A self-regulatory model of adjunctive behavior change.
Target one high-leverage behavior inside a feedback loop and watch others change without extra teaching.
01Research in Context
What this study did
Crossman et al. (1985) wrote a theory paper. They asked how changing one behavior can ripple into other behaviors.
They drew a closed-loop picture. The client sets a goal, acts, sees feedback, and adjusts again.
The loop keeps running. Adjunctive behaviors hop on the same loop and change without extra teaching.
What they found
The paper does not give new data. It gives a map. Pick a high-leverage behavior that sits in many loops.
Change that one behavior and the loop keeps spinning. Other behaviors ride the same loop and shift for free.
How this fits with other research
Leander et al. (1972) showed the loop works in real kids. First-graders self-monitored disruption and it dropped.
Madsen et al. (1968) proved feedback is the engine. When they removed feedback, phobic progress stopped; when they put it back, progress returned.
Schroeder et al. (2014) extended the loop into games. They say add points, levels, and instant feedback to keep clients hooked.
Rojahn et al. (1994) blended modeling with self-monitoring. Deaf teens learned social skills and kept them after feedback ended.
Why it matters
You do not need to teach every single behavior. Choose one that lives inside a feedback loop the client already cares about. Add clear, instant feedback and let the loop run. The client practices self-regulation and bonus behaviors tag along for free.
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02At a glance
03Original abstract
The purpose of this article is to present a model of adjunctive behavior that describes how multiple levels of change are produced in therapy when only single target behavior is altered. Adjunctive behavior in clinical research and therapy outcome studies is examined, and a self-regulatory model using closed-loop feedback principles is described and illustrated. Application of the model in guiding clinical practice is presented with reference to assessment and selection of target behaviors and development of therapeutic interventions. Clinical strategies derived from the model include self-regulatory techniques for initiating, maintaining, and generalizing therapeutic gains.
Behavior modification, 1985 · doi:10.1177/01454455850094004