Unit 8 Flashcards by Stefie Munk

The effect of a stimulus on a specific response may be innate, due to the evolutionary history of that species

Phylogenic Provenance

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The effect of the stimulus on a specific response may be learned, due to the experiential history of the individual organism in the environment

Ontonogenic Provenance

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A rule specifies a contingency. It may evoke or abate behavior without the behavior having to directly experience the contingency

Rule Governance

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A sub-discipline of ABA,which is the application of the science of behavior. Guided by the single theory of human behavior and has historically emphasized identification and modification of the environmental variables that affect directly observable or verifiable employee performance

Organizational Behavior Management OBM

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Components of OBM

Performance management (PM)Behavior systems analysis (BSA)Behavior-based safety (BBS)Pay for performance

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

Performance Management

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Goal setting
Feedback
Job aids
Token systems
Lottery systems

Interventions in PM

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Anything a living organism does

Behavior

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What is left after a behavior

Result

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Implementing behavior plans, collecting data, implementing emergency procedures

Clinical Tasks

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Variables affecting performance

Antecedents
Equipment and processes
Knowledge and skills
Consequences

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Procedural integrity (IV integrity)
Monitoring effectiveness of behavior plan (DV integrity)

Performance Monitoring

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Problems with conducting monitoring

Monitoring is hidden
Staff don’t know why they are being monitored
Monitoring is done impolitely
Results of monitoring are not shared

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Used primarily for punishment, typically delayed punishment

Incorrect use of monitoring data

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What to do with data:

Reinforcement and corrective feedback for the staff member
Minimum of 4:1 instances of reinforcement to corrective feedback
Reinforcement every chance

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Why data collection doesn’t sustain

Problematic definitions
Unclear roles
Insufficient materials
Insufficient training
Complexity of intervention
Failure to generalize
Competing contingencies
Staff dissatisfaction

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Observation
Permanent product
Self-report

Types of integrity

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Steps to effective performance monitoring

Pinpoint-Specify what it is the staff are supposed to be doing
Develop a tool that contains each component
The observer collects data as the staff implements a behavior plan
Determine if the staff meets a specified level of criteria
Often the target behavior can be collected simultaneously

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Pinpoints (Target Behavior for Staff)

Observable
Measurable
Reliable

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Create a data sheet
Designate space for identifying information
List the key components for successful implementation and make room to note
Have a space to take notes

Develop a tool

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How often to monitor

80% agreement for most plans

At least once per week

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Increase monitoring if:

Data is being collected on a vital skill/dangerous problem behavior
New plan
Problems are noticed

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Arrange observations when problem behavior is most likely
More worried about low agreement
Integrity is more important in some procedures as opposed to others

When collecting data on deceleration

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A change in behavior when being observed

Reactivity

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``` Monitor frequently Self-monitoring Monitoring results Covert monitoring Using reactivity to your advantage ```

Reducing Reactivity

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

Identifying Pinpoints

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

Operational definitions

Measurement Dimensions

Quantity Quality Cost Timeliness

Quantity

How much of something

Quality

How well something is done

Cost

How much something costs

Timeliness

How long something takes to complete

Begin by asking managers and employees, “What makes someone good at X?” Engage in narrative recording while interviewing management and staff members Look for recurring themes, especially between managers and employees

Identifying Quality

Examine industry standards Observe the behavior Surveys

Quality Assessment

Anchors behavior to scores | The more behavior that an individual engages in, the higher the score

Behaviorally Anchored Rating Scale (BARS)

Benefit of BARS

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

Important for direct care staff Should be implemented for new staff, when new plans are introduced, or when there is a skill deficit in existing staff members Antecedent manipulation

Training

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

Re-training

``` Provision of written description Brief explanation with questions Classroom training Performance and competency-based training Behavioral skills training (BST) ```

How to train

Steps for Staff Training

Verbally describe the skills and give a rationale Provide a written description Demonstrate how to perform the skills Observe trainee practice the skill Provide feedback on performance Repeats steps 3-5 until proficiency is reached

A rationale explains why the staff will be responsible for implementing the plan The verbal description should be succinct but clearly explain the steps of the plan

Verbally describe the skills and give rationale

Gives a permanent reference Do not provide additional information outside of what has to be implemented Consider a checklist

Provide a written description

Demonstrate the skill(s) while the employee watches Demonstrate the skills in the natural environment when possible It is critical to have a competent trainer in steps 3-5

Demonstrate how to perform the skills

Have the staff perform all aspects of the new skill in the natural environment If not possible, consider role-playing The trainer must observe the trainee as s/he demonstrates the skill The trainer notes correct implementation and any mistakes

Observe trainee practice the skills

Provide immediate feedback following performance Describe what was done correctly and incorrectly Explain how to fix the incorrect elements Answer questions

Provide feedback on performance

Continue the process until the trainee can perform the skill without corrective feedback Consider more stringent mastery criteria

Repeat steps 3-5 until mastery is reached

Set very clear learning objectives Consider pre-test Provide rationale

Considerations when using classroom training

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

Using Classroom training

Some skills can be acted out One employee engages in a scripted behavior and another employee(s) complete a skill as taught Provide feedback either during or immediately after the performance Always have a mastery criteria

Role Playing

Some skills are difficult to role-play, or you have a large group of trainees Evaluate video models performing behavior Employees evaluate correct and incorrect elements of a performance While watching the videos employees evaluate the 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

Video Modeling

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

What to teach staff

Consists of manipulations before the behavior occurs

Antecedent based interventions

When to use antecedent interventions

Role problems Competing contingencies Failure to generalize

Types of antecedent type interventions

Job description Supervisor presence Job aides

Proper evaluation of pinpoints Clarification of management duties Clarification of roles

Job description

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

Supervisor presence

Can be used when formal training is not warranted

Job Aides

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

Antecedent Interventions

Highly detailed set of instructions of what is expected

Task Clarificiation

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

Checklists

Why reinforcement fails

``` Insincere Too thin Assumption of value Too delayed Too general Non-contingent Reaction from employee ```

Can get behavior started | Should transfer to positive reinforcement as soon as pinpoint begins to occur

Use for negative reinforcement

Performance Feedback

Positive feedback | Constructive feedback

Provide immediate, specific, contingent, sincere statement Deliver fairly and equally, based upon data Spend time pairing yourself with reinforcement Be sensitive to public versus private praise

Positive feedback

``` Done in private Soon after the behavior Describe the desired performance Talk specifically about behavior, nothing else Use ‘I statements’Deliver when calm ```

Good Constructive Feedback

Should always be informed about what is expected (goals) and how they are doing in relation to what is expected (monitoring and feedback)

Staff Information

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

Goals

Difficult are achievable Under performer control Specific

Good Goals

Set the goal and mark it on the graph Obtain employee input for the goal Consider sub-goals if significant improvement is required

Setting Goals

Identify outcome for consumer Specify target behavior for staff Provide training Monitor staff performance Provide data based reinforcement for correct performance Provide corrective feedback for insufficient performance Evaluate the effects of supervisory procedures

Outcome Management

Don’t threaten punishment, just implement Punish the behavior, not the person 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

Guidelines

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

Disciplinary Action