Unit 1 Flashcards
1
Q
Areas of Emphasis in OBM
A
-Performance management
-Behavioral systems analysis
-Performance-based pay
-Behavior-based safety
2
Q
What is the relation btw OBM, ABA and the greater field of bx analysis?
A
-OBM is a subfield of ABA
3
Q
Purpose of Supervision
A
-Provide high-quality services that result in client improvement
-Develop & maintain Bx-analytic, professional & ethical repertoires of the supervised (as relevant)
4
Q
Role of the Supervisor
A
-Establish clear expectations
-Assess supervises skills & set goals based on results
-Train supervises to implement assessments & interventions
-Collect & analyze data on supervises performance & effects of supervision
-Make data-based decisions to improve & maintain performance
5
Q
Prerequisites for Correcting Staff Performance
-Using evidence-based supervision:
A
-Identify desired client outcomes
-Specify work responsibilities
-Train work skills
-Monitor performance
-Support proficient work performance
6
Q
Antecedents a supervisor can use to increase the likelihood of desired staff performance:
A
-Supervision goals
-Training
-Clear performance expectations
7
Q
Describe the role of the supervisor in personnel management
A
Enable performance by providing antecedents & consequences for staff performance
8
Q
Describe prerequisite actions that may reduce or eliminate the need to take corrective action:
A
-Identify clients to work with & goals/ desired outcomes; provide clear understanding of roles: use competency-based training of work skills & ongoing tracking of performance; provide frequent support for success
9
Q
Staff/ Supervises Pinpoints
A
-Specify performance expectations as work bx that can be directly & reliability observed
-And align with the goal of performance
10
Q
Pinpoints
A
-Measurable
-Observable
-Reliable
11
Q
Monitoring Staff Performance
A
Utilize performance monitoring measures
12
Q
Measurement
A
-Allows you to see smaller changes in performance than you could see through casual observation. Seeing these small improvements allows you to reinforce more often
13
Q
Barriers to Measurement
A
-Some jobs cannot be measured
-Measurement is hard work
-Measurement just signals punishment
-There is not enough time to measure
14
Q
Supervises pinpoints are selected:
A
“Select bxs that are part of the overall repertoire required to improve client outcomes
15
Q
Purpose of measurement of Bx in OBM
A
-Focus on positive bx change
-Create more objective descriptions of bx to measure
-Work on good pinpointing to identify what to measure
-Use measures to reward performers
16
Q
Measurement Categories
A
-Quality
-Quantity
-Timeliness
-Cost
17
Q
Measurement Category: Quality
A
-A measure of performance against a standard (how well the job is done)
-Accuracy
-Class
-Novelty
E.g: Accuracy of Form completion
18
Q
Measurement Category: Quantity
A
-The count (volume) or rate of responses or response products
-E.g. # of client therapy sessions conducted per week
19
Q
Measurement category: Timeliness
A
-The duration of task completion
-E.g. Completing a task by a deadline
20
Q
Measurement Category: Cost
A
-The amount of resources (labor, material, mgmt) required to complete the task
21
Q
Measure Behavior and Outcomes
A
-Measure both bx and outcomes of bx
-Leading indicators
-Lagging indicators
22
Q
Measures Over time
A
-Utilize graphs to display performance over time
-Include labels, baseline, intervention goal
-Consider ease of understanding & neat appearance
23
Q
Decision Point
A
-Once you have measures of performance that are indicating a trend of not meeting expectations, it is time to act
-Considerations:
One-off Vs. repeated issue
Circumstances
24
Q
Reviewing documentation to ensure notes contain all necessary components. Which measurement category is being used?
A
-Quality
25
Determining number of employees required to complete a project. Which measurement category is being used?
-Cost
26
Functional Assessment in OBM
-Functional assessments are used to identify variables maintaining bx
-Function-b based interventions are more effective & more efficient
-Maintaining variables are rarely reported in OBM literature
27
Reasons for Lack of Functional Assessments in OBM
-OBM practitioners are often successful without it
-Employee bx in organizations is rule governed
-OBM performance problems are typically skill deficits Vs. behavioral excesses in clinical
28
Behavior-Analytic Approach to Performance Improvement
-Identify performance issues in need of intervention
-Determine environmental factors causing performance issues
-Select functionally appropriate interventions
29
Functional assessments are not commonly used in OBM
a. True
b. False
a. True
30
The reason functional assessments are not common in OBM is because
-Practitioners are successful without it
-Bx is rule-governed
-Performance is usually due to skill deficits not excesses
31
Levels of Assessment in Organizations
-Organizational
-Process
-Performer level
*Focus on individual jobs, performances & tasks/ bxs
*Use performance diagnostic tools
32
Reasons for Staff Performance Problems
-Skill deficit (lack of skills to perform job duties)
-Lack of resources or time
-Lack of ability (Incapability of performing certain duties)
-Lack of Motivation: (Contingencies insufficient to support bx)
33
Identify the 3 levels of assessments in organizations:
-Performer
-Process
-Organizational
34
The Pre-Intervention Phase:
Performance Analysis
-Identify or pinpoint the performance concern by describing both the prob as well as the alternative performance
-Once the Env contributors to the performance prob are identified an intervention is implemented
35
-Descriptive Functional Assessment
-As direct assessments, descriptive assessments rely on observation of bx e.g. ABC data collection
-Limited to firsthand observation of bx as it occurs & self-monitoring
36
Advantage/Disadv of Functional Assessment
*Adv: Provide objective data regarding bx
*Disadvantage: can be time-consuming to collect as it requires observing bx as it occurs
-Particularly challenging if bx occurs infrequently
37
Experimental Functional Analysis
-Manipulation of antecedent &/or consequence variables relevant to target bx (sometimes called FA or Exp analysis)
-Involves systematic manipulation of relevant variables and observing bx
-Individualized, the most researched method of FA
38
Advantage and Disadvantages of Experimental Analysis
*Advantage: Provides info of causal nature of functional relations
*Disadv: Can be time-consuming, Disruptive to business operations, Costly to conduct
39
Performance Assessment: Steps
-Pre-assessment
-Assessment
-Intervention planning
40
Pre-Assessment
-Practitioner and organizational stakeholders must agree on the assessment's goal & scope
-Identifying the scope can also help identify who should be involved in the assessment process
-Define parameters of the assessment including being specific regarding the bx or performance of interest & the performer of interest
-Determine which assessment to use given the goals, performance & performers of interest
41
Performance Assessment
-Use the assessment to gather info
-Build in flexibility to explore, observe and ask follow-up ques as new info comes to light
-Document findings for reference
42
Intervention Planning
-Use the results of the assessment to identify appropriate interventions
-May employ more than one intervention
43
PIC/NIC Analysis
-Informant-based assessment tool used in performance mgmt
-The PIC/NIC Analysis is used to identify the antecedents and consequences that may support prob performance
-Daniels developed it to expand upon ABC analysis
-7-step process to be used in conducting a PIC/NIC analysis described by in Performance Mgmt
44
PIC/NIC Analysis
Step1: Describe performance you don't want & who is doing
Step 2: Describe what this person should be doing
Step3: Determine the severity of the prob
Step 4: Complete an ABC analysis for Prob performance: Write name & prob performance, list all antecedents & consequences, cross out any consequence not relevant to performer
-Indicate whether each remaining consequence is P/N, I/F, C/U
45
PIC/NIC Analysis:
-Step 5; Complete an ABC analysis for the correct performance
-Write the correct performance
-List all antecedents & consequences
-Cross cut and consequence not relevant to the performer
-Indicate whether each remaining consequence is P/N, I/F, C/U
46
PIC/NIC Analysis: Step 6-7
-Step 6 (The diagnosis): Summarize the antecedents & consequences which are presently occurring
-Step 7 (The solution): Add "positive, immediate & certain" consequences & antecedents for the correct performance
47
Identify how a PIC/NIC Analysis differs from an ABC analysis:
Analyzes consequences for the problem bx & the alternative bx
48
Name the three ways consequences are analyzed in a PIC/NIC Analysis:
"Positive or negative, immediate or future, certain or uncertain
49
Double-Check the Pinpoint
-Is it measurable, observable & reliable?
-Is it up for interpretation?
-Is it under the performer's control?
50
Steps to PIC/NIC analysis problem solving
-Describe the problem behavior and who is responsible
-Describe the desired behavior
-Determine the severity of the problem
-Complete an ABC analysis for the problem behavior
51
PIC/NIC: Analyzing Consequences
-Positive/ negative: Whether the consequence is "good" (+) or "bad" (-) from the perspective of the bx
-Immediate or future: The time btw bx & consequence
-Certain/ uncertain: The likelihood of the consequence given the bx
52
Analyze the consequence: Positive or negative? Immediate or future? Certain or uncertain?
-Positive, Immediate, certain
53
Analyze the Consequence: Positive or negative? Immediate or future? Certain or uncertain?
Negative, future, uncertain
54
Current behavior: Arriving to work late. Consequence 3: Have to catch up on work missed
-Negative, immediate, certain
55
Explain why conducting a PIC/NIC analysis of the desired performance can sometimes be difficult:
-If it is a bx that does not occur very often
56
Current behavior: Analysts responding to parent emails later than the required 24 hours
-Negative, future, uncertain
57
Current behavior: Analysts responding to parent emails later than the required 24 hours
-Negative, future, uncertain
58
Current behavior: Analysts responding to parent emails later than the required 24 hours
Positive, immediate, certain
59
The Performance Diagnostic Checklist (PDC)
-Allows a systematic & objective review to understood context for performance
-Functional assessment that consists of four sections with 3-6 ques & a dichotomous (yes/no) response system
60
Development of the Performance Diagnostic Checklist
-Successful managers used think-aloud to solve performance problems
-Ques from these basic areas led to best solutions:
-Antecedents & info
-Equipment & processes
-Knowledge & skills
-Consequences
61
PDC VS. ABC
-Used for the same purpose
-PDC is indirect; ABC can be both indirect & direct
-Both tools are commonly used: May help to start with direct ABC prior to conducting PDC
62
Performance Diagnostic Checklist: Human Services (PDH-HS)
-Designed "to explicitly assess the performance of employees in human service settings who are responsible for providing care to others.
-Includes ques designed specifically for employees working in schools, hospitals, clinics, etc
63
Explain how the PDC was created:
“Successful managers and consultants were asked to think aloud while trying to solve performance problems”
64
Using the PDC-HS
-Interview the employees and others
-Include the date and the performance of concern on the form
Operationalized as either a behavioral excess or deficit
-Items with an asterisk should be answered only after the info is verified through direct observation
65
PDC-HS: Training
1. Has the employee received formal training on this task? If yes: Instructions, demonstration or rehearsal?
2. Can the employee accurately describe the target task & when it should be performed?
3. Is there evidence that the employee has accurately completed the task in the past?
4. If the task needs to be completed quickly, can the employee perform it at the appropriate speed?
66
PDC-HS: Task Clarification & Prompting
1. Has the employee been informed that he/she is expected to perform the task?
2. Can the employee state the purpose of the task?
3. Is a job aid for completing the task visibly located in the task area?
4. Is the employee ever verbally, textually or electronically reminded to complete the task?
5. Is the task being performed in an env well-suited for task completion?
67
PDC-HS: Resources, Material and Processes
1. Are there sufficient # of trained staff available in the prog?
2. If materials are required for task completion. are they readily available?
3. Are the materials necessary to complete the task well designed for their intended purposes?
68
PDC-HS: Resources, Material and Processes (Con...t)
4. Are the materials necessary to complete the task well organized for their intended purpose?
5. Can the task be completed without first completing other tasks? If not, indicate below the tasks that must be completed first.
6. If you ans NO for ques 5 are other employees responsible for completing any of the earlier tasks in the process?
69
PDC-HS: Performance Consequence, Effort & Competition
1. Is employee ever directly monitored by supervisor? Freq?
2. Does employee ever receive feedback about performance? Details
3. Does employee ever see effects of accurate task completion? how?
4. Is the task simple or does it involve relatively low response effort?
70
PDC-HS: Performance Consequences, Effort, & Competition
1. Is employee ever directly monitored by a supervisor? if so, frequently?
2. Does employee ever receive feedback input the performance? If so add details
3. Does the employee ever see the effects of accurate task completion? if yes how?
4. Is the task simple or does it involve relatively low response effort?
Does the task generally take precedence over other potentially competing tasks? if not indicate these competing tasks below.
71
PDC-HS Intervention Planning (con...t)
-Recommended interventions related to specific ques within each of the 4 areas
Includes citations for procedures
-Depending on the results, may need a treatment package
72
Identify best practice in using the PDC:
-Focus on bx of concern
-Interview performers & their peers
-Interview managers
73
Identify the section of the PDC-HS which addresses this question: Can the task be completed without first completing other tasks?
-Training
-Task Clarification & Prompting
-Resources, Materials & Processes
-Performance, Consequences. Effort & Competition
-Resources, Materials & Processes
74
Identify the section of the PDC-HS which addresses this question: Can the employee accurately describe the target task and when it should be performed?
-Training
-Task Clarification & Prompting
-Resources, Materials & Processes
-Performance, Consequences. Effort & Competition
-Training
75
Identify the section of the PDC-HS which addresses this question: Is the employee ever directly monitored by a supervisor?
-Training
-Task Clarification & Prompting
-Resources, Materials & Processes
-Performance, Consequences. Effort & Competition
-Performance, Consequences. Effort & Competition
76
Identify the section of the PDC-HS which addresses this question: Is a job aid for completing the task visibly located in the task area?
-Training
-Task Clarification & Prompting
-Resources, Materials & Processes
-Performance, Consequences. Effort & Competition
-Task Clarification & Prompting
77
Completing the PDC-HS: Step 1
*Identify the performance of interest
-Just as in the pre-assessment, begin with identifying the performance in specific terms
78
Completing the PDC-HS: Step 2
*Confirm whom to ask the ques regarding the performance prob
-Who is closest to the work? performer(s), peers, supervisors
-Help to use multiple sources to seek confirmation & get a full picture
79
Completing the PDC-HS: Step 3
*Answer each of the questions about the employee's specific performance problem
-Focus the ques on the performance
-Reframe the ques to the audience
-May need to rephrase to confirm clear understanding
80
Completing the PDC-HS: Step 4
*Items with an asterisk (*) should be answered only after the info is verified through direct observation
-Ask performers to show you
81
Completing the PDC-HS: Step 5
*Items answered "no" should be considered as an opportunity for intervention
82
Interpreting the Results of the PDC-HS
*Categories with all critical components:
-Training
-Task clarification & prompting
-Resources, materials and processes
-Performance consequences, effort & competition
*Result: High performance
83
Interpreting the Result of the PDC-HS
*Categories with all critical components:
-Task clarification & prompting
-Resources, materials & processes
-Performance consequences, effort & competition
*Categories with critical components missing or deficient:
-Training
*Result: Poor quality
84
Interpreting the Result of the PDC-HS
*Categories with all critical components:
-Training
-Resources, materials & processes
-Performance consequences, effort & competition
*Categories with critical components missing or deficient:
-Task clarification & prompting
*Result: Confusion
85
Interpreting the Results of the PDC-HS
*Categories with all critical components:
-Training
-Task clarification & prompting
-Performance consequences, effort and competition
*Categories with critical components missing or deficient:
-Resources, materials and processes
*Result: Frustration
86
Interpreting the Results of the PDC-HS
*Categories with all critical components:
-Training
-Task clarification & prompting
-Resources, materials & processes
*Categories with critical components missing or deficient:
-Performance consequences, effort and competition
*Result: Inertia
87
Use of Functional Assessment in OBM
*Multiple assessments maybe used to understand performance
*Multiple modes
*Multiple ppl close to the performer/ performance
88
Which area of emphasis in OBM focuses on the management of individual employees or groups of employees through the application of behavioral principles?
a. Performance management
b. Behavioral systems analysis (BSA)
c. Performance-based pay
d. Behavior-based safety
a. Performance management
89
Identify antecedents a supervisor can use to increase the likelihood of desired staff performance:
a. Performance monitoring
b. Supervision goals
c. Training
d. feedback
E. Clear performance expectations
b. Supervision goals
c. Training
e. Clear performance expectations
90
Describe the role of the supervisor in personnel management:
“Enable performance by providing antecedents and consequences for staff performance”
91
Describe prerequisite actions that may reduce or eliminate the need to take corrective action:
“Identify clients to work with and goals/desired outcomes; provide clear understanding of roles; use competency-based training of work skills and ongoing tracking of performance; provide frequent support for success”
92
Describe prerequisite actions that may reduce or eliminate the need to take corrective action:
“Identify clients to work with and goals/desired outcomes; provide clear understanding of roles; use competency-based training of work skills and ongoing tracking of performance; provide frequent support for success”
93
Explain how supervisee pinpoints are selected:
“Select behaviors that are part of the overall repertoire required to improve client outcomes”
94
What is the main purpose of measurement of behavior in OBM?
-Focus on positive bx change
95
Identify solutions to the barriers to measurement in OBM:
-Create more objective descriptions of bx to measure
-Work on good pinpointing to identify what to measure
-Use measures to reward performers
96
Functional assessments are not commonly used in OBM.
a. True
b. False
a. True
97
The reason functional assessments are not common in OBM is because:
A. Practitioners are successful without it
B. Behavior is rule-governed
C. Performance is usually due to skill deficits not excesses
98
Levels of Assessment in Organizations
-Organizational
-Process
-Performer level
99
-Performer Level
-Focus on individual jobs, performances & tasks/ behaviors
-Use performance diagnostic tools
100
Reasons for Staff Performance Problems
-Skill deficit
-Lack of resources or time
-Lack of ability
-Lack of Motivation
101
Skill Deficit
*Lack of skills to perform job duties
-E.gs: Paperwork submitted with errors, Attending to bx maintained by attention during extinction condition
102
Lack of Resources or Time
*Insufficient resources or Time
-E.g's: Not enough tablets for collecting & submitting data in a timely manner
-Materials or staff not available for consistent implementation of bx plan
103
The restaurant manager counted the number of tables wiped down at the end of the night. This scenario is an
example of which of the following measurement categories in OBM?
B. Quantity
104
The restaurant manager counted the number of tables wiped down at the end of the night. This scenario is an
example of which of the following measurement categories in OBM?
A. Quality
105
The restaurant manager counted the number of tables wiped down at the end of the night. This scenario is an
example of which of the following measurement categories in OBM?
C. Timeliness
106
Adam determines it costs 100 hours’ worth of BCBA-level wages to create an 8-hour staff training. This scenario is an
example of which of the following measurement categories in OBM?
d. Cost
107
Nova stopped delivering edible reinforcers for appropriate behavior for her client because, halfway through her shift, she ran out of the designated reinforcer.
a. Skill deficit
b. Lack of resources or time
c. Lack of ability
d. Lack of motivation
b. Lack of resources or time
108
The supervisor requested data collection sheets from their RBT. After noting discrepancies in the data, the RBT stated they weren’t sure how to collect data for several of the targeted behaviors and had never collected skill
acquisition data.
A. Skill deficit
B. Lack of resources or time
C. Lack of ability
D. Lack of motivation
A. Skill deficit
109
The RBT, Shay, puts the client materials away properly on days when the supervisor is around and observing. When the supervisor is absent, Shay quickly dumps all the material into a box, instead.
A. Skill deficit
B. Lack of resources or time
C. Lack of ability
D. Lack of motivation
D. Lack of motivation
110
A supervisor notices that certain items are never put away after Deb’s shift. They talk to Deb and realize that she is too short to reach the shelves where those items are supposed to be stored.
A. Skill deficit
B. Lack of resources or time
C. Lack of ability
D. Lack of motivation
C. Lack of ability
111
A manager collects data on what happened before and after each instance of the employee’s problematic
behavior. This scenario is an example of an ABC analysis.
A. True
B. False
A. True
112
The owner of an ABA clinic interviews the BCBAs to figure out why they are not turning in timecards on time. This
scenario is an example of an ABC analysis.
A. True
B. False
B. False
113
PIC/NIC
*Used to identify antecedents and
consequences that may support
problem performance
*Identifies consequences as
*Positive/negative
*Think aversive/appetitive here, rather
than adding/subtracting
*Immediate/future
*Certain/uncertain
114
PIC/NIC
Steps:
1. Describe the problem
2. Describe the desired bx
3. Determine the severity
4. ABC analysis for the problem performance
5. ABC analysis for the correct performance
6. Diagnosis
7. Solution
115
Connie is assessing why an employee is experiencing
ongoing performance problems. She asks the employee a series of questions, including if the employee has received
sufficient instruction, receives regular feedback, and if all necessary equipment is working. This scenario is an example of a PIC/NIC analysis.
B. False
116
Armina helps the supervisors at the factory identify opportunities to make changes to increase safety by categorizing the consequences for problematic and desired performance. This scenario is an example of a
PIC/NIC analysis.
A. True
B. False
A. True
117
Which of these is an example of someone using a PIC/NIC analysis?
a. The manager sends out an email reminding all employees to wear a mask during sessions with clients.
b. Paulina assesses the consequences surrounding an individual’s performance in order to identify the types of
consequences that contribute to poor performance and how to change them.
b. Paulina assesses the consequences surrounding an individual’s performance in order to identify the types of
consequences that contribute to poor performance and how to change them.
118
Allison has just completed an ABC analysis of the way her staff have been incorrectly and inconsistently filling out their timesheets at the end of the week. What should Allison do next when using a PIC/NIC analysis?
Complete an ABC analysis for the correct performance
119
Henry is conducting an assessment of the RBT’s
performance of submitting graphs for monthly review. In the results of the PDC-HS, it becomes clear that there is no formalized training to teach them how to do this task. Henry identifies that this is likely a significant factor in the
frequency of late and inaccurate submissions. The PDC-HS indicates an issue in which area?
A. Training
120
Antecedent interventions in OBM
-Training
-Task Clarification
-Job aids
-Goals
-Reduce Task Unpleasantness
121
After sending out a newsletter with an embarrassing misspelling, Shay gave her marketing team a description
of the proofreading tasks to complete before sending any future communications. Which antecedent intervention is
being used?
Task Clarification
122
Prior to implementing the new safety alert protocol, each staff member was provided with instructions, a chance to practice, and given feedback. Which antecedent intervention is being used?
-Training
123
After realizing that some clients had waited a week or more to hear back about the status of their services, the intake team set a criterion to reply to all inquiries within 48
hours. Which antecedent intervention is being used?
D. Setting/ stating goals
124
The factory manager puts up signs around the building that say, “Do you have your safety gear on?” Which antecedent intervention is being used?
-Job aids
125
The dress code clearly states that all employees must wear closed-toed shoes. Sherika shows up to work in flip flops. The supervisor pulls Sherika aside and tells her what the work expectation is and to wear closed-toed shoes tomorrow. Which consequence intervention is being used?
-Feedback
126
Sherika wears closed-toed shoes the next day. The
supervisor pulls her aside and thanks her for wearing the closed-toed shoes. Which consequence intervention is being used?
-Praise
127
being used?
