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5013 > 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-governance

A

A rule specifies a contingencyIt 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 behaviorGuided 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

Pinpoints

A

Observable
Measurable
Reliable

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19
Q

How often to monitor

A

80% agreement for most plans

At least once per week

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20
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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21
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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22
Q

Reactivity

A

A change in behavior when being observed

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23
Q

Reducing reactivity

A 
Monitor frequently
Self-monitoring
Monitoring results
Covert monitoring
Using reactivity to your advantage
24
Q

Identifying pinpoints

A

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

25
Q

Operational definitions

A

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

26
Q

Measurement dimensions

A

Quantity
Quality
Cost
Timeliness

27
Q

Quantity

A

How much of something

28
Q

Quality

A

How well something is done

29
Q

Cost

A

How much something costs

30
Q

Timeliness

A

How long something takes to complete

31
Q

Quality assessment

A

Examine industry standards
Observe the behavior
Surveys

32
Q

Behaviorally anchored rating scale (BARS)

A

Anchors behavior to scores

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

33
Q

Benefits of BARS

A

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

34
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

35
Q

Re-training

A

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

Task clarification

36
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

37
Q

Considerations when using classroom training

A

Set very clear learning objectives
Consider pre-test
Provide rationale

38
Q

Using classroom training

A

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

39
Q

What to teach staff

A

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

40
Q

Antecedent-based interventions

A

Consists of manipulations before the behavior occurs

41
Q

When to use antecedent interventions

A

Role problems
Competing contingencies
Failure to generalize

42
Q

Types of antecedent-based interventions

A

Job description
Supervisor presence
Job aides

43
Q

Job description

A

Proper evaluation of pinpoints
Clarification of management duties
Clarification of roles

44
Q

Supervisor presence

A

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

45
Q

Job aides

A

Can be used when formal training is not warranted

46
Q

Antecedent interventions

A

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

47
Q

Task clarifications

A

Highly detailed set of instructions of what is expected

48
Q

Checklists

A

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

49
Q

Use for negative reinforcement

A

Can get behavior started

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

50
Q

Performance feedback

A

Positive feedback

Constructive feedback

51
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)

52
Q

Goals

A

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

53
Q

Good goals

A

Difficult are achievableUnder performer controlSpecific

54
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

55
Q

Disciplinary action

A

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

5013 (9 decks)

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