Unit 8 Flashcards
Phylogenic provenance
The effect of a stimulus on a specific response may be innate, due to the evolutionary history of that species
Ontogenic provenance
The effect of the stimulus on a specific response may be learned, due to the experiential history of the individual organism in the environment
Rule-goverance
A rule specifies a contingency
It may evoke or abate behavior without the behavior having to directly experience the contingency
Organizational behavior management (OBM)
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
Components of OBM
Performance management (PM)
Behavior systems analysis (BSA)
Behavior-based safety (BBS)
Pay for performance
Performance management
The management of an individual employee or a group of employees through the application of behavior principles
Interventions used in PM
Goal setting Feedback Job aids Token systems Lottery systems
Behavior
Anything a living organism does
Result
What is left after a behavior
Clinical tasks
Implementing behavior plans, collecting data, implementing emergency procedures
Variables affecting performance
Antecedents
Equipment and processes
Knowledge and skills
Consequences
Performance monitoring
Procedural integrity (IV integrity) Monitoring effectiveness of behavior plan (DV integrity)
Problems with conducting monitoring
Monitoring is hidden
Staff don’t know why they are being monitored
Monitoring is done impolitely
Results of monitoring are not shared
Incorrect use of monitoring data
Used primarily for punishment, typically delayed punishment
What to do with data
Reinforcement and corrective feedback for the staff member
Minimum of 4:1 instances of reinforcement to corrective feedback
Reinforcement every chance
Why data collection doesn’t sustain
Problematic definitions Unclear roles Insufficient materials Insufficient training Complexity of intervention Failure to generalize Competing contingencies Staff dissatisfaction
Types of integrity
Observation
Permanent product
Self-report
Steps to effective performance monitoring
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
Pinpoints
Observable
Measurable
Reliable
Develop a tool
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
How often to monitor
80% agreement for most plans
At least once per week
Increase monitoring if
Data is being collected on a vital skill/dangerous problem behavior
New plan
Problems are noticed
When collecting data on deceleration
Arrange observations when problem behavior is most likely
More worried about low agreement
Integrity is more important in some procedures as opposed to others
Reactivity
A change in behavior when being observed
Reducing reactivity
Monitor frequently Self-monitoring Monitoring results Covert monitoring Using reactivity to your advantage
Identifying pinpoints
Identify the biggest opportunity
Select a few behaviors that will have the greatest impact
Don’t overwhelm with pinpoints
Operational definitions
Observable
Measurable
Reliable
Two or more people should be able to agree on whether or not the targets are occurring
Measurement dimensions
Quantity
Quality
Cost
Timeliness
Quantity
How much of something
Quality
How well something is done
Cost
How much something costs
Timeliness
How long something takes to complete
Identifying quality
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
Quality assessment
Examine industry standards
Observe the behavior
Surveys
Behaviorally anchored rating scale (BARS)
Anchors behavior to scores
The more behavior that an individual engages in, the higher the score
Benefits of BARS
Allows for easy goal setting
Allows for objective evaluation
Negates the need for other forms of performance review
Training
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
Re-training
Decide is the staff “can’t do” or “won’t do”
Task clarification
How to train
Provision of written description Brief explanation with questions Classroom training Performance and competency-based training Behavioral skills training (BST)
Steps for staff training
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
Verbally describe the skills and give a rationale
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
Provide a written description
Gives a permanent reference
Do not provide additional information outside of what has to be implemented
Consider a checklist
Demonstrate how to perform the skills
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
Observe trainee practice the skill
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
Provide feedback on performance
Provide immediate feedback following performance
Describe what was done correctly and incorrectly
Explain how to fix the incorrect elements
Answer questions
Repeat steps 3-5 until proficiency is reached
Continue the process until the trainee can perform the skill without corrective feedback
Consider more stringent mastery criteria
Considerations when using classroom training
Set very clear learning objectives
Consider pre-test
Provide rationale
Using classroom training
Provide instruction using lecture, watching videos, internet broadcasting
Avoid passive attendance by using active student responding (ASR)
Role-playing
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
Video modeling
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
What to teach staff
Industry specific-mandated information
Data collection and behavior plan implementation
ABA basics
Population information
Antecedent-based interventions
Consists of manipulations before the behavior occurs
When to use antecedent interventions
Role problems
Competing contingencies
Failure to generalize
Types of antecedent-based interventions
Job description
Supervisor presence
Job aides
Job description
Proper evaluation of pinpoints
Clarification of management duties
Clarification of roles
Supervisor presence
May be especially helpful when reactivity is noted and/or the supervisor has been correlated with the availability of reinforcement
Job aides
Can be used when formal training is not warranted
Antecedent interventions
Task clarifications
Checklists
Conduct a task analysis of a job duty
Place the tasks in order of occurrence
Task clarifications
Highly detailed set of instructions of what is expected
Checklists
A list of activities in sequential order that need to be completed
Why reinforcement fails
Insincere Too thin Assumption of value Too delayed Too general Non-contingent Reaction from employee
Use for negative reinforcement
Can get behavior started
Should transfer to positive reinforcement as soon as pinpoint begins to occur
Performance feedback
Positive feedback
Constructive feedback
Positive feedback
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
Characteristics of good constructive feedback
Done in private Soon after the behavior Describe the desired performance Talk specifically about behavior, nothing else Use ‘I statements’ Deliver when calm
Staff information
Should always be informed about what is expected (goals) and how they are doing in relation to what is expected (monitoring and feedback)
Goals
An antecedent that describes a terminal level of performance to be obtained
Good goals
Difficult are achievable
Under performer control
Specific
Setting goals
Set the goal and mark it on the graph
Obtain employee input for the goal
Consider sub-goals if significant improvement is required
Outcome management
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
Guidelines
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
Disciplinary action
Make sure the reinforcement procedures stay in effect
align with personnel policy
obtain upper management support
Supervisors should persevere
