Behavior Modification: Treatment Phase Report
Liberty University
PSYC 320 - Behavior Modification
Procrastination as a Behavior Modification: Treatment Phase Report
Target Behavior
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
The target behavior chosen for this experiment was the participant's excessive
procrastination. According to numerous studies, procrastination can have positive or negative
effects on academic performance and mental and physical health. In this study, we are trying to
find ways to prevent procrastination. Procrastination is delaying the beginning or end of a task
essential to success. Chowdhury et al. examined the construct validity of active procrastination
(2018).
Treatment Method
The treatment method was cognitive-behavioral therapy. When the participant began to have
troubling thoughts about completing assignments and tasks, she immediately asked herself four
questions:
• Where is the evidence to support this?
• Are there any other explanations for this belief?
• What are the repercussions?
• What are the motives for this belief?
The participant's distressing thoughts were challenged with these three questions to restructure
her thoughts and learn new coping skills. For the treatment method to be effective, these
questions must be asked and answered immediately after the target behavior.
Experiment Narrative
The participant noted all the assignments and tasks that needed to be finished by the
deadline using pen, paper, and a planner. The planner shows the lunch break hours of 1:30 pm to
2:30 pm during the workday, 6 pm to 11 pm Monday through Friday, and 9:30 am to Midnight
on Saturday and Sunday. She used to write down her troubling thoughts regarding finishing tasks
that motivated her to put off doing them with pen and paper for each study day. The treatment
schedule remained consistent throughout the treatment phase. As soon as the baseline phase
ended, the treatment phase started. Treatment was administered from November 28, 2022, until
December 4, 2022. The seven-day treatment phase follows.
Dimension [Results]
The dimension of the frequency of procrastination was observed and recorded throughout
the experiment. The target behavior of procrastination was observed over seven days,
immediately following the baseline phase. Throughout the treatment period, the participant
procrastinated several times per day. During the treatment phase, the frequency of procrastination
decreased. The highest amount of times ranges from five times in one day to a minimum of two
times in one day. Any time the participant had a distressing thought about completing a task or
assignment, it was immediately addressed and challenged using cognitive behavior therapy.
Immediately following cognitive behavior therapy, the participant completed at least two tasks or
assignments. This resulted in the participant completing more tasks and assignments ahead of
their deadlines.
Summary of Treatment
The participant would immediately stop herself from procrastinating and inquire as to
why she was doing so. She answered the question, then asked herself three questions to address
and evaluate her logic. What proof is there, are there any other possibilities, and what are the
ramifications? After responding to her inquiries, she would mark her piece of paper to track how
often she procrastinated.
During the treatment period, the behavioral excess of procrastination gradually decreased.
Procrastination's behavioral quantity had significantly reduced by the end of the treatment phase.
During treatment, it was discovered that the participant put off finishing her tasks and
assignments because she was worried about her performance. The participant frequently
procrastinated due to distressing thoughts such as "she's not doing this correctly or getting a
decent grade," "I am not good at this task," and "I have no idea what she's doing." Most
procrastination occurs because of unpleasant thoughts.
Excessive procrastination behavior was a good fit for cognitive behavior therapy. First,
the participant would practice cognitive behavior therapy to ascertain the causes of her
procrastination. Then, after cognitive behavior therapy, the participant would start working on
unfinished or incomplete tasks and assignments. Procrastination excess was reduced because of
this treatment strategy.
This study used cognitive behavior therapy to combat procrastination. The participant's
procrastination may still occur between 6 pm and 11 pm on weekdays and 10 am to 11 pm on
weekends, but it decreased throughout the treatment period. Of course, the participant may
completely lose their procrastination with additional therapy and a longer duration of treatment.
But reducing the procrastination's behavioral excess was the study's primary objective, and the
treatment was effective.
Figure 1: A line graph illustrating the frequency of the participant's procrastination during this study's baseline and
treatment phases.
