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BEHP 5013 April > 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

A rule specifies a contingency
It may evoke or abate behavior without the
behavior having to directly experience the
contingency

A

Rule-governance

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4
Q

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

A

Organizational behavior management (OBM)

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5
Q

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

A

Components of OBM

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6
Q

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

A

Performance management

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7
Q 
Goal setting
Feedback
Job aids
Token systems
Lottery systems
A

Interventions used in PM

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8
Q

Anything a living organism does

A

Behavior

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9
Q

What is left after a behavior

A

Result

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10
Q

Implementing behavior plans, collecting data,

implementing emergency procedures

A

Clinical tasks

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11
Q

Antecedents
Equipment and processes
Knowledge and skills
Consequences

A

Variables affecting performance

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12
Q 
Procedural integrity (IV integrity)
Monitoring effectiveness of behavior plan (DV
integrity)
A

Performance monitoring

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13
Q

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

A

Problems with conducting monitoring

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14
Q

Used primarily for punishment, typically delayed

punishment

A

Incorrect use of monitoring data

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15
Q

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

A

What to do with data

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16
Q 
Problematic definitions
Unclear roles
Insufficient materials
Insufficient training
Complexity of intervention
Failure to generalize
Competing contingencies
Staff dissatisfaction
A

Why data collection doesn’t sustain

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17
Q

Observation
Permanent product
Self-report

A

Types of integrity

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18
Q

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

A

Steps to effective performance monitoring

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19
Q

Observable
Measurable
Reliable

A

Pinpoints

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20
Q 
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
A

Develop a tool

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21
Q

80% agreement for most plans

At least once per week

A

How often to monitor

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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

A change in behavior when being observed

A

Reactivity

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25
Reducing reactivity
``` Monitor frequently Self-monitoring Monitoring results Covert monitoring Using reactivity to your advantage ```
26
Identifying pinpoints
Identify the biggest opportunity Select a few behaviors that will have the greatest impact Don’t overwhelm with pinpoints
27
Operational definitions
``` Observable Measurable Reliable Two or more people should be able to agree on whether or not the targets are occurring ```
28
Measurement dimensions
Quantity Quality Cost Timeliness
29
Quantity
How much of something
30
Quality
How well something is done
31
Cost
How much something costs
32
Timeliness
How long something takes to complete
33
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
34
Quality assessment
Examine industry standards Observe the behavior Surveys
35
Behaviorally anchored rating scale (BARS)
Anchors behavior to scores The more behavior that an individual engages in, the higher the score
36
Benefits of BARS
Allows for easy goal setting Allows for objective evaluation Negates the need for other forms of performance review
37
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
38
Re-training
Decide is the staff “can’t do” or “won’t do” | Task clarification
39
How to train
``` Provision of written description Brief explanation with questions Classroom training Performance and competency-based training Behavioral skills training (BST) ```
40
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
41
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
42
Provide a written description
Gives a permanent reference Do not provide additional information outside of what has to be implemented Consider a checklist
43
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
44
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
45
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
46
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
47
Considerations when using classroom | training
Set very clear learning objectives Consider pre-test Provide rationale
48
Using classroom training
Provide instruction using lecture, watching videos, internet broadcasting Avoid passive attendance by using active student responding (ASR)
49
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
50
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
51
What to teach staff
Industry specific-mandated information Data collection and behavior plan implementation ABA basics Population information
52
Antecedent-based interventions
Consists of manipulations before the behavior | occurs
53
When to use antecedent interventions
Role problems Competing contingencies Failure to generalize
54
Types of antecedent-based interventions
Job description Supervisor presence Job aides
55
Job description
Proper evaluation of pinpoints Clarification of management duties Clarification of roles
56
Supervisor presence
May be especially helpful when reactivity is noted and/or the supervisor has been correlated with the availability of reinforcement
57
Job aides
Can be used when formal training is not | warranted
58
Antecedent interventions
Task clarifications Checklists Conduct a task analysis of a job duty Place the tasks in order of occurrence
59
Task clarifications
Highly detailed set of instructions of what is | expected
60
Checklists
A list of activities in sequential order that need to | be completed
61
Why reinforcement fails
``` Insincere Too thin Assumption of value Too delayed Too general Non-contingent Reaction from employee ```
62
Use for negative reinforcement
Can get behavior started Should transfer to positive reinforcement as soon as pinpoint begins to occur
63
Performance feedback
Positive feedback | Constructive feedback
64
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
65
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 ```
66
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)
67
Goals
An antecedent that describes a terminal level of | performance to be obtained
68
Good goals
Difficult are achievable Under performer control Specific
69
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
70
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
71
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 ```
72
Disciplinary action
``` make sure the reinforcement procedures stay in effect align with personnel policy obtain upper management support supervisors should persevere ```

BEHP 5013 April (9 decks)

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