Unit 2 Assessments and interventions Flashcards

1
Q

Not common in OBM literature. May be due to :
• interventions are effective without Assessment,

* Rule-governed behavior

* OBM is concerned with “increasing”behavior vs.  decreasing behavior
A

Functional Assessment

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2
Q

Records review

Informant assessments—interviews
with staff and managers

Descriptive assessment (e.g., ABC
analysis)

Experimental analysis (structural,
functional analysis

A

Types of Functional Assessments

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3
Q

Planning documents

 Organization chart

 Industry productivity standards

 Industry conditions

 Competitors

 Customer list

 Product/services

 Employee handbook

 Job descriptions

A

Records Review: Historical Data -OBM

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4
Q

An analysis of events that precede
and follow a pinpoint

Conduct for both the undesired and
desired pinpoint

Two basic formats

The data sheet can be open-ended
or contain antecedents and
consequences common to the
performance.

Open ended requires more skilled
data collectors

A

A-B-C Analysis

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5
Q

Must observe behavior Occurring- problematic if major concern is a behavior that Rarely occurs.

Time consuming

targets Results

A

What makes A-B-C difficult?

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6
Q

Very Little in the literature.

Therrein,systematically varied five Antecedents in a restaurant to assess for influence on customer greeting;

Two of the five that occasioned high levels of greeting were combined into an intervention that increased customer greeting. 

 Note: To achieve a satisfactory increase a final feedback condition was necessary.
A

For experimental analysis ) in OBM

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7
Q

Accurate

A

Advantage Experimental analysis – OBM

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8
Q
  • time consuming
    • requires Frequently occurring behavior,
    • requires expertise.
A

Some disadvantages of experimental analysis are that:

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9
Q

do not rely on the behavior Occurring to determine the function, but they are likely the Least accurate.

A

interviewing staff members,

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10
Q

Two types of Interviews

A

Structured- follows a Script

Unstructured-interviewer develops a list of topics ahead of time, but informant answers determine which direction the interview takes

We will Use a structured interview.

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11
Q

Make sure the staff member is Relaxed. (start with ‘grand tour question’),

Reinforce their responding

Don’t allow for Attacks

Don’t use behavioral Jargon

Give them time to answer, general to specific,

End with: ‘Is there anything else you think is important?’

A

Some good interviewing techniques to

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12
Q

An interview assessment that covers Four areas that could contribute to performance problems.

One of the most Common assessment tool in the OBM literature.

A

Performance Diagnostic Checklist (PDC)

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13
Q
  • Is there a written job Description
  • Have the employees received adequate Instruction about what to do?

• Are the employees aware of the Rational of the behavior as it relates to the organization?
-If yes can they Explain the rationale?

• Are there job aides visible while completing the job?
-If yes, what are they?

Are there frequently updated, challenging, and attainable Goals that employees are comfortable with?
-If yes, do employees feel these goals are Fair? If employees say that the goals are NOT fair, what reasons have they stated?

A

PDC-Antecedents

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14
Q

If equipment is required, is it reliable?

Is it in good working order?

Is it ergonomically correct?

If no, what is?

Is the equipment and environment optimally arranged in a physical sense

 Are larger processes suffering from certain
incomplete tasks along the way (process
disconnects)

 Are these processes arranged in a logical
manner, without unnecessary repetition

 Are these processes maximally efficient?

 Are there any other obstacles that are keeping the employees from completing the task?

A

PDC Equipment and Processes

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15
Q

Can the employees tell you what they are supposed to be doing and how to do it?
 If yes have they mastered the task?

 If fluency is necessary, are they fluent?

 Can the employees physically/verbally
demonstrate completion of the task?

 If yes, have they mastered the task?

 If fluency is necessary, are they fluent?

 Do the employees have the capacity to learn
how to complete the task

A

PDC-Knowledge and Skills

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16
Q

Are they delivered contingent on the task?
If so, provide examples of the consequences.

Are they Positive or negative
Are they Immediate , Frequent
Consistency/probability?

Are there Premack Reinforcers?
- If yes, what reinforcers are used?

Do the employees see the effects of their performance?
- if yes, How? Are they natural Arranged?

Supervisors should deliver them. Best if they are available.
- Direct or indirect Feedback

Is there performance monitoring?
- If yes, self-supervisor direct (verbal)
supervisor indirect (written)

Is there a RESPONSE EFFORT associated with the performance?

Are there other behaviors competing with the
desired performance?

A

PDC-Consequences

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17
Q

Sample uses from the literature

 Franchise restaurants

 Ski shops

 Coffee shops

Implementation generally delivered to managers and
employees

In larger organizations, or in a business with multiple sites it can be delivered to relevant managers and
sample staff

A

PDC

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18
Q

If the PDC shows Decrements in

Antecedents…

A

-Keep in mind:
• role of antecedents. They don’t function independently of the consequences.

• Few examples of effective antecedent only interventions

An antecedent intervention consists of manipulations before the behavior occurs.

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19
Q

broadly defined as
antecedents that encourage
engaging in a task

Examples:
 Smiley faces

 Have you washed your hands?

 Remember to clock out for breaks

A

Job Aides—

“Are there Job Aides Visible While
Completing the Job?”

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20
Q

Highly detailed set
of instructions on what is expected
Can be:

 A memo

 Checklist

 Meeting/workshop

A

Task Clarification:

PDC Antecedent Interventions

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21
Q

-A list of activities in sequential order that need to be completed
.
-Conduct a task analysis of a task and place the tasks in order of occurrence

Found to be successful with simple and complex tasks. Perhaps especially useful for complex jobs:
 Pilots
 Physicians

A

Antecedent Interventions

Checklists

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22
Q

Clearly identify when to use it

Simple wording

Not too lengthy

One page

Test them out first

A

The Checklist Manifesto

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23
Q

An antecedent that describes an expected level of performance. That is, what is required by the
company

Sometimes include timelines

Employees need to know what is
expected

In a PM-designed business, it signals when reinforcement can be obtained—not that punishment is available for failing to make the goal

A

Goal

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24
Q

Difficult , yet obtainable
• Stay away from stretch goals

Under the control of the employee

A

Good goals

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25
Q

Create an ultimate goal and sub goals

Sub-goals allow for the shaping of behavior so that employees can contact reinforcement

Small reinforcers for the sub-goals

Large reinforcer for the ultimate goal

Lots of verbal praise for increasing performance

A

if the goal is much higher than current baseline levels

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26
Q

Too easy, too hard?
Watch for new problems arising from an increase in behavior (out og paper)?

quality of the performance? Consider adding qualifying statement

Increase requirements when met for several
consecutive sessions

Make sure employees have contacted reinforcement before increasing

Do not reinforce lower ones once a new, higher one has been set

A

Keeping an eye on your goals

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27
Q

Patterns will likely be different if
introducing new behavior or setting a
goal for a long-standing behavior:

- Slow and steady
- Seep increase followed by leveling off 
- Slow increase followed by steep increase
A

Patterns of Increasing Behavior

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28
Q

Can the employees tell you what they are supposed to be doing and how to do it?
-If yes have they mastered the task?

 If fluency is necessary, are they fluent?

 Can the employees physically/verbally
demonstrate completion of the task?
-If yes, have they mastered the task?

 If fluency is necessary, are they fluent?

 Do the employees have the capacity to learn how to complete the task?

A

PDC-Knowledge and Skills

Training (and is a common solution to many organizational problems. Many times the problems are due to an environment without properly aligned antecedents and consequences

Training is an antecedent intervention and shouldn’t be expected to solve these types of problems.

Very expensive and time consuming

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29
Q

Classroom-An instructor teaches a
group of individuals typically by lectures, worksheets, tests, and occasionally role-play/rehearsal

Behavioral Skills Training (BST)-An instructor teaches skills using verbal antecedents, modeling, rehearsal, and feedback

Select the training that makes the most sense in terms of:
 Number of staff to be trained
 Is opportunity to practice in real-life
essential (e.g., CPR)
 How often will they use the information

A

Types of Training

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30
Q

Advantages:
-Many people can be taught at once

Disadvantages
-: Questionable retention/generalization, limited ability to practice skills

Useful for:
-Large number of employees (initial training)
- A lot of information to teach (be careful)

A

Classroom Training- OBM

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31
Q
Procedures:
Set  clear learning objectives
Deliver  a pre-test
Provide instruction
Evaluate 
Typically delivery methods includes:
    Lecture
    Watching videos
    Internet 
    Conferences
A

Classroom

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32
Q

Avoid passive attendance by audience
members (i.e., pure lecture/video
provided by the instructor)

 Generally, provide the rationale, and
specific aspects of the job skill from the
learning objectives

 Deliver material in a succinct and
interesting manner

Consider classroom management
strategies for some groups

Consider the use of Active Student
Responding (ASR)

A

Instruction in Classrooms

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33
Q

Promoting responding in the audience during instruction
-allows the instructor to receive ongoing feedback

Types:
 Response cards
 Guided notes
 Choral responding

A

ASR In the classroom

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34
Q

A key component appears to classroom instruction

Can be somewhat difficult to achieve in a classroom setting

Role-playing or
Evaluation of video models may allow for this

A

Performance Feedback-Classroom instruction

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35
Q

Some skills can be acted out

Have employees complete a skill as
taught and provide feedback either during or immediately after the performance

Consider using mastery criteria

A

Role-play

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36
Q

Evaluating video models performing
behavior (Williams & Gallinat, 2011)

Employees evaluate correct and incorrect elements of a performance

May be especially useful for skills that do not occur often, or skills that are difficult to role-play

While watching, employees evaluate performance with assessments tools
 Typical tools include checklists, or other
evaluation tools used on the job
 Provide feedback on the accuracy of recording
 Vary the scenarios: different employees, situations, tools, etc.

A

Video Modeling

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37
Q

Advantage
Can be done on the job and perhaps
facilitate generalization

Disadvantage
Time-consuming

Useful for:
Employees can’t demonstrate skills
Increase fluency

A

BST

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38
Q
  1. Provide instruction-verbal or written
  2. Model the performance for employee
  3. Have employee engage in activity and provide immediate feedback on correct and incorrect
    elements of performance
  4. Set mastery criteria—this will depend on the behavior but consider 3 consecutive demonstrations with 100% accuracy
  5. Repeat modeling and rehearsal until criteria are reached
A

BST Procedure

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39
Q

A rate of accurate performance

Some jobs require it

Typically helpful with most job duties

Assists with retention (Bucklin)

Methods:
Additional practice with a time component after a skills has been learned
- time drills
-SAFMEDS

A

Fluency

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40
Q

Experts train supervisors who then
train staff
Page, Iwata, & Reid (1982)
- supervisors were trained on
evaluating teaching behaviors These supervisors trained 45 staff members . Replicated using peers to
train peers
 Caregivers were trained to respond to
emergency situations (e.g., fire response)
 These caregivers then taught other caregivers to respond to emergency situations
- Benefit: Trainer maintenance
This approach may be very effective, but make sure there is reinforcement programmed in for the staff trainers (i.e., it is not just extra work)

A

Pyramidal Training

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41
Q

Provide feedback!

If a behavior is not used frequently consider making opportunities available to engage in the behavior:
Ie: video tapes, simulated drills, etc

A

After Training

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42
Q

New staff members in a residential
setting with a three week pre-service

Skills required by the state were taught in a classroom

Fluency measures incorporated after mastery criteria were met

BST follow-ups were completed on the floor

On-going feedback

Pyramidal training through supervisors when new material was introduced

Created opportunities for low-occurrence behavior

Data collection

A

A Sample Training Program

for new Staff

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43
Q

They are Set by:

 Looking at internal performers

 Input from managers and employees
 Customer requirements

 Baseline levels of performance

 External competitors-careful

 Industry standards-careful

A

Goals

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44
Q

Are there reminders to Prompt the task at the correct time/duration?

Is the supervisor present during task completion?

A

PDC – Antecedents

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45
Q

Can the employee learn to
complete the task in a time that is
feasible in the current setting

If not, consider changing the job (can
anyone learn this) or reassign to
another position

A

Employee training

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46
Q

PDC-Equipment and Processes

If equipment is required, is it reliable?
Is it in good working order?
Is it ergonomically correct?
If no, what is?
Is the equipment and environment optimally arranged in a physical sense

A

PDC – equipment and processes

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47
Q
Examining and designing the 
interaction with equipment and 
workplaces to fit employees
A person sitting at a desk typing on a 
computer
Problems with equipment can cause 
long-term problems
A

Ergonomics

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48
Q

Are larger processes suffering from
certain incomplete tasks along the way
(process disconnects)

Are these processes arranged in a logical manner, without unnecessary repetition

Are these processes maximally efficient?

Are there any other obstacles that are keeping the employees from completing the task?

A

PDC-Equipment and Processes

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49
Q

As defined by Rummler and Brach
1995):
“A series of steps designed to produce a product or service”

Results in products/services for customers, products for the business to operate, or actions that support the other processes.

Many flow through Departments. They are not Departments (Production department).

Should have a goal and formal structure, but is not
always the case, Otherwise problems like repetition and disconnects are possible.
**This is the REALM of behavioral systems analysis

A

Process

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50
Q

A change in the environment that follows a response that maintains or increases responding in the future under similar environmental conditions

This is NOT what we will tell managers

 - A better definition: An event that follows a behavior that makes it more likely that the behavior will occur again
 - Focus  on how important \_\_\_\_\_\_is, and how nothing else  will work long-term without it
A

Reinforcement

51
Q

The general concept typically rings
true with a few basic examples but reinforcers are individualized

Strange things may reinforce behavior

***We at the EFFECT, NOT the stimulus

A

Reinforcement in Detail

52
Q

When we enforcement is used in organizations it is typically in the form of…

A

Negative reinforcement.

53
Q

“Making the opportunity to engage in
a behavior that occurs at a relatively
high free operant rate contingent upon the occurrence of low-frequency behavior will function as reinforcement for the low-frequency
behavior”Cooper,

A

The Premack Principle

54
Q

In contrast to reinforcement, a _______ is something that is delivered long after a behavior has occurred. Many managers get reinforcement confused with non-contingent stimulus delivery.

Attempts at reinforcement are actually just NCR because they are not contingent upon behavior (bonus systems)

NCR will suppress behavior

A

Reward

55
Q

Insincere

Too thin

Assumptions of value

Too delayed

Too general

Non-contingent

Reaction from employee

A

Why “Reinforcement” Fails

56
Q

Reinforcement Effectiveness

Reinforcement has the greatest effect when it meets three general requirements:

A
  1. Quickly follows behavior
  2. Delivered frequently when behavior is
    completed
  3. Consistently delivered
57
Q

Chase and Smith (1994)

  1. It’s an actual Reinforcer
  2. Immediate
  3. Frequent
  4. Contingent
A

Reinforcer Effectiveness

58
Q

Shaping
Shape desired behavior through
reinforcement of______

Reserve reserve large reinforcers for ultimate outcomes

Be careful about reinforcing an old
approximation

Remember, no freebies (you really
want to work for things)

A

..,sub-goals

59
Q

Praise

Small Tangible (paired with praise)

Public Recognition

Leaving early for a day

These all mean so much more when personalized

A

Sample reinforcement for meeting

sub-goals

60
Q

Large group events to recognize the
achievement of the group:
 Celebrations!

A

Sample reinforcement for meeting

ULTIMATE goals:

61
Q

Allow opportunities for management to
hear from the employees

Management should not talk and congratulate, but encourage employees to describe how they arrived here (experience accomplishments)

Tangibles used only to cement the experience

A
From Daniels (2000) Celebrations 
should:
62
Q

If you ask more of employees, you
should increase reinforcement:
Short-term initiatives

Temporary change in schedules

 New regulations

Troubleshooting
A

Be Sensitive to Times of

Deprivation

63
Q

“Information about behavior or performance that allows a person to change his/her behavior

Natural in the environment…but, many employees work for months on end without any information about their performance

Being told they are not doing well may come as a shock

A

Feedback

64
Q

Braksick (2007):

 Positive feedback: encourage desired behavior

 Constructive feedback: increase appropriate behavior while discouraging unproductive behavior

NOT A PUNISHMENT PROCEDURE PER SE

Don’t mix the two types in one conversation

Deliver at least four times as much positive feedback than constructive feedback

A

Types of Feedback

65
Q

Specific to the performance

Delivered as soon after the behavior as possible

individualized

Delivered by a person in-charge

Easily understood

Graphed

A

Positive Feedback Characteristics

66
Q

likely to have the
greatest impact when:

 You have been paired with the delivery of reinforcement

 Delivered fairly and equally

 Based on data

A

Positive Feedback

67
Q

May need to give the first instance of
feedback in private (or maybe more)

Be sincere and enthusiastic: we
should be excited to see
improvements in our employees

Be sure to congratulate
improvements (never stop shaping)

A

Positive Feedback

68
Q

Relied upon too heavily in many
organizations

Use sparingly to decrease inefficient
behavior

Lots of positive feedback will pair
managers with reinforcers and allow
for easier implementation of
constructive feedback

A

Constructive Feedback

69
Q

 Done in private

 Soon after the behavior

 Describe the desired performance

 Talk specifically about behavior, nothing else

 Use ‘I statements’

 Don’t do it when angry
Braksick,

A

 Characteristics of good constructive

feedback:

70
Q

Describe both the undesirable and
desirable behaviors

An example of constructive

“I would appreciate if you would use the safety guard on the saw. Without the guard the saw is much more dangerous. Please allow the guard to fall in-place when you start it.”

“I’m worried that by talking about our clients financial numbers out loud in meetings the information could leak out. Please remember our privacy policy states that we should not use  names when discussing financial information in open forums. In the future use a numeric code to represent the client
A

Constructive Feedback

71
Q

 The employee can summarize what they should be doing instead

 The employee should acknowledge that what they were doing was a problem

 Agree with you on a solution

should prompt desired responding on the next
occasion

You must watch and deliver positive feedback

Maintain the dense schedule of positive feedback

A

If you have done constructive

feedback well:

72
Q

Medication administration and the
supervisor yelling

 This is likely punishment and may  evoke countercontrol, emotional responding or other punishment side-effects 

“Please explain what you did wrong

Clocking in late and the end of the pay period feedback

A

Non-examples of Feedback

73
Q

Don’t assume a quick explanation
will solve the problem

Some key variables typically missing when first learning:

 being present
 variety
 enthusiasm
 evaluating the employee’s behavior

A

Teaching Others to Reinforce

74
Q

Work process consequences (Braksick, 2007)

Look for opportunities to decrease response effort required in a job

Make it easier, have employees earn supervisor giving them a break

A

Other Reinforcement Procedures

75
Q

The process of collecting data on one’s own behavior

Can change behavior in the desired direction

Bracket , Reid, & Green (2007) found it increased adequate performance in employees and results sustained over time. Stated, REACTIVITY was
caused by the measurement system itself

A

Self-Monitoring

76
Q

Improvements were modest but the
intervention may prove easy to deliver

Authors ( Brackett) cautioned these results
may not be durable

Augment with reinforcement of data collection, but be careful with tying self-collected data with reinforcement

A

Self-Monitoring

77
Q

Created a measure from 0 to 100
based upon three pinpoints: Time to complete repairs, Quality of repair, Check-ins

Baseline data is collected and goals
are set

A

Four Line Mechanics

78
Q

 PDC is implemented with the supervisor and all mechanics

 Direct observation of all mechanics is conducted

 PDC demonstrates no clear goals for check-ins, very little feedback for any target

 Direct Observation suggests a more efficient method used by the exemplar

A

Assessment

79
Q

BST for three of four mechanics

Goals set with mechanic’s input

Publicly posted group data

Feedback delivered by supervisor

Group celebration set for reaching ultimate goal

A

Intervention

80
Q

Extra line was added without the need to hire or replace mechanics

Mechanics are satisfied with the new
management strategy

Downtime of existing lines decreased

A

Impact

81
Q

From the basic literature, so be careful with employees

Fixed ratio-FR-(all or none-post reinforcement pause)

Variable ratio-VR-(steady high rates

Fixed Interval-FI-(scallops)

Variable Interval-VI-(steady rate of responding-low to moderate)

Little research on complex schedules in humans and work environments

A

Basic Schedule Review

82
Q

Time Based Schedule-FT, VT-Usually
decreases behavior or maintains very low rates of behavior

Unfortunately, time-based schedules dominate most work environments paychecks, bonuses, traditional business programs)

A

Basic Schedule Review

83
Q

Schedule to teach new behavior or when behavior has been placed on extinction

A

FR1

84
Q

schedules allow for stretching and may be good for maintenance

A

Ratio

85
Q

In general these two schedules increase performance above hourly pay (Dickinson & Poling, 1996)

After the goal has been reached VR schedules may be useful to maintain responding

A

, FR and VR

86
Q

Will likely produce higher rates of responding

A

VR

87
Q

 As in clinical application, do it slowly
after behavior has been established

 Watch the data

 Watch for signs of extinction

A

Thinning schedules

88
Q

Be careful with interval schedules

Watch the data when you set the time interval and remember VR schedules will likely produce higher rates of responding

A
Applying Schedules
(continued
89
Q

a verbal description of a contingency

A

Rule:

90
Q

Behavior controlled by the rule rather than the contingency it describes

Bottom line we do not have to experience the contingencies.

A

Rule-governed behavior

91
Q

 Most contingencies in office settings are too REMOTE to directly change behavior

A

Rules in the Office

92
Q

vary in their effectiveness in controlling behavior

The varying effectiveness may be due to:
-
-Learner history of rule-following

 - Characteristics of the rules
A

Rules

93
Q

Pelaez and Moreno (1998)

vary in whether they are:

 simple or complex

 accurate or inaccurate

 vary in terms of source

 Implicitly or explicitly stated

A

Rules

94
Q

Pelaez  Compared rules delivered by rumor (implicit) to a memo (explicit) in a store setting:

Implicit condition: a non-specific statement concerning performance was delivered by a manager to one employee
Explicit -A memo from the CEO with a
clear contingency

Both types of rules were effective in changing behavior (e.g., customer greeting)

Explicit rules produced greater change that also lasted longer than the change produced by the implicit rule

A

Implicit versus Explicit

95
Q

 Squires Examined the effects of rules on ‘sharps’ compliance. Two rules in relation to goals were compared:

  1. Praise: can be obtained the following day for meeting a daily goal

2, Reprimand: management will be angry if daily goal is not met

Both were effective in increasing compliance with two participants when compared to baseline conditions (no rules)

Delayed contingencies were delivered on the following day, but it is unclear if this influenced behavior
Praise goals were preferred by both participants

A

Rules-OBM

96
Q

An area ripe for research

Rules can quickly change behavior—
compare to direct-acting contingencies

Rule-governed behavior does not appear to sustain over time without contingencies

Positive rules are preferred

Indirect rules can change behavior.
that means:
 Use explicit rules (make it very clear what is expected of employees)

 be careful of rumors
A

Summary of Rules

97
Q

“Continuing of performance after it
was first established”
(Malott & Suarez,

Levels of responding reached during
intervention that maintain after the intervention has been terminated
(Boyce & Geller, 2001)

A

AKA, Maintenance

98
Q

Duration of the interventions vary
considerably in the literature (Sigurdsson & Austin, 2006)

Once a consultant/researcher withdraws, the gains may not last

Institutionalization

A

3 Barriers to Lasting Change

99
Q

Involvement in design
-Involving employees in selection of
intervention(s)
-Training of internal staff
-Training staff to implement parts of the
intervention

Formal data collection system
- Employee (typically management)
become responsible for collecting data
- sometimes self-monitoring

 Formal system of dispensing consequences
-Employees (typically managers) become
responsible for delivering consequences

Use naturally occurring contingencies

Relationship building on the front end

Don’t rely on a single person

Consequences at all levels

A

Lasting Change Strategies

From Sigurdsson & Austin (2006)
100
Q

Be careful of reaching your goals)

Train management before recommending thinning

Thin the schedule of reinforcement slowly (but don’t stop)

A

Schedules of Reinforcement

Revisited

101
Q

Punishment from a behavior analytic
perspective.

Collective feedback increase the behavior we want and decreases behavior we don’t want.

Punishment only decreases behavior.

A

Problem behavior – punishment in organizations

102
Q

Many problems in OBM are teaching or
acceleration problems

 What if there is unwanted behavior? 
      Examples:
          -Wearing safety gear improperly
         -Fighting with supervisors
          -Yelling at a customer

 We should have an operational definition
and data collection

A

Problem behavior in organizations

103
Q
 Skipping meetings
 Negative statements
 Leaving early
 Spreading rumors
 Smoking on grounds
 Behavior targeted by corrective feedback 
that does not respond
A

Nuisance Behaviors

104
Q

 Welding without eye protection

 Smoking next to flammable materials

 Threatening a colleague

 Stealing from the business

 Engaging in discrimination

A

Severe Behaviors

105
Q

Double check the contingencies

Replace the behavior with something socially appropriate

Start with reinforcement based procedures for appropriate behavior

Limit reinforcement for inappropriate behavior

If this doesn’t work consider punishment procedures(?)

A

Nuisance Behaviors -OBM

106
Q

A lack of behavior (i.e., nuisance
behavior and the employee is not
engaging in any appropriate behavior
to reinforce) then consider,,,,

Once behavior begins to occur reinforce it

Fade out negative reinforcement and maintain with positive reinforcement

Monitor data

A

Negative reinforcement to evoke behavior (e.g., you will be suspended on __ if you do not complete ___ )

107
Q

Implement punishment procedures: Industry and job specific (observe labor laws)

Examples: loss of earned benefits, demotions, suspension, verbal/written reprimand

Make sure no matter what you
choose, you are collecting data

A

Severe

108
Q

Don’t threaten punishment just
implement

Punish the behavior not the person (leave emotions out)

Punish immediately

Punish every time

Make it clear what is expected and reinforce the occurrence

 Continue to deliver reinforcement for appropriate behavior

 Punish in private

 Be consistent

 Don’t mix punishment and reinforcement

 Use an intense punisher

A

Guidelines

From (Daniels and Daniels, 2004)

109
Q

Avoidance

Emotional responding

Counter control

Become a signal for Punishment

A

Side-effects of Punishment

110
Q

Termination

Consider re-assignment/termination for behavior that resists multiple change efforts—you are not able to compete with other reinforcers

A

really severe behavior

111
Q

 Since there are few direct-acting contingencies, most of what controls behavior are…..

A

RULES

We need to explain this- office

112
Q

When rules do not control behavior….

A

Interventions are required

113
Q

Rules tend to fail when they are too…

A

.DELAYED , inaccurate, or cumulatively significant (Malott, 1992)

114
Q

Our interventions are often rules in and of themselves and they are often to create ….

A

clear, accurate, important contingencies

115
Q

Additional practice with a time component after a skills has been learned

 - time drills
- SAFMEDS
A

Fluency

116
Q

condition: a non-specific statement concerning performance was delivered by a manager to one employee

A

Implicit Rule

117
Q

-A memo from the CEO with a

clear contingency

A

Explicit

118
Q

Anything that is occurring regularly is being ____

Many things that we do are being maintained by natural contingencies, this is true in and out of organizations

A

Reinforced

119
Q

Being present

Variety

Enthusiasm

Evaluating the employees behavior

A

Some key variables typically missed one for us learning how to reinforce

120
Q

Work process consequences ( Naturally occurring consequences)

Look for opportunities to decrease the response effort required in a job. Make it easier and have employees on their supervisor giving them a break

A

Other reinforcement procedures

121
Q

Too delayed

Inaccurate

Cumulatively significant

A

Rules tend to fail when they are…

122
Q

Our interventions are often rules in and out themselves and their often to create…

A

Clear, accurate, important contingencies.

123
Q

Duration of the Interventions varies considerably

Once a consultant/researcher with draws, gains are lost

Institutionalization

A

Barriers to lasting change

124
Q

Teaching or acceleration problems

A

Problems in OBM