Important terms Flashcards
info about performance that allows a person to change their behavior
Feedback
describes the behaviors,tasks, and results that produce a specific outcome. Such as ballet, a concert or any set of work outcomes
- the sum of behaviors and their results
ex. writing 3 FBAs
Performance
- must tell you where you stand relative to some goal or target
- performer must know what to do to improve
To be considered feedback must serve these two functions
- specific info
- info on a performance the person controls
- immediately following the performance, if not during
- individualized
- self-monitored if possible
6.if not self-monitored, delivered by the person in charge - focused on improvement
- easily understood
9.graphed
10.used as an antecedent to reinforcement
Characteristics of effective feedback
the approach of instructions, modeling, practice and feedback until mastery
BST
a) instructions
b) modeling
C) role-play
d) feedback
Behavior skills training components
- Describe the target skill
- Provide a sufficient, written description of the skill
- Demonstrate the target skill
- Require trainee practice the target skill
- Provide feedback during practice
- Repeat steps 4 and 5 to mastery
BST steps
what trainers and trainees do during training
performance based
the practice of continued training until trainees completely demonstrates target skills
competency based
- increases the likelihood that performance of the target skill will be acquired and will generalize to the workplace
in-vivo/ on the job training
- essential for learning
- lack of feedback is typically always a reason for performance problems
- implementation of performance feedback often improves performance by 20-50%, across a wide range of fields
- least expensive and easiest procedure to improve performance
value of feedback
- identifying basic behaviors driving the desired result
- This includes what the behavior looks like and the result produced by the behavior
- This is a change from baseline, which is typically imprecise feedback
Pinpointing
permanent product of a behavior
Results
permanent product of a behavior
Results
the reason the organization or the job exists
mission
Accomplishment
Control
Overall
Reconcilable
Numbers
Acorn test for determining job mission
more reliable and consistent triggers if the consequence that follow them are highly reinforcing
antecedent
antecedents get their “power” from their
consequences
precede behavior
needed to identify valuable consequences for employees
Motivating operations
single most effective tool to improve morale and performance
consequences
events that follow behavior and change the probability that the behavior will reoccur in the future
behavioral consequences
the work itself
peers
management
Sources of reinforcement
don’t solve problems, we want people to do tasks, not to stop doing tasks
punishing consequences
Positive, immediate, certain(PIC)
first choice,
asking- ask employees what they like
observe- observe what employees do in free time
testing- test a consequence to see if it functions as a reinforcer
three ways to identify reinforcers
- pair them with social reinforcers
- must be something the person wants
- must be contingent- given after the behavior intended for reinforcement occurs
-require advanced planning
-not always available
-satiation may occur faster than social reinforcers
Considerations for using tangibles
Controllable- under the managers control
Available- always available-social reinforcers may be preferable for this reason
Repeatable- workers do not satiate rapidly
Efficient- need to pay for itself through increased performance
Characteristics of effective reinforcers (CARE)
an interaction that increases performance
e. plaques/trophies are a permeant product of this
Social reinforcer
economically valuable object or activity that increases performance
Tangible
- Personalize reinforcers
- Deliver immediately
- Reinforce specific behaviors
- Reinforce w/ sincerity
- Reinforce frequently
- Don’t renforce and punish at the same time
- Don’t mix goal setting and reinforcement
Delivering reinforcers effectively
-maintains higher rates than continuous reinforcement
- behavior maintained on this schedule is more resistant to extinction than continuous reinforcement
-avoids satiation
-frees manager to reinforce other behaviors
- learned industriousness
Benefits of intermittent reinforcement
-responding to multiple cues
-motivation
-self- management
-self-initation
4 pivotal behaviors
- Practical and effective
- Produces short and long-term results
- Does not require formal psychological training
- Principles are generalizable to range or performance problems
- Creates an enjoyable work environment
- Can create positive work relationships (through positive reinforcement)
- Is an open system, procedures are transparent at all organizational levels
7 Values of PM
- competence in your area of practice
- establishing clear performance expectations
- ensuring skill mastery
- correcting performance errors and issues
- keeping supervisees motivated
Supervisory skills
- Be sure supervises are trained to mastery to perform assigned tasks
- Remember that RBT level staff are not qualified to conduct parent training or are trained on how to train
- Clearly defining BCBA vs. RBT responsibilities will help avoid RBTs functioning outside of their job description
Supervisory Delegation
- Use evidence-based training and supervision models
- Be familiar and follow and state-wide training and licensing requirements
Designing effective supervision and training
- Provide clear, written descriptions of the scope and content of supervision you provide
- This also applies to supervisor in your place of employment
Communication of Supervision conditions
o Consumer performance
o Staff performance
o Supervisor performance (self-monitoring)
Evaluating the effects of supervision
- Evaluated at 3 levels
o The consumer is making progress
o The staff is performing with competence and fidelity
o The supervision is being carried out in and evidence- based, socially valued, and effective manner
o When all three are collected, the behavior analyst is functioning within the ethical boundaries of the BACB supervision requirements
how to evaluate if supervision is effective
- Select culturally and contextually relevant outcomes based on targeted data (reduce office referrals for discipline)
- Implement evidence based- practices
- Establish positive and proactive systems for professional development
- Use data to monitor fidelity and outcomes; and to ensure equity
Critical Features of SWPBS
structuring the environment to prompt appropriate behavior
o Universal- teach a small number of positive expectations: use a rande of consequences for inappropriate behavior
o Has strong empirical support
Tier 1
o for students not responsive to tier 1, teach tier 2 practivces
o may include: self- management, small group social skills, structured mentoring
Tier 2
o for students not responsive to tier 1 and 2
o employees intensive individualized interventions such as FBA/BSP
Tier 3
