Maintaining Staff Performance (Reid et al.) Flashcards
What can evidence-based behavior strategies within organizational behavior management be used for?
(Select all that apply)
training target skills to staff
training day-to-day work skills
training students how to organize their study habits
training target skills to service animals
training target skills to managers
training target skills to staff
training day-to-day work skills
training target skills to managers
Staff training is more effective, with longer lasting effects when it includes specific _______ procedures.
maintenance
Behavior change after feedback has been delivered could be attributed to which of the following?
(Select all that apply)
fear
antecedent variables
rule governed behavior
reinforcing function
antecedent variables
rule governed behavior
reinforcing function
Which of the following could be considered functional and meaningful skills for adults?
(Select all that apply)
interacting with others in an adult manner
vocational skills that earn an income
taking care of one’s home
leisure activities
all of the above
-preferred work schedules
-pay raises
-duty assignments
-job termination
All of these contingencies can be affected by______ involvement.
supervisor
Which of the following rationales were part of the initial investigation of this study?
(Select all that apply)
to increase coloring skills
to validate rote skills
to validate functional skills
to increase functional skills
to validate functional skills
to increase functional skills
-It would likely occur among typical adults.
-It was part of a vocational task that could be performed for employment.
-It was part of a likely interpersonal interaction.
I-t could likely be performed in the community setting.
For a skill/activity to be ______ it had to meet criteria for one of the above domains.
functional
An adolescent student was once physically assisted to engage with a pop up toy, but is now assisted to play games on an IPad. This is an example of a functional skill in which domains?
vocational skills
leisure skills
domestic/self-help skills
community living
social/communication
leisure skills
Which of the following methods did the researchers include in their intervention?
(Select all that apply)
watching videos of how to teach functional skills to adults
reviewing handouts that provided rationale for teaching functional skills
supervisors prompting the staff during visits to their classrooms
monitoring and providing on-the-job feedback to staff during visits
reviewing handouts that provided rationale for teaching functional skills
supervisors prompting the staff during visits to their classrooms
monitoring and providing on-the-job feedback to staff during visits
In the current study, maintenance was continued for 45 weeks beyond the initial intervention. If new staff joined the team during that 45-week period, which of the following scenarios happened?
(Select all that apply)
They were differentially reinforced for performing functional tasks.
- The new staff received ongoing feedback.
The new staff were required to watch videos about teaching functional tasks.
-They were trained by the supervisor.
If quarterly observations indicated low participant involvement, what did the supervisor then do?
provide feedback on a monthly basis instead of quarterly basis
remove the teacher from the classroom
make an example of the teacher during future staff trainings
disciplinary action in the form of verbal warning for noncompliance
provide feedback on a monthly basis instead of quarterly basis
What were some of the reasons for providing comparison evaluations between students in the target setting with students in other center-based programs?
(Select all that apply)
It allowed evaluation of the target behaviors in the target setting during baseline prior to a school wide intervention.
It provided a basis for calculating on-task functional behavior.
Follow-up comparisons allowed determination for whether functional tasks remained relevant.
The normative comparisons provide social validity for the amount of improvement that followed intervention.
It allowed evaluation of the target behaviors in the target setting during baseline prior to a school wide intervention.
Follow-up comparisons allowed determination for whether functional tasks remained relevant.
The normative comparisons provide social validity for the amount of improvement that followed intervention.
Behavior analysts should include supervisor and staff input regarding which areas of a staff intervention?
(Select all that apply)
maintaining staff interventions
implementing staff intervention
developing staff intervention
data collection and data analysis
maintaining staff interventions
implementing staff intervention
developing staff intervention
What are some ways to avoid behavioral drift away from the target definition?
(Select all that apply)
-interobserver agreement checks in follow-up observations
-integrity checks on the supervisors monitoring and feedback
-overcorrection procedures to make sure staff remember the definition of the target behavior
assign a new staff member to implement the intervention
try all of the above
What was the dependent variable for staff performance?
the students’ participation in functional tasks
the supervisor’s feedback
the frequency of the supervisor’s monitoring non-functional tasks
the students’ participation in non-functional tasks
the students’ participation in functional tasks
