The self-management plan aims to deal with the issue of attending class and performing other class-related activities other than doing assignments. The behavior is observable during class hours as I tend to engage in conversation with my peers, have my head on the desk, and constantly fidgeting. The non-examples to this behavior thus include actual completion of the assignment given by the teacher, paying attention to the teacher and ensuring that I have all the materials for the assignment in class (Bicard & Iris, 2012). To effectively deal with this behavior, I intend to set a behavioral trap that could motivate me to do away with the behavior (Alber & Heward, 1996).
The main focus of the design is to prevent the occurrence of the behavior and eventual treatment. Thus a clear set of reinforcement principles will have to be observed. Positive reinforcement will work when I notice that I paid attention and did my class assignments after which I will take the bus home after school. However, if I fail to pay attention and end up disrupting my studying session, I will have to walk home after school. Thus at each instance in class when I notice I have become distracted, I will note it down. I intend to use a fixed schedule; thus, the self-checking will occur at each lesson during the school day (Reeve et al., 200). If at one lesson I observe the rules, and in another lesson, during the school day I fail to observe the rules, I will have to walk home.
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Moreover, I will keep a journal to track the number of times I become distracted thus making it easier to see whether the method is working and if any changes need to be made on the positive reinforcement to ensure that I remain highly motivated for behavioral change (Reeve et al., 200). Also, I intend to observe the behavior in a different setting other than the classroom environment. For example, a movie hall to determine if there are factors that can be controlled, such as seating far from friends to avoid distractions.
References
Alber, S. R., & Heward, W. L. (1996). “GOTCHA!” Twenty-Five Behavior Traps Guaranteed to Extend Your Students' Academic and Social Skills. Intervention in School and Clinic , 31 (5), 285-289.
Bicard, S. C., Bicard, D. F., & IRIS, C. (2012). Defining behavior. Retrieved September , 20 , 2015.
Reeve, S. A., Reeve, K. F., Townsend, D. B., & Poulson, C. L. (2007). Establishing a generalized repertoire of helping behavior in children with autism. Journal of Applied Behavior Analysis , 40 (1), 123-136.
