Maintaining Staff Performance (Reid et al.) Flashcards

1
Q

What can evidence-based behavior strategies within organizational behavior management be used for?

(Select all that apply)

training target skills to staff

training day-to-day work skills

training students how to organize their study habits

training target skills to service animals

training target skills to managers

A

training target skills to staff

training day-to-day work skills

training target skills to managers

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2
Q

Staff training is more effective, with longer lasting effects when it includes specific _______ procedures.

A

maintenance

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3
Q

Behavior change after feedback has been delivered could be attributed to which of the following?

(Select all that apply)

fear
antecedent variables
rule governed behavior
reinforcing function

A

antecedent variables
rule governed behavior
reinforcing function

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4
Q

Which of the following could be considered functional and meaningful skills for adults?

(Select all that apply)

interacting with others in an adult manner

vocational skills that earn an income

taking care of one’s home

leisure activities

A

all of the above

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5
Q

-preferred work schedules
-pay raises
-duty assignments
-job termination

All of these contingencies can be affected by______ involvement.

A

supervisor

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6
Q

Which of the following rationales were part of the initial investigation of this study?

(Select all that apply)

to increase coloring skills

to validate rote skills

to validate functional skills

to increase functional skills

A

to validate functional skills

to increase functional skills

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7
Q

-It would likely occur among typical adults.
-It was part of a vocational task that could be performed for employment.
-It was part of a likely interpersonal interaction.
I-t could likely be performed in the community setting.

For a skill/activity to be ______ it had to meet criteria for one of the above domains.

A

functional

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8
Q

An adolescent student was once physically assisted to engage with a pop up toy, but is now assisted to play games on an IPad. This is an example of a functional skill in which domains?

vocational skills
leisure skills
domestic/self-help skills
community living
social/communication

A

leisure skills

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9
Q

Which of the following methods did the researchers include in their intervention?

(Select all that apply)

watching videos of how to teach functional skills to adults

reviewing handouts that provided rationale for teaching functional skills

supervisors prompting the staff during visits to their classrooms

monitoring and providing on-the-job feedback to staff during visits

A

reviewing handouts that provided rationale for teaching functional skills

supervisors prompting the staff during visits to their classrooms

monitoring and providing on-the-job feedback to staff during visits

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10
Q

In the current study, maintenance was continued for 45 weeks beyond the initial intervention. If new staff joined the team during that 45-week period, which of the following scenarios happened?

(Select all that apply)

They were differentially reinforced for performing functional tasks.

  • The new staff received ongoing feedback.

The new staff were required to watch videos about teaching functional tasks.

-They were trained by the supervisor.

A
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11
Q

If quarterly observations indicated low participant involvement, what did the supervisor then do?

provide feedback on a monthly basis instead of quarterly basis

remove the teacher from the classroom

make an example of the teacher during future staff trainings

disciplinary action in the form of verbal warning for noncompliance

A

provide feedback on a monthly basis instead of quarterly basis

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12
Q

What were some of the reasons for providing comparison evaluations between students in the target setting with students in other center-based programs?

(Select all that apply)

It allowed evaluation of the target behaviors in the target setting during baseline prior to a school wide intervention.

It provided a basis for calculating on-task functional behavior.

Follow-up comparisons allowed determination for whether functional tasks remained relevant.

The normative comparisons provide social validity for the amount of improvement that followed intervention.

A

It allowed evaluation of the target behaviors in the target setting during baseline prior to a school wide intervention.

Follow-up comparisons allowed determination for whether functional tasks remained relevant.

The normative comparisons provide social validity for the amount of improvement that followed intervention.

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13
Q

Behavior analysts should include supervisor and staff input regarding which areas of a staff intervention?

(Select all that apply)

maintaining staff interventions

implementing staff intervention

developing staff intervention

data collection and data analysis

A

maintaining staff interventions

implementing staff intervention

developing staff intervention

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14
Q

What are some ways to avoid behavioral drift away from the target definition?

(Select all that apply)

-interobserver agreement checks in follow-up observations

-integrity checks on the supervisors monitoring and feedback

-overcorrection procedures to make sure staff remember the definition of the target behavior

assign a new staff member to implement the intervention

A

try all of the above

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15
Q

What was the dependent variable for staff performance?

the students’ participation in functional tasks

the supervisor’s feedback

the frequency of the supervisor’s monitoring non-functional tasks

the students’ participation in non-functional tasks

A

the students’ participation in functional tasks

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