Reading Activity Week #11 (due Monday)

4.3
After eliciting the behavior of reading this section three things I will remember are:
1) Breaking large goals into smaller goals. This section of this chapter has a good point to making and completing a goal. In order to finish college I had to first attend elementary, junior high, and graduate high school. Every goal can be broken down into sub goals in order to be complete more thoroughly.
2) Achievable goals. If I had broken down my goal of graduating with my masters I would have seen earlier that this goal was not achievable as I had once believed it was. Making sure that the goals are within your reach is a very important part of setting goals.
3) Support group. Having a support group, as anybody knows, is an important part of achieving a desired goal. The most important part that was pointed out in the text is choosing who to have as your support group. In the text is mentioned choosing someone who has accomplished the goal that you have set for yourself; which, is a good way to go about deciding who would be appropriate for you based on what you wish to accomplish.

I really liked the section on achievable goals. I think sometimes people make goals without thinking to realize whether it is attainable for them or not.
There wasn’t anything that I didn’t like in this section.
5.1
After eliciting the behavior of reading this section three things I will remember are:
1) Functions of behavior. Even though this is revisited I will remember this more than the first time because, for me, it gives a clearer explanation and better example of how to determine what the function of a behavior is.
2) Typography. I like the examples that were given in this section about typography. They were repeated and it helped me understand what it was. Before I got confused, thinking that it was the behavior as opposed to the physical movements.
3) Context matters. You must consider the context or situation of the typography of the behavior. The text gave an example of turning the knob that is “slimy” and one that does not just push open but you have a handful of items and have to twist the knob.

I really liked that this section revisited terms I was uncomfortable with. It helped clear up on how to use them and apply them to behavior modification.
There wasn’t anything that I didn’t like it was simple and easy to understand.

Getting my body to be more “fit.”
-Keeping track of the pounds I lose
-making a routine of my workout schedule
-measuring my waist size every week

4.3
What are three things you will remember from what you read in the chapter? Three things I will emit remembering from this chapter are; 1)Timeframe, how although it make take you a while to reach your target goal, however if you elicit making subgoals by breaking your target goal down, you will be able to emit completing your target behavior easier. 2) Maintenance, I thought this was an extremely important importance. Because typically people will strive to emit a particular goal, but without realizing there will be maintenance to maintain the goal. For example, losing weight, you will still need to elicit exercising after you have reached your target goal, or, becoming a doctor, you will still need to elicit continuing education upon completion. 3) Be realistic, if you are not realistic with your goal setting, you are less likely to have a good support system and a good support system helps you have a pleasurable outcome.

What was one thing that you really liked that was in the chapter? One thing that I found very pleasurable was stressing the importance of having a great support system. Without a good support system your goal will be much harder to elicit.

What was one thing that you disliked in this chapter? I found this chapter very pleasurable.

5.1
What are three things that you will remember from what you read in the chapter? Three things I will emit remembering are; 1) Behavioral class, which can be a variety of behaviors emitted, but all elicit the same function, this was a review and reinforced. 2) Measuring behavior, recording the behavior, this is important because it helps achieve the target behavior. 3) Functions of behaviors, all behaviors have a function.

What is one thing that you really liked from this chapter? One thing I found pleasurable from this chapter was the reinforcement of returning to “old” information because it continues to reinforce the vocabulary and force you to elicit remembering.

What was one thing that you disliked that was in the chapter? One thing I found aversive was returning to the vocabulary word topography. Having to come up with a behavior and then elicit what 3 topographies it may take on.

Considering a behavior you might want to change how might you go about measuring that behavior?

Exercising
You can measure it by tracking which days you exercise, how you exercise, what time you exercise, you weight before and each week after, writing these all down in a notebook that you carry with you, have a board that you write on and update each day.

Chapter 4.3
After emitting the behavior of reading this chapter three things I will remember are:
a. Setting goals, I find that many people have all these goals in life that they want to accomplish, but very rarely do they achieve them. This chapter helped me realize, why have a goal that is not obtainable, that’s just a fantasy, which can become aversive because it cannot be reached. Take that fantasy and turn it into a reasonable goal.
b. Breaking down goals is important because having such a large goal to start off with can be aversive because it seems so large and far off in the future. Something like want to own your own car, you need to get a fairly good paying job, depending on the car, and then start saving up for the car so you can afford the car and other life necessities.
c. Something I found very reinforcing was the phrase, “look before you leap” . This just stuck out to me because everyone has goals, but not everyone can realize some goals might not be obtainable at a certain time in their life. Such as just having a baby, and trying to go back to school, usually it might be better to wait a year or so depending on your living situations. The look before you leap is a good way to go about setting goals because it makes you look at your life situations and evaluate if your goals are obtainable.
2.) Something I liked about this chapter was how reinforcing and positive it was, it was all about goal setting and how to break up your large goals into smaller goals, that way you are reinforced throughout time so you don’t become averse because of setbacks. Something else I liked was how by breaking down your large goals into small goals, and then breaking the small goals into target behaviors so the process of reaching the large goals is reinforcing and not aversive.
3.) Given the previous question, I honestly couldn’t find anything in the chapter that was aversive to me. The chapter was easy and interesting to read because it’s something that everyone can relate to.

Chapter 5.1 Measuring Behavior
What are three things you will remember from what you read in the chapter? Why? What was one thing that you really liked that was in the chapter? Why? What was one thing that you disliked that was in the chapter? Why?
1.) Three things I will remember from the chapter are:

a. Something I found reinforcing from the chapter would have been the part on if we really want to change a behavior, we need to change the target behavior. We can easily say we want to change something, but manipulate ourselves because we aren’t specific in what we want to change. An example I thought of is I want to lose weight, but I constantly use the excuse, “ill start tomorrow” . By changing my target behavior to be more specific, I will change my behavior.
b. Something I found reinforcing from the chapter would be how context matters with topography, to me this reminds me of situations, given different circumstances you would have to change your behavior.

c. I found the part on measuring important because we can change our behavior and we can even improve our target behavior, but if we don’t measure the behavior were changing then how do we know we are experiencing positive reinforcement, or how do we know the aversive situations in which the punishment occurs.
2.) Something I enjoyed about this chapter was revisiting some previous terms, such as, function, topography, and measuring behavior. It’s nice to revisit old terms just so it elicits the emitted behavior of me learning them previously. It’s reinforcing to know that I can think back and remember what the chapter is talking about, instead of trying to learn something completely new.
3. Something I did not like about the chapter was the term topography and the examples we had to come up with, it had difficulties with this in the previous chapter, so it was somewhat aversive to me.
Exercising:
I could measure exercise by when I exercise, for how long I exercise, where I exercise, tracking my exercise and weight after each exercise in a notebook, and possibly tracking when I don’t exercise and the excuses into which influenced me not to exercise.

4.3
1. I will remember that you need to be realistic when your trying to modify a target behavior. Your goals are going to be reached if you set a goal that you can actually reach. We also want other people to support us in your goals and if we set the standards way to high, people will probably discourage you.

2. I will remember that when setting a gaol, you need to set a time frame to reach it. Sometimes goals can be reached in a day, for example finishing your homework. Sometimes goals need time, an example would be getting all B's on your report card. That is going to take time and work, and it wont be achievable in a few weeks.

3. I will remember that larger goals can be broken down into emitting smaller sub goals. Sometimes one large goal is hard to define and reach, so when you break it into sub goals you know what you have to do to reach the large goal. Sub goals are kind of like a checklist, once you have checked off all the sub goals you should have reached the overall large goal.

I liked how this section had us make a goal and then create sub goals for that large goal. It showed me how sub goals can help define a large goal and make it easier to obtain. I did not like how I had to make up the disruptive goals because it is hard to do in a hypothetical situation.

5.1
1. I will remember that a behavior classes may have the same function. If you emit one behavior, it may elicit different responses in different contexts. If you wave your hand around on the sidewalk, it may mean you need a taxi or you might need help in an emergency.

2. I will remember that all behaviors have a function. You don't emit a behavior without it having a function. In my example above, you are waiving your hand to either get a taxi ride somewhere or to have someone help you because you have an emergency.

3. I will remember different contexts matters when considering topography of a behavior. If you are on the sidewalk with a bloody hand waving your arm around, a taxi will probably not stop. A stranger will more than likely help you because they can see you have an emergency. Different situations may call for the same behavior to be emitted, but a desired consequence will be elicited.

I liked how I had to define a behavior I wanted to change and discuss how the same behavior might elicit different consequences. It reinforced my thoughts on that certain behaviors may look the same, but elicit different reactions. I did not like how it was a lot of review, I felt like I knew the information and it was just work I have already done.

I want to workout more during the week, and I would measure it in a chart form. I would record what exercises I emitted, the time length of my workouts, and the days I emitted this behavior.

4.3
After emiting the behavior of reading this chapter-section I will remeber the neccessisity of timeframes, being realistic in those goals, and the importance for manageability. Because, simply put, they help with the success of any self-directed target behavior in it's reduction or extinguishing of said behavior.

I really enjoyed learning the overall basis of the chapter-section, in how it illustrates the steps that must be in place to obtain your self-directed goals. To adjust anothers behavior is eassier, in my thoughts, than that of ones own behavior(s). The proper behaviorial conditioning must be used and one must be able to identify what that is.

I didn't find anything to be uninteresting because it's all viable and prudenent to self-directed behavior goals, we all have behaviors we'd like to reinforce, negativally punish, extinguish, and so on.

5.1
I enjoyed the functions of behaviors, and the re-introduction to behaviorial classes, and the introduction of functional analysis of behavior.
Because they are important in the measurment of behavior and why measuring behavior is important.

I truly enjoyed the way in which one can measure a behavior, because it's not something I thought about prior to this reading, only reinforcing, and others, but not really the need for measuring behavior.

I found nothing I didn't enjoy. I have found a true interest in behaviorism and truly intrigued by all that is entailed with it. Emiting a behavior of reading is rewarding for me and reinforces my increased interest in the discipline.

Eating better when at work
*Record how many hours I'm working that day
*Record the time avaliable for eating
*Record the frequency in which I work a certain shift

4.3
After emitting a reading behavior of the sections we were assigned to read there are many things I will remember from this particular section

1.
one thing that I will remember is being realistic when you are setting your goals. there are many for factors that people need to consider when determining their goals. a goal shouldnt be set if it is going to be impossible to ever achieve, these can sometimes be achieved but it is a lot less likely. This is also important because of other people being involved. If our goals are unrealistic other people will not buy into them or encourage or help us.
2.
The time frame is also important when determining a goal. you need to be aware if this is something that can be done in a short amount of time such as a week, or if it is something that will be a long process and take years to accomplish.
3.
Sub goals is a concept that I also learned from this section. when you are dealing with a long term goal, it can be achieved by breaking it down into many smaller sub goals that are easier to achieve. The example that was used in the section was getting your Ph.D. This is long goal that will take many years to accomplish, but it can be broken down into, 1. get high school diploma 2. get four year degree 3. get masters degree 40 achieve Ph.D.

I really liked this section. It was easy to understand and I think it can be extremely helpful to anyone who is trying to accomplish any kind of goal. I really liked when it talked about things disrupting the goals. I believe people need to be aware of these disruptions before they stick to their goals because otherwise when they reach these disruptions they will feel frustrated and may give up their goal.

One thing that I didnt like about this chapter was how it made having any goal seem like it was very hard to achieve. there was a lot of things that could make someone discouraged when trying to accomplish a goal

5.1

1.
one thing that I will remember from this section is something that we have already learned about. This is the functions of behaviors. Even though we did learn about it previously I think its something worth eliciting a memory response. All behaviors have a function. an example in the section is what is the function of eating junk food? the functions could be comfort, relieving boredom, or because its cheaper than healthy foods. Or because all your friends are eating it too.

2.
topography was also discussed in this section as well. there are a variety of physical movements that can be emitted in any order to produce a certain behavior. An example that was used in the section was something simple such as opening a door. Its not something we spend a lot of time thinking about, but we use many different way to do the same function. If it is a door with no handle we either push with our hands flat, or move it open with our hip or our back if our hands are full. If the door has a door know handle we grab the whole handle with our hands and turn our wrists and hand to manipulate the door, Or if its a door that has a long handle we will grab the handle and push down. All of these different behaviors do the same function, which is getting us through the door

3.
the context or situation you are in matters when you are considering topography of behavior. this will also dictate how we will measure the behavior. if we need to modify we need to decide if we measure all behaviors which serve the same function. an example of this is when trying to quit smoking, does chewing tobacco count as smoking? these need to be decided so you can measure your progress

one thing that I liked about this section was revisiting some of the other terms like topography and functions of behavior. I like it because it keeps these ideas fresh in my mind and elicits memory responses easily

One thing that I didnt like was how many examples we had to do. They were pretty easy but it felt like I did the same example a bunch of different times.

'Running more'
record how many times I run a week
Record how long the runs are
make a calender of times and lengths I need to run each week

Section 4.3:

Three things I will remember from what I read in the chapter:

1). Goals must be realistic for the person who is trying to accomplish them.

2) Goals must be broken down into sub-goals and target behaviors

3). Having a maintenance program or strategy is very important to successful behavior change.

One thing I really liked in the chapter:

What I liked was the whole discussion of Goals Setting Guidelines. This is not an easy topic because, on the one hand, it is very hard to be realistic about what our abilities really are, and, on the other, it is just as easy to sell ourselves short of what we can accomplish. One thing that behavior modification does is to show how we can break things into steps and then maybe get a better idea of what we can accomplish. The environment will give us the natural feedback of whether our goal is realistic, if we design a program that maximizes our abilities and motivation.

One thing I disliked in the chapter:

I think there needed to be more discussion and examples of pitfalls to the maintenance of behavior change. I get the idea, but when it came to generating examples I wasn’t as sure of it. I think a few more illustrations would have helped here.

Section 5.1 :

Three things I will remember from the chapter:

1) Behaviors can be grouped by the function or outcome that follows them, like the bar pressing of the rat in an operant chamber.

2) Topography is the physical shape of the behavior.

3) Behavior change requires record keeping, which is a careful measurement of the behavior to see if change is really occurring.

One thing I really liked learning in the chapter was about the difference between the physical shape of a behavior and its function. The important thing is: “what is the behavior accomplishing” for the person (or rat or pigeon). If you know the function you know how to change the behavior.

One thing I disliked in the chapter:

There was nothing I disliked about this chapter. It might have gone into more detail on how to measure behavior, but maybe that will come later. We have talked about different kinds of measures in research methods class.

Considering a behavior you might want to change (you can use the one you listed for last Thursday's assignment) how might you go about measuring that behavior?

I wanted to reduce my intake of caffeine. Caffeine has the advantage of easy measurement since labeling laws require that the milligrams in a can, or serving, be listed if it is a principle ingredient. So it is fairly easy to add up the milligrams. For things like a cup of coffee if is easy to find online about how many milligrams will be in it. So establishing the baseline should be easy as should recording daily consumption. It should also be easy to graph progress (or lack of progress) and identify incremental steps to shape the target behavior of less caffeine intake.

Terms: Function, topography, goal, sub-goal, target behavior, maintenance program, baseline, behavior modification, environment, measurement, natural feedback, motivation, function, outcome, operant chamber, record keeping, recording, measuring

Reading Section 4.3

What are three things that I will remember from this section of reading?
1. One thing that I will remember from this section of reading is Goals should all be realistic, you have to understand that there are some things that you really just can't do. I will remember this because I tend to set goals that are unrealistic and then I usually end up not being able to fully achieve that goal and I become upset with myself, which obviously is not good!
2. The second thing that I will remember from this section of reading is the importance of the time frame and the meaning of a sub goal. A time frame is that when a goal is much larger than usual they may take longer than the smaller goals, so the goals with longer horizons my be more difficult to achieve, you need to leave your self enough time to set your goals and achieve them. If you have particularly large goals, you should try to break them down into smaller more manageable goals. For example, if you want your PhD to become a doctor, you have to start small and start with high school. Complete high school, graduate undergraduate school, study for your masters, and finally go to school for your PhD!
3. Finally, a third thing that I will remember from this section of reading is the maintenance and achieving your goals. Maintaining your goals are very important, you need to know how you are going to continue working towards your goal if you antecedent change on you. If your environment changes you need to be ready for it. For example, if you are trying to loose weight, you need to account for weather changes, if you have to study for an expected test, if a friend is throwing a party, etc. Achieving your goals often depends on the people that support you. Chose your support base wisely. Make a game out of achieving your goal, place a bet! If you want to achieve your goal with another person, make sure someone else can still support you in your goal making, if they decide they don't want to achieve the same goal anymore.

What was one thing that I really liked about this section of reading?
One thing that I did really enjoy about this section of reading was the fact that we got to make up a lot of our own examples. It was fun to come up with three different goals and say how we would maintain them ourselves. It was also really neat how the chapter went through each and every individual step or process, defined it, and had us come up with our own examples! It helped me understand everything so much better!

What was one thing that I really didn't like about this section of reading?
I don't think that there was anything I didn't like about this section of reading. If I had to choose one thing, I would say that I didn't learn anything that I couldn't have figured out myself. There wasn't a whole lot of vocabulary or terms to learn, just different processes that should be self explanatory.

Reading Section 5.1
What are three things that you will remember from this section of reading?
1. The first thing that I will remember from this section of reading is what the definition of topography is. I will remember this because I have heard it many times and this section of reading cleared it up for me. There are a variety of physical movements that can be emitted in order to produce a certain behavior. When you think of topography you can think of a topographical may that shows how the surface looks of the map surface, it is what you can see!
2. The second thing that I will remember from this section of reading is the importance of the context of the situation. The context or situation you are in matters when considering topography of behavior. I will remember this because it is very true in my eyes, depending on the antecedent and situation, a simple sentence or phrase can be interpreted in many different varying ways.
3. Finally, the third thing that I will definitely remember from this section of reading is how to measure behavior. Before reading this section I always thought that it would be simple enough to just write down your behaviors from throughout the day at the end of the day. But according to this section, your memory is obviously not always right and you can not trust that your memory will always be completely right all of the time.

What was one thing that I really liked about this section of reading?
One thing that I really liked about this section of reading was the fact that I learned a bunch of new terms and the ones that I did know, those terms were redefined for me. I also really liked that we had to give a lot of our own examples, as always this helps me learn a lot easier.

What was one thing that I really didn't like about this section of reading?
One thing that I didn't really like about this section of reading was the fact that at times, it got a little difficult to understand in some parts. For example, it was a little difficult for me to understand the whole topographical and functional phases of behavior. It was hard for me to pick out behavioral classes and functions also. But in the end it all became clear and I can emit behaviors to produce my own examples easily!

How would I go about measuring my behavioral change of exercising to loose body/fat pounds.
I would go to the WRC and write down each exercise I did, right after I emitted that exercise. It will also help, for the fact that I already have a set schedule of exercises written down that I do each day!

Terms That I Used In My Blog: Setting Realistic Goals, Maintaining Goals, Achieving Goals, Manageable Goals, Antecedent, Environment Changes, Support Base, Sub Goal, Time Frame, Topographical, Emitted, Behavior, Context Situation, Antecedent, Measuring Behavior, Behavioral Classes, Behavioral Functions, Emit, Functional.

4.3

One thing that I will remember from this section is that when making goals for self directed behavior that they have to be realistic. If we do not make goals that are realistic for ourselves we have much less of a chance of actually completing them. Another thing that I will remember from this section is that it is very important to look at the timeframe of your goal. It is essential to know how long it is going to take you to complete your goal. If you think that it is going to take a year to get your PhD and in reality it is going to take you six years than you are going to have some troubles completing your goals. Another thing that I will remember from this section is the importance of setting up and defining sub goals. Sub goals are essential because it helps us get more support from family and friends and it also helps us reinforce smaller accomplishments. Reinforcing smaller accomplishments is going to be essential to keeping us on track to accomplish our goals. One thing that I found interesting was the idea of maintenance on goals. We often don’t think about having to maintain anything when trying to achieve a goal and I think that this is why we often fail to obtain our goals. We don’t think of maintenance and then we don’t have a plan for when we go home or when we don’t feel like exercising because we are hung over. I didn’t find anything in this section to be uninteresting so I will just state another thing that I found interesting. I thought that the warning of who to get support from was very interesting. If we don’t find the right people to support us then we are never going to accomplish our goals.

5.1
One thing that I will remember from this section is the importance of measuring behaviors. If we can’t classify and measure behaviors how can we ever think that we will be capable of changing them. Another thing that I will remember from this section is behavioral classes. These are a variety of behaviors that serve the same function, this is important because it helps us classify different behaviors into behavioral groupings. Another thing that I will remember is the topography of behavior. This is the idea that there is a number of different emitted behaviors that accomplish the same goal. You may open a package, while your friend might open a package with scissors. You both opened the package but the way that you got there was different. One thing that I found interesting was the need to record behaviors as they happen. We want to be as precise as possible so we need to record the behaviors shortly after they occur or we run the risk that we could forget to record them or that we could record them incorrectly. I didn’t find anything uninteresting so I will say something else that I found interesting. I thought that it was interesting that context matters. This is incredible true statement because often how we do something is based on the context. If you want to start a fire and you are at your home you will often use matches or a lighter, but if you are trapped in the wild you might have to rub two sticks together to create fire.

I decided that i was going to increase the amount of time that i wanted to increase the amount of time that i practice my guitar, so i decided that i will measure that by recording how many minutes a practice per day.

Section 4.3

One thing I have remembered from this section is the importance of subgoals. In order to emit a target behavior or our goals because it helps specify the behavior and it makes sure we are not identifying a behavioral class.

Another thing I remember from this section is to set realistic goals. This is significant because if you set unrealistic goals you will fail and therefor be punished for your efforts. By setting realistic goals that you can accomplish you will be rewarded for your efforts and it is more likely that you will increase the likelihood of continuing the behavior.

Lastly, I learned that it's important to set a time frame for your goal completion. Some goals require more time than others. For example, passing all your classes this semester is a shorter goal than getting a Master's Degree in your particular major.

One thing I liked about this section was that it required us to create smaller goals for our larger one. It helped me to understand how subgoals work and the importance of them. Making the disruptive goal was a little aversive but it wasn't too bad.

Section 5.1

One thing I remember from this section is that all behaviors have a function and they do something. It doesn't matter if we are consciously aware of this function because it exists regardless. Drinking water, walking, swimming, driving all have a function.

Another thing I learned from this section is the importance and function of measuring your accomplishments. This allows you to look back and see how far you have come or how far you need to go.

The last thing I learned was the importance of the context when considering the topography of a behavior. A behavior will elicit different responses depending on the circumstances that accompany this behavior.

I liked how this section revisited terms previously learned. This helped to reinforce me learning how to properly use the terms. One thing I found aversive was the large examples. It required more work than I felt like putting into it but I did because I'm in Otto's stimulus control.

Eating less unhealthy snacks and more healthy ones:
-keep track of how many unhealthy snacks I eat
-keep track of how many healthy snacks I eat
-compare them weekly

4.3

After emitting this chapter I will remember a few things. The first thing I will remember is that goals have to be considered realistic to be achieved. Everyone also has different things they are trying to achieve and to some people their goals are either realistic or unrealistic. Another thing I will remember from the chapter are sub-goals. When you're trying to achieve a long term goal it is important to break it down to make sub-goals. The last thing I will remember is the ability to achieve a goal. It is important to make sure you have the ability to achieve a goal or it will never happen.

I really liked the different examples and how the guidelines of the goals are broken down. I also liked reading this chapter because it was very easy to understand and the examples really helped. I like reading about different ways to set goals because everyone has them and everyone has their own way of achieving their goals. One thing I didn't like about this section was all of the examples I had to list. I felt like I was listing things over and over again. I also wish there was more reading and discussion about the goal process.

5.1

The first thing I will remember from this chapter is if we need to change our behavior we need to change our target behavior. I will remember this because it makes sense, if we want to change one thing change the main behavior that we are trying to achieve. The next thing I will remember is that topography is the main shape of behavior. Different contexts of the behavior shape the behavior. The last thing I will remember from this chapter is measuring your behavior. If you measure it you can change it by using the maintenance. Which you can for a almost anything.

One thing I liked about this chapter was learning about the different functions of a behavior and how it can be changed. I also liked how it described the different steps you can take with a behavior. There wasn't really anything that I disliked about the section.

I want to exercise more:
1. see how fit I get.
2. make a workout schedule.
3. weighing myself every week to see how much weight I lose.

Section 4.3

After emitting the behavior of reading the section I will remember that goals should be realistic. When deciding on a goal it should be obtainable and fit into your lifestyle. If you’re trying to set a serious goal then there needs to be means for accomplishing this goal. I will also remember that the time frame is important. Some goals like getting a Ph.D. or buying a house before you get into your career will take some time and you need to be committed to them if you really want to accomplish them. I will remember that you have to have to ability to do the goals. It does not make sense to set goals for yourself that you know you are not physically and/or mental capable of accomplishing. Goals like climbing Mount Everest would be an unrealistic goal for someone that has asthma and becoming a CEO of a big company is unrealistic for a high school dropout. The goals that are set also need to fit into your current lifestyle. If you have a family, go to school, and work a lot just to get by then as nice as studying abroad sounds it is impossible for you to do. I will also remember that the support group you choose to have is important. You need people that are going to support you in the realistic goals you set and if you’re going to rely on friends to help you make sure you have more than one. Also make sure the friends you have supporting you are at different levels so if ones plans changes and they drop out of the goal then you have someone else you can rely on that is more dedicated. One thing I liked about the section is that it talks about breaking goals up into smaller sub goals. Anything that is broken up into smaller pieces seems easier to accomplish. Setting smaller sub goals is like setting up a plan to achieve the bigger goal and it will give you a sense of direction. One thing I found aversive about the section was the emitting the behavior of coming up with 3 maintenances on goals because it just seemed really difficult to think of on the spot.

Terms used: emit, behavior, goals, realistic, manageable goals, unrealistic goals, timeframe, support, smaller sub goals, aversive

Section 5.1

One thing the session elicited me to remember is that there needs to be a way to measure a behavioral goal. There needs to be specific target behaviors you’re going to emit so that the measuring can take place and you know how well you are or are not doing. Another thing I will remember is the functions because we have already gone through them and applying them just made more understandable. The functions of a behavior all have the same purpose and this will help when setting up the target behaviors for a broader goal. I will also remember that the context someone is in has to do with whether or not they might achieve their goals and that it is important to record the antecedent to why or why not the behavior occurs. Figuring out what behaviors are emitted before the goal behavior can help in maintenance of the behaviors needed to achieve the target behaviors. I found the part about measuring the behavior and setting a baseline the most pleasurable because I feel like it will help me accomplish my short term and long term goals. I found the topography part the most aversive as I did in the previous section containing it. I understand that it means the behavior looks different while serving the same function but it is hard to come up with examples. A lot of behaviors we emit are habitual and breaking them down is more difficult than one would think.

Terms used: elicited, measure goal, target behaviors, emit, functions, topography, antecedent, context, maintenance, behaviors, aversive, pleasurable

Volunteering more

Amount of time spent tutoring at four oaks per week

How many times I participate in the psychology club volunteering

Amount of time spent planning activities for the boys and girls club per weekend

Chapter 4.3 didn't provide a whole bunch of new information it was more of an explanation of how to apply information we've learned. The main topic was the guidelines for setting goals. Goals must be realistic. If you are 110 lbs, you shouldn't set a goal of being the worlds strongest man. When you you choose a timeframe for your goal, it must also be realistic and designed to match the goal. If someone wants to lose 40 lbs, they shouldn't expect to accomplish that goal in one day. An accurate assessment of one's ability is also necessary when setting a goal. If someone can't hit the side of a barn with a pitch, they shouldn't have a goal of pitching professionally. It is important to have a maintenance program as well as a good support base when trying to accomplish a goal. If something comes up that interrupts progress towards a goal, a maintenance program must be in place to account for time missed. If someone lives in an environment with people who are constantly putting them down, it makes it much harder for them to accomplish their goals. I didn't like how some of the topics seemed so similar. When making a goal reasonable shouldn't timeframe and ability be included as the same thing? I liked having to use actual goals in the examples. It helps me to learn the material.

5.1

This chapter focused on the measuring of behavior. It very specifically discussed the function of behavior. Every behavior that occurs during our lives has a function if not many different functions. When I walk to class, walking serves the function of getting me to class but it also serves the function of giving me exercise. The chapter also continued to emphasize that behaviors are far from simple. For example, when opening a new pack of gum we slide our fingers over the package to find the opening crease. Or we find the designed flap to tear. We then use our fingers to flap open the lid of the pack. If we emit this behavior and it serves the function we desire, in this case opening the pack, we are more likely to emit the same behavior in the future. But the book argues that context is very important as well. For example, if we own an automatic transmission car we simply shift into D when we want to drive. However, in the context of a stick shift, we might try to emit the previously successful behavior but it won't work. We have to press the clutch, shift into the desired gear, and then continually shift gears as we change speeds. These different behaviors are all working to serve a specific function but when implementing a contingency to reinforce something, we need to determine which of these specific behaviors we need to reinforce. And, in order to maintain these contingencies, we need to record when we emit the behaviors so that we can accurately reinforce them.
This chapter had a lot of new information and it revisited a bunch of old material. The combination was pretty helpful to me as I was connecting the dots. This chapter was pretty long though and I am not a fan of length. I would rather be watching basketball.

A behavioral goal I would like to accomplish is to eat more calories on a daily basis. Eating more calories serves the function of giving me more energy, helping me to gain weight, and increasing my confidence. If I break the class of consuming more calories down into specific behaviors of eating a defined amount of calories at specific times of the day I can more accurately record when I emit the desired behaviors as well as more efficiently reinforce them. Whenever I emit the more specific desired behaviors I can just mark down in a notebook or on my phone so that I can know how often I emit the behaviors as well as track my progress.

Section 4.3
Three things I will never forget:
Being realistic. This is important and something I won't forget because it is important to make sure that our goals are always realistic and attainable otherwise our goals will be unmet and we will lose confidence.

Sub Goals. Sub goals are also important because it gives a path to follow to reach your desired goal. Accomplishing small goals and tasks can help boost confidence and put your main goal in perspective.

Support Base. It is important to have a support base because with out it you could lose confidence or stray off track of your goal and give up on it completely.

Something from this chapter that I really liked form this chapter: The entire chapter was interesting to me. Reading about setting goals and how to maintain them has really helped to motivate me to set my own goals and keep up with them.

There was nothing from this chapter that I did not like. It was all interesting to me and helpful.

Section 5.1

Three things from this section that I will remember:
Functions of Behavior: this is an important topic to remember because it is important to know that every behavior has a function and there is always a purpose for emitting it.

Context Matters: something remember because it is important to understand and acknowledge an antecedent when dealing with your topography of a behavior. What is acceptable in an antecedent may de disrespectful in another.

One thing from this section that I really liked was the revisiting of past topics and terms. It was nice to revisit these terms and bring them back to mind and incorporate them in to new sections.

There was nothing in this section that I didn't like.

I would like to eat healthier. I could measure this by the amount of weight lost. Watching what choices I make when choosing what to eat and working out to measure my fitness.

Section 4.3

The first thing that I will remember about the chapter would be to always set realistic goals. If you do not set realistic goals, it is more likely that you will not achieve the goal at all. The example in the chapter was having a goal of being an astronaut when you are 60 years old. NASA would not allow you to become and astronaut because they have age requirements. Because this goal is so unrealistic, it is more likely that the goal will not be achieved.
The second thing that I will remember would be to have a good timeframe set. In order to be able to achieve realistic goals you have to have a realistic timeframe as well. The example in the chapter was having a goal of getting a PhD when you are in fifth grade. This would be an example of an unrealistic time frame. You may need to set smaller goals to achieve first before you set the goal of obtaining your PhD.
The third thing that I will remember is that a good way to achieve goals would be to break them down into smaller, more achievable goals first. These sub goals will keep you more motivated and help you to achieve the larger goal you originally set. The example in the book used the PhD goal. They would set smaller goals like complete middle school, then high school, then a four year degree, then a master's and finally a PhD. This is a more realistic set of goals in order to accomplish one larger goal.
I really liked that in the chapter it related to something that I could relate to. It was very well written, I think anyways, and very helpful.
There wasn't really anything in the chapter that I didn't like. Like I said, it was all very useful and can be applied to my life in many ways, which makes it easier to learn.

Section 5.1

The first thing that I will remember about this chapter would be that you must be able to measure the behaviors you want to change. For example, if I wanted to start working out more, I could start counting how many times it is that I work out. It is important to be able to measure behavior in order to accomplish goals based on that behavior.
The second thing that I will remember is the functions of a behavior. The example in the chapter was trying to get a bartender's attention in a bar. There are many different ways to get their attention than just waving down the bar. You could have someone who has already gotten their attention buy your drinks for you, or you could try to talk to the bartender as well. There are many different actions that can make up a behavior.
The third thing that I will remember is the topography of a behavior. Much like the function, there are different ways of emitting the same behavior. For example if you want to open a door you may push it, you may pull it, you may kick it, or you might have to turn the handle and push/pull it. There is more than just one way to emit a certain behavior.
Once again, the thing I liked most about the chapter is that I could relate to most of the examples in the chapter which made it easy to learn.
The only thing I didn't like about the chapter was that it was hard to follow. I understood the materials covered but it was presented in a way that was somewhat confusing - if that makes sense.

The behavior that I want to change is my working out habits. I could measure this by the amount of times I go to work out or actually work out.

Sec. 4.3

After emitting the behavior of reading this section there are three things that I will remember and they are; that goals must be realistic, a large goal must be broken down into smaller sub goals, and that a support base is important when trying to achieve a goal.

When setting a goal you need to make sure that it is realistic. A goal should be possible to achieve for the individual. We often rely on others for support and encouragement when setting and reaching goals. I f the goal we have set is unrealistic, then others are not likely to buy into it and help us reach this unrealistic goal. After reading this, I thought of several real life experiences I have had when someone told me about a goal of theirs and all I could think was that there was no way they would reach that goal. I was then reluctant to help them out or even listen to them when they discussed this unattainable goal. By having this real life example to think about after reading this elicited a remembering response for this part of the section.

The next part of the section that elicited a remembering response was that large goals need to broken down into smaller sub goals. A good way to achieve large goals is to break them down into smaller ones. This way the larger goal can be completed in a step like fashion by achieving and focusing on the smaller sub goals. You can then reinforce yourself for reaching each sub goal. The example of wanting to get a PhD helped elicit a remembering response for me. I thought breaking this down into first graduating from high school, then getting a four year degree, and then going for your PhD makes a lot of sense and it seems like a more practical way achieve this large goal. Also, this is the same way I am going about reaching my goal of becoming a Doctor of Physical Therapy so this part of the section is fairly easy for me to remember.

The last thing that I will remember from this section is that in order to reach a goal it is important to have a support base. If others do not believe in you, then it will be even more difficult for you to reach your goal. If the goal you are trying to reach is quite challenging, then it is best to find someone that has already achieved a similar goal and get support from them. I found this interesting and it seemed very true to me. There were times when I was younger when my friends and siblings did not believe in my goals. I then found them very difficult to achieve and soon gave up on them. So again, having this real life situation to explain this concept really helped to elicit a remembering response.

One thing that I really liked about this section was that it was interesting and easy to understand. I also found the examples very helpful and they did a good job of adding to my understanding of the material. Being able to list real life examples in the example boxes allowed me to tie the terms and concepts to my own life and helped me to better understand them.

There was nothing that I disliked about this section. I thought that it was a good length and I found it very interesting. I learned a lot from this section and did not get bored.

Sec. 5.1

After emitting the behavior of reading this section there are three things that elicited a remembering response and they are; functions of behaviors, topography of behaviors, and measuring behaviors.

A variety of behaviors can be emitted which serve the same function. These different behaviors that have the same function are also known as behavioral classes. Almost all behaviors have a function and it is important to know what each function is so that you are better able to manipulate the target behavior in the future. This term elicited a remembering response because we covered this in section 1.5 as well. So this section just served as a sort of reminder for what we learned in the previous section. This made it easy to remember since I did not have to try and figure out what the term meant, I already knew it. Going over the same terms definitely helps me to remember them better because I am forced to revisit the idea and think about it again.

The second concept that I will remember from this section is the topography of behaviors. This has to do with the fact that a variety of physical movements can be emitted in order to produce a certain behavior, like opening a door. The history of the organism often plays a large role in which topographies of a target behavior dominate and are used most often. If an organism has been reinforced frequently in the past for emitting a specific topography, then it will be more likely to use this topography in the future as well. The same holds true for punishment as well. If an organism has been punished in the past for emitting a specific topographical behavior, then it will be less likely to emit this behavior again in the future. This section also discussed that when it comes to deciding on a certain topographical behavior, context matters. The examples that I filled out for this part helped me to better understand and remember this concept because I was forced to think about it in more depth. Also, we have covered this concept as well in section 1.5 so this was just a review and that made it very easy to remember what topography of behavior is.

The third concept that elicited a remembering response had to do with measuring behaviors. The topography of behavior and the various behavioral classes often dictate how we will measure a specific behavior. When attempting to manipulate a specific behavior, it is crucial to determine whether or not you are going to measure all behaviors that serve the same function or just one specific behavior. When measuring a behavior is it important to keep track of the context the target behavior occurred in. Also, it is crucial to specify which behaviors you want to increase/decrease and how you will go about doing so. Like we covered in previous sections it is important to establish a baseline(amount of the behavior currently being emitted) before beginning any type of behavioral intervention. The examples given in the section as well as the ones I had to fill out really helped me to remember this concept. I found the examples interesting and they really cleared up parts that were unclear to me at the beginning. Having the extra information about the topic elicited a remembering response.

One thing that I really liked that was in this chapter was the part on measuring behaviors. I found this very interesting and I learned a lot by reading it. This is something that I will be using quite often in the future so it was nice to have examples to read through and help me better understand the topic.

One thing that I disliked about this section was the topography of behaviors and the function of behaviors. I found this very confusing the first time we covered it in section 1.5. Instead of clearing up my understanding by covering it again in this section, I actually thought that it confused me more. So this part was aversive for me the first time we covered it and it still was the second time.

One behavior that I would like to manipulate is the frequency with which I exercise. I could measure this behavior by keeping track of the time I spent exercising as well as the antecedent, context and the exercises I completed. I would keep track of this on the notepad application on my phone so that I could record the data right after my work out, that way I would be less likely to forget anything. I could also keep track of my weight and weigh myself every Friday to see if my workouts make a difference in my weight over a period of time. I would put this along with the data I kept in my phone on a line graph that I could monitor my progress.

Section 4.3

Three things I remember from this chapter are:

1.) Setting realistic goals: I found after reading this section that just setting goals isn't good enough, but that goals need to be realistic and how achievable they are needs to be considered. They also should be manageable, which I feel is something also that people do not consider. These points helped this stand out in the section.

2.) Timeframe: Setting subgoals within the time frame is great advice for anyone setting goals and trying to achieve them; I really liked this point in the section and remember it because of the example in the book about PhD.

3.) Disruptive: I liked this point because it brought to light to me that some goals are disruptive to ones lifestyle. The section made this seem like it is not a necessarily negative thing because the disruption could be occurring in a lifestyle which is unhealthy (I.e. a druggie).

What I really liked from this section was how it went into detail about what makes a good goal. From the idea of it being realistic to how to manage goals, I feel this section really helped make goals easier to set. I think that it focused on some key ideas that should be taken into consideration when making goals. This section made it so helping others to set goals seems like a fun task to take up.

I didn't like how there wasn't much terminology in tis section that was new, or at least if there was I didn't really get a sense that it was relevant. Unless, we have just come so far in the semester now that terminology was in all the previous sections and that we are now simply putting all of what we've learned to use.

Section 5.1

Three things I remember from this chapter are:

1.) Functions of behavior: I know we had discussed the various functions of one specific behavior in prior sections, but I really liked being able to put this to practice in coming up with my own examples. It was challenging, but I feel it was positive to learn how there are various functions to behaviors.

2.) Topography: We had also discussed topography earlier in the semester in a previous section, but this was something that stood out to me because of how it went into detail and allowed us to provide our own examples. I think seeing examples before doing our own really helped me remember this point.

3.) Baseline: It is crucial to take a baseline measure of a behavior before so we can compare it to after to see if the intervention is a successful one. The book gave great examples with saving money and then again doing our own example helped this be something to stick in my memory.

This section was much more independent and fostered the idea of putting what we've learned to use and I really enjoyed doing so in this section. I was able to apply modifying behavior to one of my own and was able to think about it in more depth than I feel I have ever had before in this class. Doing so was great practice and reiterated some of the lessons we've learned in this section and some prior.

I didn't like how some of the examples were laid out in the section; it made it somewhat confusing to find what was being asked (like when it said to find a behavior and list three functions... there wasn't really a spot for the behavior to be listed and this was a tad confusing.

I want to lower my consumption of caffeine to no more than the equivalent of 16 ounces of coffee a day. I would keep a journal on my phone in an app of how many ounces of caffeine my drinks have in them each day.

Section 4.3
Three things I will remember are:
1) The importance of a base of support for reaching a goal. My goal is to work out more and I am sure I will need several friends who share my goal. Right now, I have one friend who wants to work out more, but when she is unavailable, I usually wind up not going.
2) Break large goals into smaller goals – My goal is to emit a change in my behavior by working out five times a week. Maybe I should plan to do that for just one month to see if I can stick to it.
3)Be sure to have the resources to commit to the goal. I have the time and it will not be expensive to devote the time to workouts – It is something I should be able to accomplish.
I really liked the practical approach to creating goals that are actually in my ability to complete realistically. This made the exercise seem more useful and made me think more critically about setting goals.
I really disliked the opening story about the person asking for a bus ticket anywhere. There are times when a reasonable goal is simply to leave the situation you are in and, when that is the case, a ticket to anywhere else is a way to meet that goal.

Section 5.1
Three things I will remember are:
to be more flexible when trying to meet goal by understanding that goal can be achieved with different topographies and in different contexts. I do not need to limit myself to lifting weights only, but need to consider different ways to achieve work out goal.
To consider as a function of working out more the additional function of avoiding sitting around the dorm. Although that is not the function I value most highly, it is an additional benefit.
The idea of recording the contexts of failure as well as the measurement of time spent working out is an interesting aspect of assessing the contexts or antecedents of success and failure.
I really liked the idea of establishing a baseline first, so that, if I work out just once a week now then I will be able to see improvement even if I do not achieve a five times a week goal.
Usually I find something confusing or something I disliked, but in this section, I liked both the baseline idea and the idea of keeping a record of antecedents to failure as well as success.
Terms: function, baseline, antecedent, goals, measurement, context, record, topography

4.3

The first thing I will remember from this chapter is the importance of sub goals. When you have a large goal you would like to achieve, it is important to have other smaller goals to lead up to your one big goal. That way it feels like that the big goal is more achievable and you can celebrate the little goals. The second thing I will remember is that the goal has to be realistic; it needs to be something you can achieve. If the goal seems too far fetched, you are more likely to give it up and you aren’t going to have as much support because other people don’t believe you can achieve it. The third thing I will remember is the importance of a support base. If no one believes in you, this makes the goal a lot harder to achieve. No one likes feeling like they are alone in doing something. It is good to seek advice from people that have been through a similar situation. It is also good to have a partner who wants to achieve the same thing, that way you can motivate each other.

One thing I liked about this chapter was all of the good and important information. All of this criteria for setting goals is very important. Many people probably don’t realize what it takes to construct a good goal and achieve it.

There really wasn’t anything I disliked about this chapter. All of the information was relevant.

5.1

The first thing I will remember from this chapter is that all behaviors have a function. They all do something. There is a behavioral class with a bunch of other behaviors in it. All of the behaviors within the behavioral class are functionally related. The second thing I will remember is when measuring a behavior, you need to decide whether to measure all of the behaviors that serve the same function or just once specific behavior. The last thing I will remember is that context is very important when thinking about the topography of a behavior.

One thing I liked about this chapter was the information. It was all very helpful. It revisited some previous terms and explained them a little more.

One thing I didn’t like about this chapter was all of the exercise activities we had to do. I thought there were a lot and they were time consuming.

Exercising more
-Measure how far I run, How long I run, Which days I run, Weight at the beginning of the week and at the end of the week

4.3) I think it is important for everyone to remember the difference between idealistic goals and realistic goals. We all know that person who makes a new resolution to change their life everyday and it sticks for less than 24 hours. Another important thing to remember is the process of breaking down a goal. Rather than saying, I want to loose weight, we need to be saying, I want to improve myself in these specific areas in these ways. The third thing that is important to remember is the concept of maintenance. Anytime a schedule is disrupted, whether it be vacation, holidays or what have you, it makes it hard to continue with any progress you might have made thus far.

I really liked that this section took us through the process of breaking down goals. I think that far too many people look at the big picture and the finish line rather than focusing on the steps to get there.

I felt like some of this chapter was either repetitive from other chapters or just common sense almost. I wouldn't say I disliked it, just kind of beating a dead horse.

5.1)I appreciated the section on measuring behavior because for some situations it is very difficult to monitor and track. Somethings are easy, like weight loss, but if your goal is to be more outgoing, how do you really measure that? Another thing I liked was looking at the role of context in terms of emitting a behavior and its maintenance. Context does matter. When I go home to my parents house, everything is different from the activities I participate in to the food I eat. The third thing I will remember is the topographies of behavior. Its hard to separate the two sometimes but I think if I take the time to take a good look at it, I will be able to understand.

Again, I liked that this chapter took us through something that was potentially personal to us. We as people are generally selfish as a rule and I feel that if I'm able to directly apply something to ME, then I'll be more likely to retain it.

There was nothing in the chapter that I disliked per say, overall I feel that these two chapters were informative and applicable.

I'm hoping to lose weight (aren't we all?) One way to measure this would obviously be based on scale readings but I think a much more effective and reliable way to measure would be waist size or body fat percentage.

4.3
R1: Set realist goals for your current life situation. Also, have goals that other people are going to understand and not dismiss.
R2: A person needs to set goals that are attainable in a certain amount of time.
R3: If things in a person's environment are impeding their progress of accomplishing their goal.
L1: I liked the amount of description that went into explaining how to set goals and being specific.
D1: I disliked how many examples we had to have throughout the chapter.

5.1
R1: I will remember the example of measuring behavior (revisited) because someone in my family is a smoker and I can possibly use this to help them quit.
R2: I will remember to document when behaviors are emitted because it is important to keep track of your progress so you are reinforced to continue emitting the behavior.
R3: I will remember that the baseline is the starting point for comparing progress later on.
L1: I liked revisiting the topography section and having it go more in depth. I got a better understanding of the concept.
D1: I didn't really find anything I disliked in this section.

Measuring Behavior:
Online shopping
I would make a log of how many times I visited an online shopping site. I would also write down how much I buy when I go online shopping. I would finally write down when I go online shopping, and for how long I do it.

4.3

1) Realistic goals are more likely to be met.

2) Breaking down goals into sub goals can help you achieve them.

3) Managing your goal is important because you have to be willing to make time for it.

I really liked the disruptive parts of how goals go not being met because of the environment you are in. I have a 3rd shift job and it’s hard for me to sleep when my roommates are talking through our thin walls and also with the sun shining in the window during the day.

I disliked the unrealistic goals because I’ve been trying to stay away from pop and sweets and my friends think it’s a joke because they just know I have both of those daily. Just because one person finds it unrealistic for you doesn’t mean the goal is unachievable.

5.1

1) Relying on memory for measuring behaviors isn’t something you should do.

2) You can always measure a target behavior, usually in a variety of ways.

3) Context matters with every function. You might not use your hand to flush the toilet or open a door if you think the place you are in is dirty.

I liked having to name the functions of a behavior because with the junk food example you can see how you are guilty of emitting the behavior, but you can also find a way to modify it.

I disliked that the best way to monitor your behavior is to either text yourself, carry a mini notebook or tape recorder are good ways to keep track of your behavior because more than likely we will just rely on memory and think that’s good enough.

Behavior: I wanted to read more (watch less TV)
I would go about reading more by allotting a specific amount of time each night to reading like reading for an hour and maybe reinforcing that with an hour of TV. Thus the amount of time I read is how much I’ll be rewarded of TV time.

Section 4.3

Three things that I will remember from reading this chapter are:

1. Goals obviously need to be realistic. If you are trying to help create a good goal, you need to consider many factors. If you set a goal that is not realistic, it will be more difficult to emit the behavior of achieving the goal. We often rely on others for support and encouragement when we are trying to reach goals. If you have an unrealistic goal, you will be less supported.

2. Goals should not only be realistic, but they should also be something that is achievable and that you have the ability to succeed. This goes into the question of your goal being realistic. A goal would not be realistic if you did not actually possess the ability to reach your goal. In order to reach a goal, before you start working towards it, make sure that you have the tools and skills you will need to reach your goal.

3. Some goals are not totally easy to achieve. Some goals are a lifetime challenge, because they could be behaviors you want to change that you have been emitting your whole life. It is much easier to achieve a goal if you take it slow, and “one step at a time”, rather than going for the whole thing at once. Sometimes changes in the environment, or antecedents, can slow down your process of achieving a goal with a behavioral change if they aren’t anticipated and planned for in advance.

I liked this chapter because I got to put in my own goals and figure out some maintenance pitfalls that may accompany them. This really helped me figure out how I can go about achieving certain goals in my own life.

Something that I found aversive in this chapter was that there was some repeating of previous material about setting goals.

Section 5.1

Three things that I will remember from reading this chapter are:

1. Behaviors may be emitted that although they are different behaviors, serve the same function. These variants of behaviors are behavioral classes. It is also important to remember that all behaviors have a function. If you know and understand the function of the behavior, it will be easier to modify the behavior.

2. There can be a variety of physical movements emitted in order to produces a certain behavior. This is the topography of behavior. There are several ways of emitting behaviors such as opening a door or eating a sandwich. Typically, the history of the organism will dictate which topographies of a particular behavior dominate and will be used more often than others. This is most likely due to the history of reinforcement or punishment associated with the certain behavior.

3. Before beginning a behavioral intervention, one must establish a baseline for the existing behavior. A baseline is a record of the amount of the behavior that you are currently emitting. It means that this is the starting point. In order to record a baseline, you need to record the behavior. It is not a good idea to simply think back at the end of the day and record the behaviors. Memory is not perfect and it is easy to forget things. It is best to record the behavior as soon as possible. It is also good to record the context in which the behaviors occurred.

Something that I liked about this chapter was again taking a look at behaviors in my own life that I want to change and figuring out way to measure them.

Something that I found aversive in this chapter was the repeating of information.

A behavior that I want to change is smoking cigarettes (I would like to quit, or at least smoke less for starters). To measure this behavior, I would record every time that I smoke a cigarette and in what context I smoked.