Facilitating a Behavior Plan and Outcomes

Introduction

If you have a behavior plan, congratulations! It’s time to celebrate. A behavior plan is a great way to get started on the road to success with your pet. But how do you make sure that your pet responds successfully? The answer is in the details: incentives, disincentives and so much more. In this article we’ll talk about what goes into creating an effective behavior plan and how we can use it as a tool for helping our pets live happier lives today!

Incentives

Incentives are rewards that the person wants or needs. They should not be too big or small, and they should be given immediately after the desired behavior. If you’re trying to get someone to do something, like take out the trash, then it’s likely that you’ll need an incentive for them to do so in order for the behavior plan to work properly.

An example of an effective incentive could be: “If you go outside and play with your friends today, we’ll go out tomorrow night.” This type of statement gives clear information on what will happen as long as there is follow through on said promise (i.e., if they don’t play outside today).

Disincentives

Disincentives are negative consequences that decrease the likelihood of a behavior. They can be used in conjunction with incentives; for example, if you want to get your students to stop talking during class, you could put a $50 fine on their desks after every hour spent talking (in addition to the $20 fine they would receive).

Disincentives may be difficult for some people to understand because they don’t see them as punishments or negative reinforcement at all—they’re really only using incentives and rewards as tools for change.

Reinforcers and Punishers

Reinforcers and punishers are the things that make you feel good. For example, every time you do something right in your behavior plan, you’ll get a reward. If you keep doing what is expected of you, your parents will praise and applaud your actions.

On the other hand, if someone does something that violates the rules of the house (like using drugs), they might be punished by being grounded from TV or computer games for an extended period of time until they learn their lesson—or even longer!

Contingencies

Contingencies are the conditions under which a behavior will or will not be reinforced. This is where we start to get into the weeds of what it means to have a plan, and how your student can be successful in working toward their goals.

In this section, you’ll learn about two types of contingencies: positive and negative. Positive contingencies are also called “reinforcers” or “positive consequences.” Negative contingencies are also called “punishers” or “negative consequences.”

Beyond Contingencies

Beyond contingencies, we can also use the principles of behaviorism to help us understand the reasons for our behaviors. The theory states that all behavior is motivated by some kind of reward or reinforcement (reward-based) or punishment (disincentive-based).

This knowledge allows us to change our behavior if we want to. If you keep doing something because it makes you feel good and nothing else works, then make sure that something else works better in order for there not be any more bad feelings associated with your current action!

Record Keeping

Record keeping is a skill, but it’s also important to note that it is a way to track behavior changes. Record keeping can be done in many ways; here are some ideas:

Write down your goals on paper or in an app on your phone.

Use an app on your phone to track behaviors (e.g., “I will not interrupt others when they’re talking”).

Make stickers with pictures of desired behaviors and put them on the mirror near where you work (e.g., “I am kind” or “I am patient”).

Recording Behavior Changes, Frequency, Duration and Intensity

As you work with your student on the behavior plan, it is important to record the data. The data will be used to determine if the behavior plan is working and what areas of intervention need more attention. You can use a simple spreadsheet or Google Docs for this purpose.

Here are some ways to record data:

Frequency: How often does this happen? Is there a pattern? How many times do I see this happening in one day or week? Do they do it while alone (alone at home), with other people (friends’ homes), in public places like school or work etc.?

Duration: What period of time does this behavior typically last – minutes, hours or days? Is there any pattern here as well – maybe some days are longer than others due to other things going on like homework assignments etc., but still consistent overall numbers over time!

Tracking behaviors can help you understand what needs to change.

Tracking behaviors can help you understand what needs to change.

Tracking behaviors can help you see patterns of behavior that might not have been obvious before. For example, if a child is having trouble learning math and gets upset when she has to answer questions orally instead of by pencil and paper, this is a pattern that needs to be addressed before it becomes an issue in school.

Tracking the most common consequences (both positive and negative) for each reinforcement or punishment will give parents insight into which reinforcers work best with their children’s specific temperaments—and why they work better than others!

When tracking your child’s tantrums at home over time, take note of how often they happen during certain times or days: Weekends versus weekday mornings; weekends versus weekdays after dinner after school hours….etc.”

Conclusion

It’s important to remember that a behavior plan is not meant to be used as an end-all, be-all solution for all problems. Instead, it’s designed to help you understand what needs to change and where you need additional support. If you have trouble setting up a behavior plan, don’t worry! There are many resources available online that can help you figure out how to do this on your own (like this one). Don’t let the complexity of a behavior plan scare you off from trying it out. You may find success after all!