Copyright © 2011 Pearson Education, Inc. All rights reserved. Helping an Individual to Develop Self-Control Chapter 26

Copyright © 2011 Pearson Education, Inc. All rights reserved. Self-Control Process by which an individual deliberately alters or changes his or her behavior to achieve a specific goal –Synonyms: self-modification, self- management

Copyright © 2011 Pearson Education, Inc. All rights reserved. Causes of Self-Control Problems Problems of Behavioral Excesses –Immediate reinforcers versus delayed punishers for a behavior –Immediate reinforcers versus cumulatively significant punishers for a behavior –Immediate reinforcers for problem behavior versus delayed reinforcers for alternative desired behavior Problems of Behavioral Deficiencies –Immediate small punishers for a behavior versus reinforcers that are cumulatively significant –Immediate small punisher for behavior versus immediate but highly improbable major punisher if the behavior does not occur –Immediate small punisher for a behavior versus a delayed major punisher if the behavior does not occur

Copyright © 2011 Pearson Education, Inc. All rights reserved. A Model for Self-Control 1.Clear specification of the problem as a behavior to be controlled 2.Application of behavioral techniques to manage the problem

Copyright © 2011 Pearson Education, Inc. All rights reserved. A Model for Self-Control Emitting a controlling behavior to effect a change in a behavior to be controlled Figure 26.1 – A model for self-control. “This means emitting a controlling behavior to effect a change in a behavior to be controlled (Skinner, 1953). See Figure 26-1.” (page 323)

Copyright © 2011 Pearson Education, Inc. All rights reserved. Steps in Self-Control Program 1.Specify problem and set goals –What do you want to change and how will you know success? 2.Make a commitment to change –Statements and actions that indicate that you want to change Write out advantages to change and post in a visible space Make it public Incorporate frequent reminders of your commitment in your environment 3.Conduct assessment –When, where, and how does a problem behavior occur?

Copyright © 2011 Pearson Education, Inc. All rights reserved. Steps in Self-Control Program 4.Design and implement a program –Manage antecedents – what are the causes? –Instructions – use self-instructions –Modeling – find someone who is good at behavior and observe –Physical guidance – may use physical barriers to avoid some behaviors –Immediate surroundings – may need to change –Other people – may need to change –Time of day – may need to change what you do at certain times –Manage the behavior – for complex behaviors, need to focus on the behavior itself; may need to conduct task analysis and have mastery criteria –Manage consequences – eliminate reinforcers of negative behaviors

Copyright © 2011 Pearson Education, Inc. All rights reserved. Steps in Self-Control Program 5.Prevent relapse and make gains last –Be sure to define behavior clearly –If these are long-term goals, have intermittent short-term goals to check progress –Do not overdo it –Try to avoid setback situations –If can’t recognize setback situations in advance, have coping strategies –Do not overreact to setbacks –Avoid counterproductive self-talk –Incorporate everyday rewards into the program –In programs where consequences are only cumulatively significant, plan post-checks and have specific strategies to follow if the post- checks are unfavorable –Practice self-control strategies to improve additional behaviors –Involve supportive others –Sign a behavioral contract with supportive others

Copyright © 2011 Pearson Education, Inc. All rights reserved. Behavioral Contract Serves at least four important stimulus control functions: –Ensures all parties agree to goals and procedures –Ensures that all parties agree on how close they are to reaching the goals –Provides the client with a realistic estimate of the cost of the program to him or her in time, effort, and money –Signatures help ensure that all parties will follow procedures

Copyright © 2011 Pearson Education, Inc. All rights reserved. Contract Troubleshooting Guide The Contract –Was the target behavior specified clearly? –If the target behavior was complex, did the contract ask for small approximations to the desired behavior? –Were specific deadlines identified for the target behavior? –Did the contract clearly identify situations where the target behavior should occur? –Did the contract provide for immediate reinforcement? Are the reinforcers still important and valuable? –Could reinforcers be earned often? –Did the contract call for and reward accomplishment rather than obedience? –Was the contract phrased in a positive way? –Do you consider the contract to be fair and in your best interests?

Copyright © 2011 Pearson Education, Inc. All rights reserved. Contract Troubleshooting Guide The Mediator (your co-signer) –Did the mediator understand the contract? –Did the mediator dispense the kind and amount of reinforcement specified in the contract? –Did the mediator meet with you on the dates specified in the contract? –Is a new mediator required?

Copyright © 2011 Pearson Education, Inc. All rights reserved. Contract Troubleshooting Guide Measurement –Are the data accurate? –Is your data collection system too complex or too difficult? –Does your data collection system clearly reflect your progress in achieving the target behavior? –Do you need to improve your data collection system?