Overview
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In my day-to-day routines, behavior does not “just happen.” It persists when consequences tip the odds in its favor. Looking at the A-B-C sequence (antecedent, behavior, consequence) helps me see how a context sets the occasion, I respond, and the consequence shifts the likelihood that I will respond that way again. This functional lens in our readings and media guides efficient, ethical decisions about intervention (Cooper et al., 2020; Gresham et al., 2001; Scott et al., 2004; Walden University, 2019, 2019-2021).
Social positive reinforcement. While studying, a buzz or screen glow (antecedent) prompts me to check my phone (behavior). I get quick social contact, messages or reactions (consequence, so I am more likely to check again in the same situation because something desirable was added (attention) (Cooper et al., 2020; Walden University, 2019).
Social negative reinforcement. In meetings (antecedent), if I feel unprepared, I sometimes ask to present later (behavior). When the group agrees, the immediate performance demand is removed, and I feel relief (consequence). That escape makes me more likely to ask for delays again under similar conditions (Gresham et al., 2001; Scott et al., 2004).
Automatic reinforcement. When I step into bright sunlight (antecedent), I put on sunglasses even if no one is around (behavior). The behavior reduces aversive glare (consequence) without social mediation, so it fits automatic negative reinforcement, and, as a result, I am more likely to put on sunglasses again in similar lighting in the future (Cooper et al., 2020; Walden University, 2019-2021).
Grounding these examples in behavioral functions clarifies why I repeat certain responses and what to do next. For phone checking (social positive), brief scheduled check-ins and fewer alerts shift reinforcement to on-task behavior; for asking to present later (social negative), tying any delay to a quick deliverable moves reinforcement from escape to progress; for sunglasses (automatic negative), planning ahead, keeping them handy, is appropriate (Cooper et al.,2020; Gresham et al., 2001; Scott et al., 2004).
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Gresham, F. M., Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30(2), 156-172.
Scott, T. M., Bucalos, A., Liaupsin, C., Nelson, C. M., Jolivette, K., & DeShea, L. (2004). Using functional behavior assessment in general education settings: Making a case for effectiveness and efficiency. Behavioral Disorders, 29(2), 189-204. https://doi.org/10.1177/019874290402900207Links to an external site.
Walden University, LLC. (2019). Functional analysis and functional assessment [Video]. Walden University Blackboard.
Walden University, LLC. (2019-2021). Functional analysis and functional assessment with Steven Little, PhD, and Angeleque Akin-Little, PhD [Video]. Walden University Blackboard.