SQ8a (M Ch 20) Self-Management – 6 points
Chapter Questions:
Use Applications (Q2-4) and Misapplications (Q1-3)
Miltenberger 7th Edition
Applications (Q2-4)
You are going to help Chris get her self-management program
going. She defines her target behavior of studying and begins to
self-monitor her studying behavior. Before she can choose self-
management strategies to modify her study behavior, she must
2. Question 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.
Answer To help Chris conduct a functional assessment of her study behavior
and the alternative behaviors that interfere with it, I would ask the
following questions to gather information:
Defining the Target Behavior:
How do you define your study behavior?
How long would you like to study during each session?
Identifying Antecedents (Triggers):
When are you most likely to start studying?
Where do you typically study? Does the environment help or hurt your
focus?
Are there certain times of day when you're more productive?
What thoughts or feelings do you experience right before you decide to
study?
Identifying Alternative (Interfering) Behaviors:
What are the most common things you do instead of studying?
How rewarding or enjoyable are these alternative behaviors compared
to studying?
, Consequences of Studying vs. Not Studying:
How do you feel immediately after studying? (e.g., satisfied, relieved,
tired)
What are the long-term consequences of studying and not studying
regularly for you?
Internal and External Barriers:
What makes it difficult for you to start studying?
How motivated do you feel to study most days?
Do you feel anxious, bored, or overwhelmed when you think about
studying?
Support System and Reinforcement:
Do you have anyone to hold you accountable for your studying?
How do you typically reward yourself after studying?
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,
3. Question 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
interventions that Chris could use to increase her study behavior.
Antecedent Interventions:
These strategies focus on changing the environment or routine to make
studying easier and more likely to happen.
I. Change Study Location: Study in a quieter place like the
Answer library or a study lounge instead of her dorm room.
II. Time-Based Study Schedule: Set a fixed study time earlier in
the day when she feels more productive and distractions are
lower.
III. Remove Distractions: Turn off the TV and put her phone on
Do Not Disturb mode while studying.
Chapter Questions:
Use Applications (Q2-4) and Misapplications (Q1-3)
Miltenberger 7th Edition
Applications (Q2-4)
You are going to help Chris get her self-management program
going. She defines her target behavior of studying and begins to
self-monitor her studying behavior. Before she can choose self-
management strategies to modify her study behavior, she must
2. Question 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.
Answer To help Chris conduct a functional assessment of her study behavior
and the alternative behaviors that interfere with it, I would ask the
following questions to gather information:
Defining the Target Behavior:
How do you define your study behavior?
How long would you like to study during each session?
Identifying Antecedents (Triggers):
When are you most likely to start studying?
Where do you typically study? Does the environment help or hurt your
focus?
Are there certain times of day when you're more productive?
What thoughts or feelings do you experience right before you decide to
study?
Identifying Alternative (Interfering) Behaviors:
What are the most common things you do instead of studying?
How rewarding or enjoyable are these alternative behaviors compared
to studying?
, Consequences of Studying vs. Not Studying:
How do you feel immediately after studying? (e.g., satisfied, relieved,
tired)
What are the long-term consequences of studying and not studying
regularly for you?
Internal and External Barriers:
What makes it difficult for you to start studying?
How motivated do you feel to study most days?
Do you feel anxious, bored, or overwhelmed when you think about
studying?
Support System and Reinforcement:
Do you have anyone to hold you accountable for your studying?
How do you typically reward yourself after studying?
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,
3. Question 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
interventions that Chris could use to increase her study behavior.
Antecedent Interventions:
These strategies focus on changing the environment or routine to make
studying easier and more likely to happen.
I. Change Study Location: Study in a quieter place like the
Answer library or a study lounge instead of her dorm room.
II. Time-Based Study Schedule: Set a fixed study time earlier in
the day when she feels more productive and distractions are
lower.
III. Remove Distractions: Turn off the TV and put her phone on
Do Not Disturb mode while studying.
