EM

Chapter 20 - Self-Management

Self-Management Overview

  • Definition: Self-management refers to behavior modification procedures used by an individual to change their own behavior; this contrasts with procedures implemented by a caregiver to influence the behavior of others.
  • Core idea: In self-management you engage in a controlling behavior in the present to influence the controlled (target) behavior in the future.
  • Key terms:
    • Controlling behavior = self-management strategy
    • Controlled behavior = target behavior to be changed in a self-management program
  • Purpose: To analyze both the target behavior and alternative behaviors (behavioral excesses and deficits) as part of a self-management plan.

Self-Management Problems

  • Behavioral excesses (overly frequent/undesirable behaviors)
    • Example: Lori drinks too much
    • Example: Tom swears too much
  • Behavioral deficits (insufficient or lack of desirable behaviors)
    • Example: David doesn’t study enough
    • Example: Larry doesn’t exercise enough
  • These examples illustrate common self-management problems: managing excesses and deficits within one’s own behavior.

Self-Management Process

  • Must analyze both the target behavior and alternative behaviors (both excesses and deficits).
  • In self-management you engage in a controlling behavior in the present to influence the controlled behavior in the future.
  • Definitions:
    • Controlling behavior = self-management strategy
    • Controlled behavior = target behavior to be changed

Self-Management Strategies

  • 1. Goal setting and self-monitoring
  • 2. Antecedent manipulations to influence the target behavior or alternative behaviors (referenced to Chapter 16)
  • 3. Arranging reinforcers and punishers
  • 4. Behavioral contracting (Chapter 23)
  • 5. Social support
  • 6. Self-instructions (rules) and self-praise
  • Note: The material lists these as #1–#6, with a mis-numbering in the original sequence (no item explicitly labeled 4 in some slides).

Goal-setting and Self-monitoring

  • Goals must be attainable
  • Write down goals and tell others
  • Goal setting evokes working toward goal attainment
  • Goal setting makes goal attainment more reinforcing
  • Self-monitoring shows progress toward a goal
  • Self-monitoring can be reactive (the act of monitoring can influence behavior)

Antecedent Manipulations

  • Focus on:
    • Desirable behavior
    • Competing behavior
  • Rationale: Changing antecedents can promote desirable behavior and reduce competing undesired behavior

Arrange Consequences

  • Arrange reinforcers or punishers for:
    • Desirable behavior
    • Competing behavior
  • Enlist the help of others to implement consequences
  • Follow-through is essential; consequences only work if you follow through
  • Short-circuiting can be a problem (unplanned ways of bypassing the contingencies)
  • Formalize consequences in a behavioral contract
  • Contracts work best when arranged with a contract manager
  • You may also develop a contract to implement by yourself

Behavioral Contracting (relation to other chapters)

  • Behavioral contracting is discussed in Chapter 23
  • Contracts provide a formalized plan for contingencies and accountability

Social Support

  • Get others involved to:
    • Prompt desirable behavior
    • Reinforce desirable behavior
    • Model desirable behavior
    • Help prevent short-circuiting
  • Spend time around people who will help you succeed and who have stimulus control over desirable behavior

Self-Instructions and Self-Praise

  • Self-instructions guide you toward the desirable behavior
  • Remind yourself of:
    • The desirable behavior
    • The consequences
    • The long-term positive outcomes of the desirable behavior
  • Recognize accomplishments (even small ones) and praise yourself

Steps in Self-Management

  1. Make the decision to do it (commitment).
  2. Define target behaviors and competing behaviors.
  3. Set a goal (or series of goals).
  4. Develop a self-monitoring plan and begin self-monitoring.
  5. Conduct a functional assessment of the antecedents and consequences of the target behavior and alternative behaviors.
  6. Implement appropriate self-management strategies based on functional assessment information.
  7. Evaluate change from baseline once self-management strategies are implemented.
  8. Modify self-management strategies if necessary.
  9. Implement maintenance strategies to keep the change going over time.

Common Problems in Self-Management Programs

  • Unclear descriptions of antecedents and consequences in the functional assessment
  • Unclear descriptions of intervention procedures – examples:
    • “I’ll just make myself do it.”
    • “I’ll work harder to stop it.”
    • “I’ll talk myself into doing it.”
  • Procedures aren’t practical due to cost, time, or effort
  • Procedures aren’t based on functional assessment information
  • Consequences are too delayed to be effective
  • Consequences are too weak or easily short-circuited