 A.M., 37 minutes on lunch at 1:03 P.M., 34 minutes at 7:00 P.M., 29 minutes at 9:00 P.M. At 12:46 A.M. I became tired. During lunch at 1:40 P.M., I decided to get off Facebook and eat. I resumed studying at 7:34 P.M. and 9:29 P.M.
• February 22: Total 2h 31m - I started use at 8:00 A.M.; used for 46 minutes, then at 10:07 A.M.; used for 30 minutes, again at 12:01 P.M.; used for 23 minutes, in parking lot at 2:37 P.M.; used for 18 minutes, bedtime at 11:17 P.M. Frequency: 5.
• February 23: Total 1h 8m - Woke at 7:00 A.M., used Facebook at 7:03 A.M. (15 min), lunch at 12:37 P.M. (22 min), in bed at 9:34 P.M. (31 min). Frequency: 3.
• February 24: Total 1h 17m - Woke at 11:50 A.M., used Facebook at 12:00 P.M. (47 min), posted at 1:33 P.M. (13 min), in bed at 10:07 P.M. (17 min). Frequency: 3.

2. Describe how you conducted the self-observation and the specific type of recording method used. I used screen time on my iPhone to conduct the self-observation. In the settings of screen time I was able to directly focus on my Facebook usage and was also able to evaluate my time and usage for the 6 days prior.

3. Analyze the patterns that have emerged during baseline data collection. After analyzing the data, I see that I mostly used Facebook on Thursday and Friday, which are times that are not usually as hectic and I am able to use Facebook more freely.

4. Develop a hypothesis as to why the targeted behavior is or is not occurring at the level you are seeking. Integrate course concepts. Things in my daily life just fall into place so I sometimes find myself using the social media outlet, Facebook without keeping track with the time. I think that after actually acknowledging the time that I spend on Facebook because of screen time management, I am shaping myself in a sense to get better results as a sense of reinforcement.

5. Explain how you will continue data collection during your intervention phase (type of data, recording method). I will continue collecting my data by checking the screen time management every 7 days on Tuesdays to get accurate and consistent numbers. I will not look at screen time every day because I will be forced to adapt and try to make changes to my Facebook daily usage. Data will be analyzed graphically with detailed discussions on how the pattern of behavior influences my academic performance in the end. I aim to decrease my Facebook use to under 2 hours daily with the use of frequency and duration as primary measurement methods.

My behavior change strategy involves increasing awareness through self-monitoring, clarification of goals, and behavioral modifications such as participating in group activities to reduce idle time and social media use. Reinforcements include engaging in group discussions, quitting certain Facebook groups that are time-consuming, and replacing social media time with physical or cognitive activities, including gaming or exercise. External reminders, such as alarms, will assist in timing and staying on track. Additionally, maintaining group accountability and performing regular progress reviews, including interaction with lecturers, will support my behavioral change process.

Obstacles to this change include the persistent desire to join discussions on WhatsApp or other group chats. To mitigate this, I plan to substitute these interactions with less time-consuming communication methods like text messages. The overall approach is rooted in applying behavioral principles such as reinforcement and self-control to create sustainable habits that minimize social media distraction and enhance my academic focus.

Paper For Above instruction

The pervasive use of social media, particularly Facebook, has significantly impacted college students' ability to concentrate on academic tasks. Recognizing this, setting a specific behavioral goal to limit social media usage has become crucial for improving academic performance. My overarching goal for this semester is to decrease my daily Facebook usage to no more than two hours. This target stems from an awareness of how excessive social media consumption hampers my productivity and focus, prompting me to implement behavioral strategies to regulate my access effectively.

Operationally, I define my target behavior — Facebook usage — as monitored via screen time tracking. The behavioral objective is specific and measurable: reduce daily Facebook use to less than two hours by semester's end. To accurately gauge progress, I will employ measurement methods such as frequency, which tracks the number of days I meet my goal; duration, which involves recording the actual time spent on Facebook daily through screen time logs; and latency, which measures the delay between picking up my device and opening Facebook. These methods provide comprehensive data on behavioral patterns and facilitate targeted interventions.

Baseline data collection involved meticulous self-observation and logging of Facebook activity using my iPhone's screen time feature. This digital tool allowed precise tracking over six days, revealing usage patterns, times of peak activity, and contextual antecedents—such as boredom, social prompts, or routine moments like meals or commute times. An ABC diary/chart was maintained to document antecedents (events leading to Facebook use), behaviors (actual usage), and consequences (rewards or interruptions). For example, on February 22, I used Facebook extensively during work breaks, and my usage correlated with feelings of boredom or downtime. This baseline established a clear picture of my habitual Facebook engagement.

Analysis of this data revealed that Facebook use predominantly occurred during less busy periods, particularly Thursday and Friday, when academic and work responsibilities were lighter. These insights support the hypothesis that my social media consumption is partly driven by the availability of idle time and emotional states such as boredom. Integrating behavioral theory, this suggests that applying reinforcement principles—such as rewarding periods of abstinence or engagement in alternative activities—can effectively modify my habits. Recognizing antecedents, such as boredom or social prompts, helps in developing targeted strategies to preempt impulsive use.

During the intervention phase, ongoing data collection will involve weekly reviews of screen time reports and additional self-monitoring through weekly surveys and questionnaires. This multi-method approach allows triangulation of data, increasing reliability and providing nuanced insights into behavioral changes. Graphical analysis of collected data—using charts and statistical software like SPSS—will illustrate trends, fluctuations, and the efficacy of interventions. External accountability through group engagement and regular feedback from instructors will reinforce desired behaviors and sustain motivation.

My comprehensive intervention plan focuses on behavioral modification strategies rooted in behavioral psychology. First, increasing awareness through consistent self-monitoring and feedback helps me recognize triggers for excessive use. Second, replacing Facebook interactions with group activities and physical or cognitive engagement reduces idle time and social media dependency. For example, participating in study groups or recreational sports provides alternative sources of satisfaction and social connection. Reinforcers such as positive feedback from peers, achieving milestones like meeting usage limits, and internal satisfaction serve to strengthen new habits.

To address obstacles, such as the persistent desire to engage in online discussions via WhatsApp or other groups, I plan to substitute these interactions with less time-consuming communication, such as text messaging. Additionally, alarms or timers will alert me when I approach my daily usage threshold, promoting self-control. External reinforcements include engaging in physical activities like sports to occupy time that would otherwise be spent on Facebook, aligning behavioral objectives with broader health and productivity goals. Through these strategies, I aim not only to reduce social media use but also to foster a healthier, more engaged academic routine.

Ultimately, this behavioral intervention emphasizes the importance of self-awareness, environmental control, and reinforcement. Regular progress reviews with self and peer assessments, as well as feedback from educators, will facilitate ongoing adjustments. The goal is to establish sustainable habits that diminish distractions and enhance focus, thereby positively influencing academic achievement. This approach exemplifies applying psychological principles—such as reinforcement, self-monitoring, and environmental restructuring—to effect meaningful and lasting behavioral change.

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