It is relatively common for people to avoid an activity or a task based on a number of reasons (Gardner et al., 2012). Most people evade tasks because they feel uncomfortable executing them. A typical example of situations that individuals avoid is public speaking or presentations. Some are afraid of how people will react to their presentation while others just have stage fright. There is the tendency for anyone to feel anxious and worried when addressing a large crowd or group of people. The behaviors of people are different and affected by several factors such as the environment, social, or cultural background (Cooper et al., 2020).
A typical example of the behavior I engage in regularly is being conscientious. I take my time to perform any task or activity. This ranges from the assignments or exercises in school to normal house chores. I strongly believe that anything worth doing should be done perfectly. And most importantly, it transforms into getting good grades in most of my courses. People give different reactions and responses to justify their actions (Iversen, 2013). Some of the responses that people used to defend being conscientious include setting achievable goals or targets, paying attention to details, strategic planning, dedicating enough time to important tasks, and engaging in meaningful discussions.
I prefer to dedicate time to work on my tasks and activities. This will ensure that I examine the details of the tasks. Also, I would be able to analyze the task to understand it. This enables me to always complete my activities before the deadline and assist my colleagues on topics they do not understand. This is because it made it possible to digest the problem and think of the best method of solving it. I have successfully utilized the response in various settings to achieve the same outcomes.
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson. Chapter 2, “Basic Concepts and Principles”, 25-46.
Gardner, B., Lally, P., & Wardle, J. (2012). Making health habitual: the psychology of ‘habit-formation’ and general practice. The British journal of general practice : the journal of the Royal College of General Practitioners, 62(605), 664–666.
Iversen, L. H. (2013). Response classes: What are they, where do they come from, and where do they go? European Journal od Behavior Analysis, 14(1), 57-68.
Photo Credit: Joaquin Corbalan – stock.adobe.com
“Behavior analysis is characterized by a functional analysis of the effects of the behavior on the environment. A response class is a group of responses with the same function (that is, each response in the group produces the same effect on the environment)” (Cooper et al., 2020, p. 27).
The infographic below provides three examples of response class. For example: scream, throw, hit head, and name call are specific instances of behavior, or responses. Because they are a group of responses intended to produce the same effect on the environment—attention—the response class is attention.
In this Discussion, you will consider your own behavioral repertoire and identify and define examples of behavior, response, and response class.
Reference:
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
To Prepare
- Review the Learning Resources for this week, including the required weekly media, to gain an understanding of the relationship between behavior and environment, and related terminology.
- Consider your own behavioral repertoire and identify examples of behavior, response, and response class. Review the interactive media in the Learning Resources, “Response and Response Class.”
By Day 4 of Week 7
Post a definition and an example of each of the following from your own behavioral repertoire:
- Behavior
- Response
- Response Class
Read your colleagues’ postings.
Note: For this discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the To Participate in this Discussion link, then select Create Thread to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking on Submit!
By Day 6 of Week 7
Respond to at least two colleagues’ posts by expanding on their examples of behavior, response, and response class.
Be sure to support your posts and responses with specific references to behavior-analytic theory and research. In addition to the Learning Resources, search the Walden Library and/or internet for peer-reviewed articles to support your posts and responses. Use proper APA format and citations, including those in the Learning Resources.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.
Every being has their own personal repertoire which is referred to as all of the behaviors a person can do. It specifically refers to all the behaviors a person can do depending on their social setting. A being wouldn’t typically behave the same way they do at a baseball game than they do the Met Gala. Behavior specifically is defined as the portion of an organism’s interaction with its environment that involves movement of some part of the organism (Cooper et. al, 2020). Using myself as an example I could define my behavior inside of a soccer game as cheering and clapping my hands. However, behavior is typically used in reference to a class of responses. The definition of a response is an action of an organism’s effector (effector is an organ at the end of an efferent nerve fiber that is specialized for altering its environment mechanically, chemically, or in other terms of other changes) (Cooper et. al, 2020). For example, if I’m at that same soccer game and it’s a close match my hands will start sweating and my stomach will start hurting. A response class is a group of responses with the same function (Cooper et. al, 2020). So a response class would be my signing my signature because it serves as the same function no matter the setting.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson