Unit 2 Assessments and interventions

Question 1

Not common in OBM literature. May be due to :
• interventions are effective without Assessment,

* Rule-governed behavior

* OBM is concerned with “increasing”behavior vs.  decreasing behavior

Answer 1

Functional Assessment

Question 2

Records review

Informant assessments—interviews
with staff and managers

Descriptive assessment (e.g., ABC
analysis)

Experimental analysis (structural,
functional analysis

Answer 2

Types of Functional Assessments

Question 3

Planning documents

 Organization chart

 Industry productivity standards

 Industry conditions

 Competitors

 Customer list

 Product/services

 Employee handbook

 Job descriptions

Answer 3

Records Review: Historical Data -OBM

Question 4

An analysis of events that precede
and follow a pinpoint

Conduct for both the undesired and
desired pinpoint

Two basic formats

The data sheet can be open-ended
or contain antecedents and
consequences common to the
performance.

Open ended requires more skilled
data collectors

Answer 4

A-B-C Analysis

Question 5

Must observe behavior Occurring- problematic if major concern is a behavior that Rarely occurs.

Time consuming

targets Results

Answer 5

What makes A-B-C difficult?

Question 6

Very Little in the literature.

Therrein,systematically varied five Antecedents in a restaurant to assess for influence on customer greeting;

Two of the five that occasioned high levels of greeting were combined into an intervention that increased customer greeting. 

 Note: To achieve a satisfactory increase a final feedback condition was necessary.

Answer 6

For experimental analysis ) in OBM

Question 7

Accurate

Answer 7

Advantage Experimental analysis – OBM

Question 8

• time consuming
  
  • requires Frequently occurring behavior,
  • requires expertise.

Answer 8

Some disadvantages of experimental analysis are that:

Question 9

do not rely on the behavior Occurring to determine the function, but they are likely the Least accurate.

Answer 9

interviewing staff members,

Question 10

Two types of Interviews

Answer 10

Structured- follows a Script

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

We will Use a structured interview.

Question 11

Make sure the staff member is Relaxed. (start with ‘grand tour question’),

Reinforce their responding

Don’t allow for Attacks

Don’t use behavioral Jargon

Give them time to answer, general to specific,

End with: ‘Is there anything else you think is important?’

Answer 11

Some good interviewing techniques to

Question 12

An interview assessment that covers Four areas that could contribute to performance problems.

One of the most Common assessment tool in the OBM literature.

Answer 12

Performance Diagnostic Checklist (PDC)

Question 13

• Is there a written job Description
• Have the employees received adequate Instruction about what to do?

• Are the employees aware of the Rational of the behavior as it relates to the organization?
-If yes can they Explain the rationale?

• Are there job aides visible while completing the job?
-If yes, what are they?

Are there frequently updated, challenging, and attainable Goals that employees are comfortable with?
-If yes, do employees feel these goals are Fair? If employees say that the goals are NOT fair, what reasons have they stated?

Answer 13

PDC-Antecedents

Question 14

If equipment is required, is it reliable?

Is it in good working order?

Is it ergonomically correct?

If no, what is?

Is the equipment and environment optimally arranged in a physical sense

 Are larger processes suffering from certain
incomplete tasks along the way (process
disconnects)

 Are these processes arranged in a logical
manner, without unnecessary repetition

 Are these processes maximally efficient?

 Are there any other obstacles that are keeping the employees from completing the task?

Answer 14

PDC Equipment and Processes

Question 15

Can the employees tell you what they are supposed to be doing and how to do it?
 If yes have they mastered the task?

 If fluency is necessary, are they fluent?

 Can the employees physically/verbally
demonstrate completion of the task?

 If yes, have they mastered the task?

 If fluency is necessary, are they fluent?

 Do the employees have the capacity to learn
how to complete the task

Answer 15

PDC-Knowledge and Skills

Question 16

Are they delivered contingent on the task?
If so, provide examples of the consequences.

Are they Positive or negative
Are they Immediate , Frequent
Consistency/probability?

Are there Premack Reinforcers?
- If yes, what reinforcers are used?

Do the employees see the effects of their performance?
- if yes, How? Are they natural Arranged?

Supervisors should deliver them. Best if they are available.
- Direct or indirect Feedback

Is there performance monitoring?
- If yes, self-supervisor direct (verbal)
supervisor indirect (written)

Is there a RESPONSE EFFORT associated with the performance?

Are there other behaviors competing with the
desired performance?

Answer 16

PDC-Consequences

Question 17

Sample uses from the literature

 Franchise restaurants

 Ski shops

 Coffee shops

Implementation generally delivered to managers and
employees

In larger organizations, or in a business with multiple sites it can be delivered to relevant managers and
sample staff

Answer 17

PDC

Question 18

If the PDC shows Decrements in

Antecedents…

Answer 18

-Keep in mind:
• role of antecedents. They don’t function independently of the consequences.

• Few examples of effective antecedent only interventions

An antecedent intervention consists of manipulations before the behavior occurs.

Question 19

broadly defined as
antecedents that encourage
engaging in a task

Examples:
 Smiley faces

 Have you washed your hands?

 Remember to clock out for breaks

Answer 19

Job Aides—

“Are there Job Aides Visible While
Completing the Job?”

Question 20

Highly detailed set
of instructions on what is expected
Can be:

 A memo

 Checklist

 Meeting/workshop

Answer 20

Task Clarification:

PDC Antecedent Interventions

Question 21

-A list of activities in sequential order that need to be completed
.
-Conduct a task analysis of a task and place the tasks in order of occurrence

Found to be successful with simple and complex tasks. Perhaps especially useful for complex jobs:
 Pilots
 Physicians

Answer 21

Antecedent Interventions

Checklists

Question 22

Clearly identify when to use it

Simple wording

Not too lengthy

One page

Test them out first

Answer 22

The Checklist Manifesto

Question 23

An antecedent that describes an expected level of performance. That is, what is required by the
company

Sometimes include timelines

Employees need to know what is
expected

In a PM-designed business, it signals when reinforcement can be obtained—not that punishment is available for failing to make the goal

Answer 23

Goal

Question 24

Difficult , yet obtainable
• Stay away from stretch goals

Under the control of the employee

Answer 24

Good goals

Question 25

Create an ultimate goal and sub goals Sub-goals allow for the shaping of behavior so that employees can contact reinforcement Small reinforcers for the sub-goals Large reinforcer for the ultimate goal Lots of verbal praise for increasing performance

Answer 25

if the goal is much higher than current baseline levels

Question 26

Too easy, too hard? Watch for new problems arising from an increase in behavior (out og paper)? quality of the performance? Consider adding qualifying statement Increase requirements when met for several consecutive sessions Make sure employees have contacted reinforcement before increasing Do not reinforce lower ones once a new, higher one has been set

Answer 26

Keeping an eye on your goals

Question 27

Patterns will likely be different if introducing new behavior or setting a goal for a long-standing behavior: - Slow and steady - Seep increase followed by leveling off - Slow increase followed by steep increase

Answer 27

Patterns of Increasing Behavior

Question 28

Can the employees tell you what they are supposed to be doing and how to do it? -If yes have they mastered the task?  If fluency is necessary, are they fluent?  Can the employees physically/verbally demonstrate completion of the task? -If yes, have they mastered the task?  If fluency is necessary, are they fluent?  Do the employees have the capacity to learn how to complete the task?

Answer 28

PDC-Knowledge and Skills Training (and is a common solution to many organizational problems. Many times the problems are due to an environment without properly aligned antecedents and consequences Training is an antecedent intervention and shouldn’t be expected to solve these types of problems. Very expensive and time consuming

Question 29

Classroom-An instructor teaches a group of individuals typically by lectures, worksheets, tests, and occasionally role-play/rehearsal Behavioral Skills Training (BST)-An instructor teaches skills using verbal antecedents, modeling, rehearsal, and feedback Select the training that makes the most sense in terms of:  Number of staff to be trained  Is opportunity to practice in real-life essential (e.g., CPR)  How often will they use the information

Answer 29

Types of Training

Question 30

Advantages: -Many people can be taught at once Disadvantages -: Questionable retention/generalization, limited ability to practice skills Useful for: -Large number of employees (initial training) - A lot of information to teach (be careful)

Answer 30

Classroom Training- OBM

Question 31

``` Procedures: Set clear learning objectives Deliver a pre-test Provide instruction Evaluate ``` ``` Typically delivery methods includes: Lecture Watching videos Internet Conferences ```

Answer 31

Classroom

Question 32

Avoid passive attendance by audience members (i.e., pure lecture/video provided by the instructor)  Generally, provide the rationale, and specific aspects of the job skill from the learning objectives  Deliver material in a succinct and interesting manner Consider classroom management strategies for some groups Consider the use of Active Student Responding (ASR)

Answer 32

Instruction in Classrooms

Question 33

Promoting responding in the audience during instruction -allows the instructor to receive ongoing feedback Types:  Response cards  Guided notes  Choral responding

Answer 33

ASR In the classroom

Question 34

A key component appears to classroom instruction Can be somewhat difficult to achieve in a classroom setting Role-playing or Evaluation of video models may allow for this

Answer 34

Performance Feedback-Classroom instruction

Question 35

Some skills can be acted out Have employees complete a skill as taught and provide feedback either during or immediately after the performance Consider using mastery criteria

Answer 35

Role-play

Question 36

Evaluating video models performing behavior (Williams & Gallinat, 2011) Employees evaluate correct and incorrect elements of a performance May be especially useful for skills that do not occur often, or skills that are difficult to role-play While watching, employees evaluate 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: different employees, situations, tools, etc.

Answer 36

Video Modeling

Question 37

Advantage Can be done on the job and perhaps facilitate generalization Disadvantage Time-consuming Useful for: Employees can’t demonstrate skills Increase fluency

Answer 37

BST

Question 38

1. Provide instruction-verbal or written 2. Model the performance for employee 3. Have employee engage in activity and provide immediate feedback on correct and incorrect elements of performance 4. Set mastery criteria—this will depend on the behavior but consider 3 consecutive demonstrations with 100% accuracy 5. Repeat modeling and rehearsal until criteria are reached

Answer 38

BST Procedure

Question 39

A rate of accurate performance Some jobs require it Typically helpful with most job duties Assists with retention (Bucklin) Methods: Additional practice with a time component after a skills has been learned - time drills -SAFMEDS

Answer 39

Fluency

Question 40

Experts train supervisors who then train staff Page, Iwata, & Reid (1982) - supervisors were trained on evaluating teaching behaviors These supervisors trained 45 staff members . Replicated using peers to train peers  Caregivers were trained to respond to emergency situations (e.g., fire response)  These caregivers then taught other caregivers to respond to emergency situations - Benefit: Trainer maintenance This approach may be very effective, but make sure there is reinforcement programmed in for the staff trainers (i.e., it is not just extra work)

Answer 40

Pyramidal Training

Question 41

Provide feedback! If a behavior is not used frequently consider making opportunities available to engage in the behavior: Ie: video tapes, simulated drills, etc

Answer 41

After Training

Question 42

New staff members in a residential setting with a three week pre-service Skills required by the state were taught in a classroom Fluency measures incorporated after mastery criteria were met BST follow-ups were completed on the floor On-going feedback Pyramidal training through supervisors when new material was introduced Created opportunities for low-occurrence behavior Data collection

Answer 42

A Sample Training Program | for new Staff

Question 43

They are Set by:  Looking at internal performers  Input from managers and employees  Customer requirements  Baseline levels of performance  External competitors-careful  Industry standards-careful

Answer 43

Goals

Question 44

Are there reminders to Prompt the task at the correct time/duration? Is the supervisor present during task completion?

Answer 44

PDC – Antecedents

Question 45

Can the employee learn to complete the task in a time that is feasible in the current setting If not, consider changing the job (can anyone learn this) or reassign to another position

Answer 45

Employee training

Question 46

PDC-Equipment and Processes If equipment is required, is it reliable? Is it in good working order? Is it ergonomically correct? If no, what is? Is the equipment and environment optimally arranged in a physical sense

Answer 46

PDC – equipment and processes

Question 47

``` Examining and designing the interaction with equipment and workplaces to fit employees A person sitting at a desk typing on a computer Problems with equipment can cause long-term problems ```

Answer 47

Ergonomics

Question 48

Are larger processes suffering from certain incomplete tasks along the way (process disconnects) Are these processes arranged in a logical manner, without unnecessary repetition Are these processes maximally efficient? Are there any other obstacles that are keeping the employees from completing the task?

Answer 48

PDC-Equipment and Processes

Question 49

As defined by Rummler and Brach 1995): “A series of steps designed to produce a product or service” Results in products/services for customers, products for the business to operate, or actions that support the other processes. Many flow through Departments. They are not Departments (Production department). Should have a goal and formal structure, but is not always the case, Otherwise problems like repetition and disconnects are possible. **This is the REALM of behavioral systems analysis

Answer 49

Process

Question 50

A change in the environment that follows a response that maintains or increases responding in the future under similar environmental conditions This is NOT what we will tell managers - A better definition: An event that follows a behavior that makes it more likely that the behavior will occur again - Focus on how important ______is, and how nothing else will work long-term without it

Answer 50

Reinforcement

Question 51

The general concept typically rings true with a few basic examples but reinforcers are individualized Strange things may reinforce behavior ***We at the EFFECT, NOT the stimulus

Answer 51

Reinforcement in Detail

Question 52

When we enforcement is used in organizations it is typically in the form of…

Answer 52

Negative reinforcement.

Question 53

“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”Cooper,

Answer 53

The Premack Principle

Question 54

In contrast to reinforcement, a _______ is something that is delivered long after a behavior has occurred. Many managers get reinforcement confused with non-contingent stimulus delivery. Attempts at reinforcement are actually just NCR because they are not contingent upon behavior (bonus systems) NCR will suppress behavior

Answer 54

Reward

Question 55

Insincere Too thin Assumptions of value Too delayed Too general Non-contingent Reaction from employee

Answer 55

Why “Reinforcement” Fails

Question 56

Reinforcement Effectiveness Reinforcement has the greatest effect when it meets three general requirements:

Answer 56

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

Question 57

Chase and Smith (1994) 1. It’s an actual Reinforcer 2. Immediate 3. Frequent 4. Contingent

Answer 57

Reinforcer Effectiveness

Question 58

Shaping Shape desired behavior through reinforcement of______ Reserve reserve large reinforcers for ultimate outcomes Be careful about reinforcing an old approximation Remember, no freebies (you really want to work for things)

Answer 58

..,sub-goals

Question 59

Praise Small Tangible (paired with praise) Public Recognition Leaving early for a day These all mean so much more when personalized

Answer 59

Sample reinforcement for meeting | sub-goals

Question 60

Large group events to recognize the achievement of the group:  Celebrations!

Answer 60

Sample reinforcement for meeting | ULTIMATE goals:

Question 61

Allow opportunities for management to hear from the employees Management should not talk and congratulate, but encourage employees to describe how they arrived here (experience accomplishments) Tangibles used only to cement the experience

Answer 61

``` From Daniels (2000) Celebrations should: ```

Question 62

If you ask more of employees, you should increase reinforcement: Short-term initiatives Temporary change in schedules New regulations Troubleshooting

Answer 62

Be Sensitive to Times of | Deprivation

Question 63

“Information about behavior or performance that allows a person to change his/her behavior Natural in the environment…but, many employees work for months on end without any information about their performance Being told they are not doing well may come as a shock

Answer 63

Feedback

Question 64

Braksick (2007):  Positive feedback: encourage desired behavior  Constructive feedback: increase appropriate behavior while discouraging unproductive behavior NOT A PUNISHMENT PROCEDURE PER SE Don’t mix the two types in one conversation Deliver at least four times as much positive feedback than constructive feedback

Answer 64

Types of Feedback

Question 65

Specific to the performance Delivered as soon after the behavior as possible individualized Delivered by a person in-charge Easily understood Graphed

Answer 65

Positive Feedback Characteristics

Question 66

likely to have the greatest impact when:  You have been paired with the delivery of reinforcement  Delivered fairly and equally  Based on data

Answer 66

Positive Feedback

Question 67

May need to give the first instance of feedback in private (or maybe more) Be sincere and enthusiastic: we should be excited to see improvements in our employees Be sure to congratulate improvements (never stop shaping)

Answer 67

Positive Feedback

Question 68

Relied upon too heavily in many organizations Use sparingly to decrease inefficient behavior Lots of positive feedback will pair managers with reinforcers and allow for easier implementation of constructive feedback

Answer 68

Constructive Feedback

Question 69

 Done in private  Soon after the behavior  Describe the desired performance  Talk specifically about behavior, nothing else  Use ‘I statements’  Don’t do it when angry Braksick,

Answer 69

 Characteristics of good constructive | feedback:

Question 70

Describe both the undesirable and desirable behaviors An example of constructive “I would appreciate if you would use the safety guard on the saw. Without the guard the saw is much more dangerous. Please allow the guard to fall in-place when you start it.” “I’m worried that by talking about our clients financial numbers out loud in meetings the information could leak out. Please remember our privacy policy states that we should not use names when discussing financial information in open forums. In the future use a numeric code to represent the client

Answer 70

Constructive Feedback

Question 71

 The employee can summarize what they should be doing instead  The employee should acknowledge that what they were doing was a problem  Agree with you on a solution should prompt desired responding on the next occasion You must watch and deliver positive feedback Maintain the dense schedule of positive feedback

Answer 71

If you have done constructive | feedback well:

Question 72

Medication administration and the supervisor yelling This is likely punishment and may evoke countercontrol, emotional responding or other punishment side-effects “Please explain what you did wrong Clocking in late and the end of the pay period feedback

Answer 72

Non-examples of Feedback

Question 73

Don’t assume a quick explanation will solve the problem Some key variables typically missing when first learning:  being present  variety  enthusiasm  evaluating the employee’s behavior

Answer 73

Teaching Others to Reinforce

Question 74

Work process consequences (Braksick, 2007) Look for opportunities to decrease response effort required in a job Make it easier, have employees earn supervisor giving them a break

Answer 74

Other Reinforcement Procedures

Question 75

The process of collecting data on one’s own behavior Can change behavior in the desired direction Bracket , Reid, & Green (2007) found it increased adequate performance in employees and results sustained over time. Stated, REACTIVITY was caused by the measurement system itself

Answer 75

Self-Monitoring

Question 76

Improvements were modest but the intervention may prove easy to deliver Authors ( Brackett) cautioned these results may not be durable Augment with reinforcement of data collection, but be careful with tying self-collected data with reinforcement

Answer 76

Self-Monitoring

Question 77

Created a measure from 0 to 100 based upon three pinpoints: Time to complete repairs, Quality of repair, Check-ins Baseline data is collected and goals are set

Answer 77

Four Line Mechanics

Question 78

 PDC is implemented with the supervisor and all mechanics  Direct observation of all mechanics is conducted  PDC demonstrates no clear goals for check-ins, very little feedback for any target  Direct Observation suggests a more efficient method used by the exemplar

Answer 78

Assessment

Question 79

BST for three of four mechanics Goals set with mechanic’s input Publicly posted group data Feedback delivered by supervisor Group celebration set for reaching ultimate goal

Answer 79

Intervention

Question 80

Extra line was added without the need to hire or replace mechanics Mechanics are satisfied with the new management strategy Downtime of existing lines decreased

Answer 80

Impact

Question 81

From the basic literature, so be careful with employees Fixed ratio-FR-(all or none-post reinforcement pause) Variable ratio-VR-(steady high rates Fixed Interval-FI-(scallops) Variable Interval-VI-(steady rate of responding-low to moderate) Little research on complex schedules in humans and work environments

Answer 81

Basic Schedule Review

Question 82

Time Based Schedule-FT, VT-Usually decreases behavior or maintains very low rates of behavior Unfortunately, time-based schedules dominate most work environments paychecks, bonuses, traditional business programs)

Answer 82

Basic Schedule Review

Question 83

Schedule to teach new behavior or when behavior has been placed on extinction

Answer 83

FR1

Question 84

schedules allow for stretching and may be good for maintenance

Answer 84

Ratio

Question 85

In general these two schedules increase performance above hourly pay (Dickinson & Poling, 1996) After the goal has been reached VR schedules may be useful to maintain responding

Answer 85

, FR and VR

Question 86

Will likely produce higher rates of responding

Answer 86

VR

Question 87

 As in clinical application, do it slowly after behavior has been established  Watch the data  Watch for signs of extinction

Answer 87

Thinning schedules

Question 88

Be careful with interval schedules Watch the data when you set the time interval and remember VR schedules will likely produce higher rates of responding

Answer 88

``` Applying Schedules (continued ```

Question 89

a verbal description of a contingency

Answer 89

Rule:

Question 90

Behavior controlled by the rule rather than the contingency it describes Bottom line we do not have to experience the contingencies.

Answer 90

Rule-governed behavior

Question 91

 Most contingencies in office settings are too REMOTE to directly change behavior

Answer 91

Rules in the Office

Question 92

vary in their effectiveness in controlling behavior The varying effectiveness may be due to: - -Learner history of rule-following - Characteristics of the rules

Answer 92

Rules

Question 93

Pelaez and Moreno (1998) vary in whether they are:  simple or complex  accurate or inaccurate  vary in terms of source  Implicitly or explicitly stated

Answer 93

Rules

Question 94

Pelaez  Compared rules delivered by rumor (implicit) to a memo (explicit) in a store setting: Implicit condition: a non-specific statement concerning performance was delivered by a manager to one employee Explicit -A memo from the CEO with a clear contingency Both types of rules were effective in changing behavior (e.g., customer greeting) Explicit rules produced greater change that also lasted longer than the change produced by the implicit rule

Answer 94

Implicit versus Explicit

Question 95

 Squires Examined the effects of rules on ‘sharps’ compliance. Two rules in relation to goals were compared: 1. Praise: can be obtained the following day for meeting a daily goal 2, Reprimand: management will be angry if daily goal is not met Both were effective in increasing compliance with two participants when compared to baseline conditions (no rules) Delayed contingencies were delivered on the following day, but it is unclear if this influenced behavior Praise goals were preferred by both participants

Answer 95

Rules-OBM

Question 96

An area ripe for research Rules can quickly change behavior— compare to direct-acting contingencies Rule-governed behavior does not appear to sustain over time without contingencies Positive rules are preferred Indirect rules can change behavior. that means:  Use explicit rules (make it very clear what is expected of employees)  be careful of rumors

Answer 96

Summary of Rules

Question 97

“Continuing of performance after it was first established” (Malott & Suarez, Levels of responding reached during intervention that maintain after the intervention has been terminated (Boyce & Geller, 2001)

Answer 97

AKA, Maintenance

Question 98

Duration of the interventions vary considerably in the literature (Sigurdsson & Austin, 2006) Once a consultant/researcher withdraws, the gains may not last Institutionalization

Answer 98

3 Barriers to Lasting Change

Question 99

Involvement in design -Involving employees in selection of intervention(s) -Training of internal staff -Training staff to implement parts of the intervention Formal data collection system - Employee (typically management) become responsible for collecting data - sometimes self-monitoring  Formal system of dispensing consequences -Employees (typically managers) become responsible for delivering consequences Use naturally occurring contingencies Relationship building on the front end Don’t rely on a single person Consequences at all levels

Answer 99

Lasting Change Strategies From Sigurdsson & Austin (2006)

Question 100

Be careful of reaching your goals) Train management before recommending thinning Thin the schedule of reinforcement slowly (but don’t stop)

Answer 100

Schedules of Reinforcement | Revisited

Question 101

Punishment from a behavior analytic perspective. Collective feedback increase the behavior we want and decreases behavior we don’t want. Punishment only decreases behavior.

Answer 101

Problem behavior – punishment in organizations

Question 102

Many problems in OBM are teaching or acceleration problems ```  What if there is unwanted behavior? Examples: -Wearing safety gear improperly -Fighting with supervisors -Yelling at a customer ```  We should have an operational definition and data collection

Answer 102

Problem behavior in organizations

Question 103

```  Skipping meetings  Negative statements  Leaving early  Spreading rumors  Smoking on grounds  Behavior targeted by corrective feedback that does not respond ```

Answer 103

Nuisance Behaviors

Question 104

 Welding without eye protection  Smoking next to flammable materials  Threatening a colleague  Stealing from the business  Engaging in discrimination

Answer 104

Severe Behaviors

Question 105

Double check the contingencies Replace the behavior with something socially appropriate Start with reinforcement based procedures for appropriate behavior Limit reinforcement for inappropriate behavior If this doesn’t work consider punishment procedures(?)

Answer 105

Nuisance Behaviors -OBM

Question 106

A lack of behavior (i.e., nuisance behavior and the employee is not engaging in any appropriate behavior to reinforce) then consider,,,, Once behavior begins to occur reinforce it Fade out negative reinforcement and maintain with positive reinforcement Monitor data

Answer 106

Negative reinforcement to evoke behavior (e.g., you will be suspended on __ if you do not complete ___ )

Question 107

Implement punishment procedures: Industry and job specific (observe labor laws) Examples: loss of earned benefits, demotions, suspension, verbal/written reprimand Make sure no matter what you choose, you are collecting data

Answer 107

Severe

Question 108

Don’t threaten punishment just implement Punish the behavior not the person (leave emotions out) 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

Answer 108

Guidelines | From (Daniels and Daniels, 2004)

Question 109

Avoidance Emotional responding Counter control Become a signal for Punishment

Answer 109

Side-effects of Punishment

Question 110

Termination Consider re-assignment/termination for behavior that resists multiple change efforts—you are not able to compete with other reinforcers

Answer 110

really severe behavior

Question 111

 Since there are few direct-acting contingencies, most of what controls behavior are.....

Answer 111

RULES | We need to explain this- office

Question 112

When rules do not control behavior....

Answer 112

Interventions are required

Question 113

Rules tend to fail when they are too...

Answer 113

.DELAYED , inaccurate, or cumulatively significant (Malott, 1992)

Question 114

Our interventions are often rules in and of themselves and they are often to create ....

Answer 114

clear, accurate, important contingencies

Question 115

Additional practice with a time component after a skills has been learned - time drills - SAFMEDS

Answer 115

Fluency

Question 116

condition: a non-specific statement concerning performance was delivered by a manager to one employee

Answer 116

Implicit Rule

Question 117

-A memo from the CEO with a | clear contingency

Answer 117

Explicit

Question 118

Anything that is occurring regularly is being ____ Many things that we do are being maintained by natural contingencies, this is true in and out of organizations

Answer 118

Reinforced

Question 119

Being present Variety Enthusiasm Evaluating the employees behavior

Answer 119

Some key variables typically missed one for us learning how to reinforce

Question 120

Work process consequences ( Naturally occurring consequences) Look for opportunities to decrease the response effort required in a job. Make it easier and have employees on their supervisor giving them a break

Answer 120

Other reinforcement procedures

Question 121

Too delayed Inaccurate Cumulatively significant

Answer 121

Rules tend to fail when they are...

Question 122

Our interventions are often rules in and out themselves and their often to create…

Answer 122

Clear, accurate, important contingencies.

Question 123

Duration of the Interventions varies considerably Once a consultant/researcher with draws, gains are lost Institutionalization

Answer 123

Barriers to lasting change

Question 124

Teaching or acceleration problems

Answer 124

Problems in OBM