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5013 > Unit 8 > Flashcards

Unit 8 Flashcards

(55 cards)

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1
Q

Phylogenic provenance

A

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

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2
Q

Ontogenic provenance

A

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

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3
Q

Rule-governance

A

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

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4
Q

Organizational behavior management (OBM)

A

A sub-discipline of ABA, which is the application of the science of behaviorGuided 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

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5
Q

Components of OBM

A

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

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6
Q

Performance management

A

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

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7
Q

Interventions used in PM

A 
Goal setting
Feedback
Job aids
Token systems
Lottery systems
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8
Q

Behavior

A

Anything a living organism does

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9
Q

Result

A

What is left after a behavior

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10
Q

Clinical tasks

A

Implementing behavior plans, collecting data, implementing emergency procedures

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11
Q

Variables affecting performance

A

Antecedents
Equipment and processes
Knowledge and skills
Consequences

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12
Q

Performance monitoring

A

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

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13
Q

Problems with conducting monitoring

A

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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14
Q

Incorrect use of monitoring data

A

Used primarily for punishment, typically delayed punishment

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15
Q

What to do with data

A

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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16
Q

Why data collection doesn’t sustain

A 
Problematic definitions
Unclear roles
Insufficient materials
Insufficient training
Complexity of intervention
Failure to generalize
Competing contingencies
Staff dissatisfaction
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17
Q

Types of integrity

A

Observation
Permanent product
Self-report

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18
Q

Pinpoints

A

Observable
Measurable
Reliable

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19
Q

How often to monitor

A

80% agreement for most plans

At least once per week

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20
Q

Increase monitoring if

A

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

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21
Q

When collecting data on deceleration

A

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

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22
Q

Reactivity

A

A change in behavior when being observed

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23
Q

Reducing reactivity

Study These Flashcards
A 
Monitor frequently
Self-monitoring
Monitoring results
Covert monitoring
Using reactivity to your advantage
24
Q

Identifying pinpoints

Study These Flashcards
A

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

25
Operational definitions
Observable Measurable Reliable Two or more people should be able to agree on whether or not the targets are occurring
26
Measurement dimensions
Quantity Quality Cost Timeliness
27
Quantity
How much of something
28
Quality
How well something is done
29
Cost
How much something costs
30
Timeliness
How long something takes to complete
31
Quality assessment
Examine industry standards Observe the behavior Surveys
32
Behaviorally anchored rating scale (BARS)
Anchors behavior to scores | The more behavior that an individual engages in, the higher the score
33
Benefits of BARS
Allows for easy goal setting Allows for objective evaluation Negates the need for other forms of performance review
34
Training
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
35
Re-training
Decide is the staff “can’t do” or “won’t do” | Task clarification
36
Provide a written description
Gives a permanent reference Do not provide additional information outside of what has to be implemented Consider a checklist
37
Considerations when using classroom training
Set very clear learning objectives Consider pre-test Provide rationale
38
Using classroom training
Provide instruction using lecture, watching videos, internet broadcasting Avoid passive attendance by using active student responding (ASR)
39
What to teach staff
Industry specific-mandated information Data collection and behavior plan implementation ABA basics Population information
40
Antecedent-based interventions
Consists of manipulations before the behavior occurs
41
When to use antecedent interventions
Role problems Competing contingencies Failure to generalize
42
Types of antecedent-based interventions
Job description Supervisor presence Job aides
43
Job description
Proper evaluation of pinpoints Clarification of management duties Clarification of roles
44
Supervisor presence
May be especially helpful when reactivity is noted and/or the supervisor has been correlated with the availability of reinforcement
45
Job aides
Can be used when formal training is not warranted
46
Antecedent interventions
Task clarifications Checklists Conduct a task analysis of a job duty Place the tasks in order of occurrence
47
Task clarifications
Highly detailed set of instructions of what is expected
48
Checklists
A list of activities in sequential order that need to be completed
49
Use for negative reinforcement
Can get behavior started | Should transfer to positive reinforcement as soon as pinpoint begins to occur
50
Performance feedback
Positive feedback | Constructive feedback
51
Staff information
Should always be informed about what is expected (goals) and how they are doing in relation to what is expected (monitoring and feedback)
52
Goals
An antecedent that describes a terminal level of performance to be obtained
53
Good goals
Difficult are achievableUnder performer controlSpecific
54
Setting goals
Set the goal and mark it on the graph Obtain employee input for the goal Consider sub-goals if significant improvement is required
55
Disciplinary action
make sure the reinforcement procedures stay in effect align with personnel policy obtain upper management support supervisors should persevere

5013 (9 decks)

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