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BEHP5013 Units 1-9 > Unit 8 > Flashcards

Unit 8 Flashcards

1
Q

Phylogenic provenance

A

The effect of a stimulus on a specific response may be innate, due to the evolutionary history of that species

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2
Q

Ontogenic provenance

A

The effect of the stimulus on a specific response may be learned, due to the experiential history of the individual organism in the environment

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3
Q

Rule-goverance

A

A rule specifies a contingency

It may evoke or abate behavior without the behavior having to directly experience the contingency

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4
Q

Organizational behavior management (OBM)

A

A sub-discipline of ABA, which is the application of the science of behavior
Guided by the single theory of human behavior and has historically emphasized identification and modification of the environmental variables that affect directly observable or verifiable employee performance

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5
Q

Components of OBM

A

Performance management (PM)
Behavior systems analysis (BSA)
Behavior-based safety (BBS)
Pay for performance

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6
Q

Performance management

A

The management of an individual employee or a group of employees through the application of behavior principles

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7
Q

Interventions used in PM

A 
Goal setting
Feedback
Job aids
Token systems
Lottery systems
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8
Q

Behavior

A

Anything a living organism does

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9
Q

Result

A

What is left after a behavior

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10
Q

Clinical tasks

A

Implementing behavior plans, collecting data, implementing emergency procedures

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11
Q

Variables affecting performance

A

Antecedents
Equipment and processes
Knowledge and skills
Consequences

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12
Q

Performance monitoring

A 
Procedural integrity (IV integrity)
Monitoring effectiveness of behavior plan (DV integrity)
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13
Q

Problems with conducting monitoring

A

Monitoring is hidden
Staff don’t know why they are being monitored
Monitoring is done impolitely
Results of monitoring are not shared

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14
Q

Incorrect use of monitoring data

A

Used primarily for punishment, typically delayed punishment

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15
Q

What to do with data

A

Reinforcement and corrective feedback for the staff member
Minimum of 4:1 instances of reinforcement to corrective feedback
Reinforcement every chance

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16
Q

Why data collection doesn’t sustain

A 
Problematic definitions
Unclear roles
Insufficient materials
Insufficient training
Complexity of intervention
Failure to generalize
Competing contingencies
Staff dissatisfaction
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17
Q

Types of integrity

A

Observation
Permanent product
Self-report

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18
Q

Steps to effective performance monitoring

A

Pinpoint- Specify what it is the staff are supposed to be doing
Develop a tool that contains each component
The observer collects data as the staff implements a behavior plan
Determine if the staff meets a specified level of criteria
Often the target behavior can be collected simultaneously

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19
Q

Pinpoints

A

Observable
Measurable
Reliable

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20
Q

Develop a tool

A

Create a data sheet
Designate space for identifying information
List the key components for successful implementation and make room to note
Have a space to take notes

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21
Q

How often to monitor

A

80% agreement for most plans

At least once per week

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22
Q

Increase monitoring if

A

Data is being collected on a vital skill/dangerous problem behavior
New plan
Problems are noticed

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23
Q

When collecting data on deceleration

A

Arrange observations when problem behavior is most likely
More worried about low agreement
Integrity is more important in some procedures as opposed to others

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24
Q

Reactivity

A

A change in behavior when being observed

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25
Q

Reducing reactivity

A 
Monitor frequently
Self-monitoring
Monitoring results
Covert monitoring
Using reactivity to your advantage
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26
Q

Identifying pinpoints

A

Identify the biggest opportunity
Select a few behaviors that will have the greatest impact
Don’t overwhelm with pinpoints

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27
Q

Operational definitions

A

Observable
Measurable
Reliable
Two or more people should be able to agree on whether or not the targets are occurring

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28
Q

Measurement dimensions

A

Quantity
Quality
Cost
Timeliness

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29
Q

Quantity

A

How much of something

30
Q

Quality

A

How well something is done

31
Q

Cost

A

How much something costs

32
Q

Timeliness

A

How long something takes to complete

33
Q

Identifying quality

A

Begin by asking managers and employees, “What makes someone good at X?”
Engage in narrative recording while interviewing management and staff members
Look for recurring themes, especially between managers and employees

34
Q

Quality assessment

A

Examine industry standards
Observe the behavior
Surveys

35
Q

Behaviorally anchored rating scale (BARS)

A

Anchors behavior to scores

The more behavior that an individual engages in, the higher the score

36
Q

Benefits of BARS

A

Allows for easy goal setting
Allows for objective evaluation
Negates the need for other forms of performance review

37
Q

Training

A

Important for direct care staff
Should be implemented for new staff, when new plans are introduced, or when there is a skill deficit in existing staff members
Antecedent manipulation

38
Q

Re-training

A

Decide is the staff “can’t do” or “won’t do”

Task clarification

39
Q

How to train

A 
Provision of written description
Brief explanation with questions
Classroom training
Performance and competency-based training
Behavioral skills training (BST)
40
Q

Steps for staff training

A

Verbally describe the skills and give a rationale
Provide a written description
Demonstrate how to perform the skills
Observe trainee practice the skill
Provide feedback on performance
Repeats steps 3-5 until proficiency is reached

41
Q

Verbally describe the skills and give a rationale

A

A rationale explains why the staff will be responsible for implementing the plan
The verbal description should be succinct but clearly explain the steps of the plan

42
Q

Provide a written description

A

Gives a permanent reference
Do not provide additional information outside of what has to be implemented
Consider a checklist

43
Q

Demonstrate how to perform the skills

A

Demonstrate the skill(s) while the employee watches
Demonstrate the skills in the natural environment when possible
It is critical to have a competent trainer in steps 3-5

44
Q

Observe trainee practice the skill

A

Have the staff perform all aspects of the new skill in the natural environment
If not possible, consider role-playing
The trainer must observe the trainee as s/he demonstrates the skill
The trainer notes correct implementation and any mistakes

45
Q

Provide feedback on performance

A

Provide immediate feedback following performance
Describe what was done correctly and incorrectly
Explain how to fix the incorrect elements
Answer questions

46
Q

Repeat steps 3-5 until proficiency is reached

A

Continue the process until the trainee can perform the skill without corrective feedback
Consider more stringent mastery criteria

47
Q

Considerations when using classroom training

A

Set very clear learning objectives
Consider pre-test
Provide rationale

48
Q

Using classroom training

A

Provide instruction using lecture, watching videos, internet broadcasting
Avoid passive attendance by using active student responding (ASR)

49
Q

Role-playing

A

Some skills can be acted out
One employee engages in a scripted behavior and another employee(s) complete a skill as taught
Provide feedback either during or immediately after the performance
Always have a mastery criteria

50
Q

Video modeling

A

Some skills are difficult to role-play, or you have a large group of trainees
Evaluate video models performing behavior
Employees evaluate correct and incorrect elements of a performance
While watching the videos employees evaluate the 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

51
Q

What to teach staff

A

Industry specific-mandated information
Data collection and behavior plan implementation
ABA basics
Population information

52
Q

Antecedent-based interventions

A

Consists of manipulations before the behavior occurs

53
Q

When to use antecedent interventions

A

Role problems
Competing contingencies
Failure to generalize

54
Q

Types of antecedent-based interventions

A

Job description
Supervisor presence
Job aides

55
Q

Job description

A

Proper evaluation of pinpoints
Clarification of management duties
Clarification of roles

56
Q

Supervisor presence

A

May be especially helpful when reactivity is noted and/or the supervisor has been correlated with the availability of reinforcement

57
Q

Job aides

A

Can be used when formal training is not warranted

58
Q

Antecedent interventions

A

Task clarifications
Checklists
Conduct a task analysis of a job duty
Place the tasks in order of occurrence

59
Q

Task clarifications

A

Highly detailed set of instructions of what is expected

60
Q

Checklists

A

A list of activities in sequential order that need to be completed

61
Q

Why reinforcement fails

A 
Insincere
Too thin
Assumption of value
Too delayed
Too general
Non-contingent
Reaction from employee
62
Q

Use for negative reinforcement

A

Can get behavior started

Should transfer to positive reinforcement as soon as pinpoint begins to occur

63
Q

Performance feedback

A

Positive feedback

Constructive feedback

64
Q

Positive feedback

A

Provide immediate, specific, contingent, sincere statement
Deliver fairly and equally, based upon data
Spend time pairing yourself with reinforcement
Be sensitive to public versus private praise

65
Q

Characteristics of good constructive feedback

A 
Done in private
Soon after the behavior
Describe the desired performance
Talk specifically about behavior, nothing else
Use ‘I statements’
Deliver when calm
66
Q

Staff information

A

Should always be informed about what is expected (goals) and how they are doing in relation to what is expected (monitoring and feedback)

67
Q

Goals

A

An antecedent that describes a terminal level of performance to be obtained

68
Q

Good goals

A

Difficult are achievable
Under performer control
Specific

69
Q

Setting goals

A

Set the goal and mark it on the graph
Obtain employee input for the goal
Consider sub-goals if significant improvement is required

70
Q

Outcome management

A

Identify outcome for consumer
Specify target behavior for staff
Provide training
Monitor staff performance
Provide data based reinforcement for correct performance
Provide corrective feedback for insufficient performance
Evaluate the effects of supervisory procedures

71
Q

Guidelines

A

Don’t threaten punishment, just implement
Punish the behavior, not the person
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

72
Q

Disciplinary action

A

Make sure the reinforcement procedures stay in effect
align with personnel policy
obtain upper management support
Supervisors should persevere

BEHP5013 Units 1-9 (9 decks)

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