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BEHP5017A 1-3 COPY > UNIT 1-3 > Flashcards

UNIT 1-3 Flashcards

1
Q

A scientific approach for discovering environmental variables that reliably influence socially significant behavior and for developing a technology of behavior change that takes practical advantage of those discoveres

A

ABA

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2
Q

Sub-disciplines of ABA: x4

A
  1. Education/instructional design 2. Developmental disabilities 3. Medicine 4. OBM
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3
Q

The application of the science of behavior… guided by a 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

OBM

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4
Q

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

A

Performance Management (PM)

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5
Q

This process usually involves the analysis of antecedents and consequences supporting the behaviors of individuals or groups within the organization and manipulating these variables to either decrease unproductive or increase productive behavior performance

A

PM Process

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6
Q

Common interventions used in PM:

A

goal setting, feedback, job aids, token systems, lottery systems

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7
Q

This involves outlining how the components of the system interact, including how each individual contributes to the overall functioning of the system

A

Behavioral Systems Analysis (BSA)

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8
Q

The value of BSA x2:

A
  1. Allows us to analyze the organization outside the basic 3-term contingency of antecedents, behavior, and consequences to identify variables that significantly impact individual and organizational performance 2. One can identify improvement that will produce the largest positive impact on the organization and focus on planning and managing variables that support desired performance
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9
Q

A sort of combination of PM and BSA. Requires system wide measurement system that uses metrics (Scoreboards) and goals to track employee performance

A

Performance Based Pay

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10
Q

Performance is tied to pay through the scoreboards

A

Performance Based Pay

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11
Q

Aligns employees goals with organizational goals

A

Performance Based Pay

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12
Q

It focuses specifically on the analysis and modification of work environments to reduce injuries and promote the safe behavior of employees

A

Behavior-Based Safety

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13
Q

Focuses on changing the behavior of employees so that injuries are reduced and safe performance becomes more common, in contrast to other disciplines that approach safety from the standpoint of mechanical or structural engineering

A

Behavior-Based Safety

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14
Q

What do OBMers do: x6

A
  1. Increase safety 2. Increase performance 3. Increase quality 4. Improve work conditions 5. Advertising 6. Public Relations
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15
Q

Differences between OBM and I/O: x3

A
  1. Areas of interest 2. Theoretical Orientation 3. Research methods
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16
Q

I/O areas of interest:

A

selection and placement performance legal issues leadership employee stress mentoring turnover

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17
Q

OBM areas of interest:

A

Employee performance Productivity Safety behavior

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18
Q

I/O theoretical orientation:

A

No unified theoretical orientation

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19
Q

OBM theoretical orientation:

A

Radical Behaviorism

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20
Q

I/O Research Methods:

A

hypothetico-deductive statistical designs

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21
Q

OBM Research Methods:

A

Inductive Visual analysis

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22
Q

Includes observable and measurable behavior and also its results (permanent products)

A

Pinpoints

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23
Q

Anything a living organism does

A

Behavior

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24
Q

What is left over after a behavior (the employee does not need to be there for you to measure)

A

Results

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25
Q

The best pinpoints impact….

A

Results

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26
Q

Identifying pinpoints (Braksick 2007): x3

A
  1. Identify the biggest opportunity 2. Select a few behaviors that will have the greatest impact 3. Don’t overwhelm with pinpoints
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27
Q

Barriers to meausrement: x3

A
  1. Resistance from employees 2. Time constraints 3. “You can’t measure my job!”
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28
Q

Common measurement dimensions in OBM: x4

A
  1. Quantity (count) 2. Quality 3. Cost 4. Timeliness
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29
Q

BARS

A

Behaviorally Anchored Rating Scale

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30
Q

Ratio of the exemplar’s performance to typical performance

A

Potential for improving performance (PIP)

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31
Q

Uses for the PIP:x3

A
  1. Assist in selecting pinpoints 2. Assist in selecting groups that require improvement 3. Assess room for improvement
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32
Q

Measurements systems in OBM:

A
  1. Checklists 2. Point systems
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33
Q

Simple Only provides occurrence vs non-occurrence

A

Checklists

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34
Q

Allows for objective evaluation of all pertinent job elements Allows for flexibility

A

Point Systems

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35
Q

Indirect measures:

A

Whole interval recording Partial interval recording Momentary time sampling

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36
Q

A method to independently check on the pinpoint, wherein a second observer independently collects data at the same time as the primary data collector

A

Inter-observer agreement (IOA)

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37
Q

Benefits of IOA:

A
  1. Prevent drifting 2. May increase management buy-in 3. Helpful in high-stakes measurement
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38
Q

The effects of an assessment procedure on the behavior being assessed

A

Reactivity

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39
Q

A systematic method of determining what employees would like to receive for completing work

A

Stimulus preference assessment (SPA)

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40
Q

SPA methods:

A
  1. ask employees 2. observe employees 3. ranking assessment 4. survey assessment
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41
Q

According to Austin et al (1999), functional assessments are not common in OBM literature due to:

A
  1. The interventions are effective without assessment 2. Rule-governed behavior 3. OBM is concerned with increasing behavior
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42
Q

Types of functional assessments (in OBM): x4

A
  1. Records review 2. Informant assessments 3. Descriptive assessments 4. Experimental analysis
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43
Q

Historical data such as planning documents, organization chart, industry productivity standards, industry conditions, competitors, customer list, product/services, employee handbook, job descriptions

A

Record Review

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44
Q

An analysis of events that precede and follow a pinpoint

A

ABC analysis (descriptive assessment)

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45
Q

What makes ABC difficult: x3

A
  1. Must observe the behavior occurring 2. Time consuming 3. Targeting results
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46
Q

Advantages of experimental analysis:

A

Accurate

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47
Q

Disadvantages of experimental analysis:

A

Time consuming Requires frequently occurring behavior Requires expertise

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48
Q

Two general types of interviews:

A
  1. Structured 2. Unstructured
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49
Q

Interview that follows a script

A

Structured interview

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50
Q

Interviewer develops a list of topics ahead of time, but informant answers determine which direction the interview takes

A

Unstructured interview

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51
Q

An interview assessment that covers four areas that could contribute to performance problems. One of the most common assessment tools in the OBM literature.

A

Performance Diagnostic Checklist (PDC)

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52
Q

4 areas in PDC:

A
  1. Antecedents 2. Equipment and Processes 3. Knowledge and Skills 4. Consequences
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53
Q

Intervention consisting of manipulation before the behavior occurs

A

Antecedent Intervention

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54
Q

Broadly defined as antecedents that encourage engaging in a task

A

Job aides

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55
Q

Highly detailed set of instructions on what is expected

A

Task clarification

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56
Q

Task clarifications: x3

A
  1. Memo 2. Checklist 3. Meeting/Workshop
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57
Q

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

A

Checklist

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58
Q

An antecedent that describes an expected level of performance

A

Goals

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59
Q

Characteristics of a good goal: x2

A
  1. Difficult, yet obtainable 2. Under the control of the employee
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60
Q

Goals are set by: x6

A
  1. Looking at internal performers 2. Input from managers and employees 3. Customer requirements 4. Baseline levels of performance 5. External competitors 6. Industry standards
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61
Q

Types of training: x2

A
  1. Classroom 2. Behavioral Skills Training(BST)
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62
Q

Advantages of classroom training:

A

Many people can be taught at once

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63
Q

Disadvantages of classroom training:

A

Questionable retention/generalization Limited ability to practice skills

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64
Q

Classroom procedure:x4

A
  1. Set clear learning objectives 2. Deliver a pre-test 3. Provide instruction 4. Evaluate
65
Q

Classroom Methods: x4

A
  1. Lecture 2. Watching Videos 3. Internet 4. Conferences
66
Q

Benefits of Active Student Responding (ASR):

A

Allow the instructor to receive on-going feedback (response cards, guided notes, choral responding)

67
Q

Ways to achieve feedback on performance:

A
  1. Role-playing 2. Evaluation of model videos
68
Q

Classroom training useful for:

A

Large number of employees (initial training) A lot of information to teach

69
Q

Behavior skills training Advantages x2

A
  1. Can be done on the job 2. Facilitate generalization
70
Q

Behavior skill training Disadvantage: x1

A
  1. Can be time-consuming
71
Q

Behavior Skills Training useful for:

A

Employees who can’t demonstrate skills Increase fluency

72
Q

BST Procedure:

A

Instruction Model Performance Feedback

73
Q

Rate of accurate performance

A

Fluency

74
Q

Experts train supervisors who then train staff

A

Pyramidal training

75
Q

Benefit of Pyramidal Training to trainer:

A

Maintenance

76
Q

Examining and designing the interaction with equipment and workplaces to fit employees

A

Ergonomics

77
Q

A series of steps designed to produce a product or service

A

Process

78
Q

A change in the environment that follows a response that maintains or increases responding in the future under similar environmental conditions

A

Reinforcement

79
Q

Making the opportunity to engage in a behavior that occurs at a relatively high free operant rate contingent upon the occurrence of low frequency behavior will function as reinforcement for the low frequency behavior

A

The Premack Principle

80
Q

Something that is delivered long after a behavior has occurred

A

Reward

81
Q

Why reinforcement fails: x7

A
  1. Insincere 2. Too thin 3. Assumptions of value 4. Too delayed 5. Too general 6. Non-contingent 7. Reaction from employee
82
Q

Reinforcement Effectiveness 3x requirements:

A
  1. Quickly follows behavior 2. Delivered frequently when behavior is completed 3. Consistently delivered
83
Q

Information about behavior or performance that allows a person to change his/her behavior

A

Feedback

84
Q

Feedback that encourages desired behavior

A

Positive Feedback

85
Q

Feedback that increases appropriate behavior while discouraging unproductive behavior

A

Constructive Feedback

86
Q

Characteristics of Positive Feedback: x5

A
  1. Specific to the performance 2. Delivered as soon after the behavior as possible + individualized 3. Delivered by the person in charge 4. Easily understood 5. Graphed
87
Q

Feedback is likely to have impact when: x3

A
  1. You have been paired with the delivery of reinforcement 2. Delivered fairly and equally 3. Based on data
88
Q

Characteristics of good Constructive Feedback: x6

A
  1. Done in private 2. Soon after the behavior 3. Describe the desired performance 4. Talk specifically about behavior 5. Use “I statements” 6. Don’t do it when angry
89
Q

The process of collecting data on one’s own behavior

A

Self-monitoring

90
Q

Steady high rates of responding

A

VR schedules

91
Q

All or none - post reinforcement pause

A

FR schedules

92
Q

Scallops

A

FI shcedules

93
Q

Low to moderate rates of responding/steady

A

VI schedules

94
Q

Schedules that usually decrease behavior or maintain very low rates of behavior

A

FT/VT - Time based

95
Q

A verbal description of a contingency

A

Rule

96
Q

Behavior controlled by the rule rather than the contingency it describes

A

Rule-governed behavior

97
Q

Varying effectiveness of rules may be due to x2

A
  1. Learner history of rule-following 2. Characteristics of the rules
98
Q

Continuing of performance after it was first established

A

Maintenance / Lasting change

99
Q

Levels of responding reached during intervention that maintain after the intervention has been terminated

A

Maintenance / Lasting change

100
Q

Barriers to lasting change:

A
  1. Durations of the interventions vary considerably in the literature 2. Once a consultant withdraws the gains may not last 3. Institutionalization
101
Q

Lasting change strategies: x7

A
  1. Involvement in design 2. Formal data collection system 3. Formal system of dispensing consequences 4. Use naturally occurring contingencies 5. Relationship building on the front end 6. Don’t rely on a single person 7. Consequences at all levels
102
Q

Punishment Guidelines:x10

A
  1. Don’t threaten punishment, just implement 2. Punish the behavior not the person 3. Punish immediately 4. Punish every time 5. Make it clear what is expected and reinforce the occurrence 6. Continue to deliver reinforcement for appropriate bx 7. Punish in private 8. Be consistent 9. Don’t mix punishment and reinforcement 10. Use an intense punisher
103
Q

Side effects of punishment x4

A
  1. Avoidance 2. Emotional responding 3. Counter control 4. Become a signal for punishment
104
Q

A __________ is a person that establishes conditions that bring out the best in employees

A

Leader

105
Q

According to Daniels and Daniels (2007), leaders promote: x4

A
  1. Employees who work hard for the leader 2. Employees who sacrifice for the leader 3. Employees who correct others who engage in counterproductive behavior 4. Employees who set their own goals based off of what the leader would approve
106
Q

This statement is the ultimate goal of the company. Concise statement explaining why the organization exists

A

Mission Statements

107
Q

Focusing too much on an activity and not the ultimate goal

A

Activity trap

108
Q

Lose sight of the purpose of the organization

A

Organizational Myopia

109
Q

How employees become invested in their work: x6

A
  1. They understand the importance of their job as it relates to the mission statement 2. Receive reinforcement for engaging in behavior that helps achieve the mission 3. Face-to face contact 4. Have a leader who is paired with reinforcement 5. Have a leader who follows through on contingencies 6. Allow employee behavior to influence your behavior
110
Q

When introducing new initiatives (Geller, 2002): x3

A
  1. Provide rationales for requests 2. Involve employees in decisions (customization of goals) 3. Provide choices
111
Q

How to increase creativity: x3

A
  1. Set the occasions 2. Reinforce behavior - not results 3. Don’t fall into the success-only trap
112
Q

________ refers to behaviors, practices, and decisions that address three basic and fundamental questions: what is the right thing to do? what is worth doing? what does it mean to be a good behavior analyst?

A

Ethics

113
Q

3 basic and fundamental questions to ask with regards to ethics:

A
  1. What is the right thing to do? 2. What is worth doing? 3. What does it mean to be a good behavior analyst?
114
Q

ISPI code of ethics: x6

A
  1. Add value 2. Validated practice 3. Collaboration 4. Continuous improvement 5. Integrity 6. Uphold confidentiality
115
Q

Respect and contribute to the legitimate and ethical objectives of the organizations

A

Add value (ISPI code of ethics)

116
Q

Give recommendations based on a needs assessment

A

Add Value (ISPI code of ethics)

117
Q

Measure performance based on results not on procedures performed for the client

A

Add value (ISPI code of ethics)

118
Q

Validate practice principle (ISPI code of ethics): x4

A
  1. Use validate techniques 2. Data based decisions 3. Objectively evaluate interventions 4. Keep up with new technologies
119
Q

Meet the interests of all parties involved in an intervention

A

Collaboration (ISPI code of ethics)

120
Q

Comply with requests to partner with others, even if they represent your own competition

A

Collaboration (ISPI code of ethics)

121
Q

ISPI code of ethics - continuous improvement:

A

solicit feedback from your employers

122
Q

ISPI code of ethics - integrity:

A
  1. be honest and truthful in your representations of yourself to clients, colleagues and others 2. give credit 3. be honest with clients 4. practice within your expertise
123
Q

A cost that corporation’s action impose on society

A

Externalities

124
Q

Strategies to integrate ethical practices into a company: x4

A
  1. Set ethical values statements 2. Ethics into performance reviews 3. Reinforce ethical behavior 4. Retain ethical employees/make ethics a hiring priority
125
Q

Conduced a functional assessment on cash register shortages.

A

Rohn, Austin, and Lutrey (2001)

126
Q

Examined packing errors as calculated by picking mistakes. Switched from paper /pencil to automated scan. Result: equipment increased the number of audits

A

Goomas (2012)

127
Q

Used lottery tickets to increase percent of paperwork completed by staff members

A

Cook and Dixon (2005)

128
Q

Reduced outstanding days sales

A

Rodriguez (2011)

129
Q

Study 4 female appointment coordinators - scored on greetings, tone, closing

A

Slowiak et al. (2006)

130
Q

Something about a work environment that produces harm to an employee

A

Occupational stress

131
Q

The process in which a stimulus is applied to a person, and the person’s psychological/physiological response

A

Occupational stress

132
Q

Some effects of occupational stress: x5

A
  1. Increased absence 2. Hostility 3. Depression 4. Physical illness 5. Increased alcohol consumption
133
Q

What are stressors: x6

A
  1. Task design 2. Management: communications/lack of involvement 3. Relationships 4. Roles: Unclear expectations 5. Job insecurity 6. Other unpleasant conditions: noise, crowding, equipment
134
Q

Treatments for occupational stress: x2

A
  1. Treatment for the person 2. Organizational changes
135
Q

Common person-based treatments: x4

A
  1. Biofeedback 2. Meditation 3. Withdraw behavior 4. CBT
136
Q

Several ways to decrease occupational stress (Hackman and Oldham, 1980): x4

A
  1. Increase autonomy 2. Increase task variety 3. Increase task significance 4. Increase feedback
137
Q

Common interventions in OBM: x5

A
  1. Task clarification 2. Goal setting 3. Public posting 4. Feedback 5. Reinforcement procedures
138
Q

Why managers haven’t embraced behavior analysis: x3

A
  1. They don’t know what they don’t know 2. What they do know is flawed or incomplete 3. Popular press has presented it in a simplistic or trivial way
139
Q

Four behavioral consequences:

A
  1. Postive reinforcement 2. Negative reinforcement 3. Positive punishment 4. Negative punishment
140
Q

___________ reinforcement produces higher rates of behavior than ________________ reinforcement

A

Positive ; negative

141
Q

A __________ immediate consequence has more impact on behavior, than ________, future, and uncertain one

A

small ; large

142
Q

13 Management practices that waste time and money:

A
  1. Employee of the month 2. Setting stretch goals 3. Annual performance appraisal 4. Ranking employees, offices and plants 5. Rewarding things a dead man can do 6. Salary and hourly pay 7. You did a good job, but… 8. Using the sandwich method of correcting 9. Yelling and screaming and other forms of public criticism 10. The budget process 11. Promoting people that no one likes 12. Downsizing 13. Mergers and acquisitions and other forms of reorganizing
143
Q

Issues with “employee of the month”:

A
  1. At most, one person is affected 2. Not available to everyone that is also performing well
144
Q

Issues with “Stretch goals”:

A

Unreachable target/ violates how goals works/ causes extinction

145
Q

Issues with “annual performance appraisal”:

A
  1. Allocation of scores is on a curve 2. Not immediate 3. Not accessible to everyone
146
Q

Issues with “ranking employees, offices, and plants”

A

Creates competition (within the organization/like being graded on a curve)

147
Q

Issues with “rewarding things a dead man can do”:

A

If a dead man can do it perfectly, then it will not solve the problem

148
Q

Issues with “salary and hourly pay”:

A

Show up pay

149
Q

Issues with “you did a good job, but..”:

A

Supervisors try to positively reinforce, but fail because they qualify it

150
Q

Issues with “using the sandwich method”:

A
  1. Not supported by data 2. Dilutes the corrective feedback 3. May be received as reinforcement by the employee
151
Q

Issues with “yelling and screaming”:

A

Not designed to help people in any organization

152
Q

Issues with the “budget process”:

A

Usually rewards those who do more with less, with budget cuts

153
Q

Issues with “promoting people that no one likes”:

A

Often based on technical, not social skills - not efficient if you are not well liked

154
Q

Issues with “downsizing”:

A
  1. Fail to increase reinforcement for the people left 2. Fewer people doing the same amount of work
155
Q

Issues with “mergers and acquisitions”:

A

Failing to use examples/experience from each other

156
Q

The 5-step behavior change process:

A
  1. Pinpoint 2. Measure 3. Feedback 4. Reinforce 5. Evaluate
157
Q

Pinpoint 2 things:

A
  1. What is the business case for achieving an outcome? 2. What do people have to do to make that happen?
158
Q

If business case hasn’t changed, 2 possible problems:

A
  1. Pinpointed wrong behavior 2. Don’t have a reinforcer

BEHP5017A 1-3 COPY (1 decks)

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