1. Class Schedule &
Course Procedures
Psychology 4600
Survey of Applied
Behavior Analysis
Research
Fall 2010
All sections are designed and managed by
Dr. Richard W. Malott
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2. Table of Contents
PSY 4600 COURSE PROCEDURES................................................................................5
Course Supervisor..........................................................................................................................5
Course Systems Manager..............................................................................................................5
Teaching Apprentices....................................................................................................................5
Your Buddy....................................................................................................................................5
Information for Your Buddy........................................................................................................5
Seminar...........................................................................................................................................5
General Point System....................................................................................................................6
Point Totals.....................................................................................................................................6
Grades.............................................................................................................................................7
Optional Activity Points (OAPs)...................................................................................................8
Important – OAPS and your grade...............................................................................................9
Missed Classes .............................................................................................................................9
Tough Contingencies.....................................................................................................................9
Return Your Homework...............................................................................................................9
Cheating........................................................................................................................................9
Plagiarizing...................................................................................................................................9
Missed Classes..............................................................................................................................10
Special Get-Tough Policy on Absences......................................................................................10
Lateness.........................................................................................................................................11
Students......................................................................................................................................11
Professor & Teaching Apprentices.............................................................................................11
Late Homework............................................................................................................................11
Self Management and Final Fiesta Projects..............................................................................11
How to keep your participation points......................................................................................11
Studying and correcting your homework with a non-red pen during class................................12
Mickey Mouse Rules....................................................................................................................12
2
3. Adding Insult to Injury...............................................................................................................12
How To Avoid Being A Social Disaster......................................................................................12
How to be way cool......................................................................................................................13
Interpersonal Style and Skills.....................................................................................................13
Technical Skills..........................................................................................................................14
The Legend of Sheldon Stone....................................................................................................15
The Legend of the Cool Coed.....................................................................................................16
On the Other Hand......................................................................................................................16
The One Pointer..........................................................................................................................16
Bottom Line................................................................................................................................17
Professor’s Vita............................................................................................................................17
Let the good times roll!................................................................................................................18
NOTE: You will have a quiz over the course procedures during class
two. Read this entire packet so that you will be prepared to answer
multiple-choice questions over this material.
3
4. Materials Checklist
Some of these materials will be handed out in class.
Material In course pack Handed out later
Applied Behavior Cognitive Analysis Work Text Ch.1-21 In course pack
(no Ch. 14 or 18) by Richard W. Malott and Students
Reading Assignments with Study Objectives In course pack
I’ll Stop Procrastinating when I Get Around to It In course pack
(Textbook) by Richard W. Malott
I’ll Stop Procrastinating when I Get Around to It In course pack
(Homework)
CD Containing Workshows and Job Aids In course pack
The Contingency-Diagram Checklist – Pink Sheet In course pack
Pink Sheet Flashcards In course pack
The Three-contingency model Checklist – Purple Sheet In course pack
Purple Sheet Flashcards In course pack
Principles of Behavior (POB) Review Quiz List of Terms In course pack
POB Review Quiz Flashcards In course pack
P460 Blue Flashcards (Ch. 1-21) In course pack
Goal-Directed System Design Job Aid In course pack
2 Factor Theory Job Aid In course pack
Transparency Masters In course pack
Letter of Recommendation Checklist In course pack
Letter of Recommendation Request Form In course pack
P460 BACC Pack In course pack
Special Lecture Evaluation In course pack
PSY 460 Course Evaluation In course pack
Red ballpoint pen In course pack
Transparency pen (dark color) In course pack
2 Blank Transparencies In course pack
Year-at-a-glance Transparency In course pack
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5. PSY 4600 Course EMAIL: ______________________
Procedures
Your Buddy
Course Supervisor What happens if you miss class and
Dr. Richard W. Malott don’t get some vital oral or written
Telephone - 372-1268 material handed out in class? No
Best time to call is in the morning; and problem, you just call up your reliable
the best strategy is to call until you get a buddy whose name and phone number
live Dr. Malott on the other end, though you’ve listed here and get the info. Your
you should also leave a voice mail. buddy was of course reliable enough to
Email Address – have picked up an extra copy of the
DickMalott@dickmalott.com handouts for you, especially since you
For questions about P460 in general had notified your buddy of your pending
please contact P460@dickmalott.com absence. So get a student name and
number, and don’t even think of bugging
If you need to make an appointment me (or the TA’s) for something you
with Dr, Malott, please contact Kelli failed to get.
Perry at: kelli.l.perry@wmich.edu
Get more information at dickmalott.com
Course Systems Manager
Telephone: 387-4491 (BATS Lab) Information for Your Buddy
Julie Sanchez
Julie.A.Sanchez@wmich.edu Name: _______________________
Teaching Apprentices Phone: ______________________
• TBD Email: _______________________
Seminar
All TAs are available at 387-4491.
Please try this number first. The TA’s Seminar: TBD
are given the option of giving out their
home phone numbers during class. Location: TBD
Office Hours
Monday: 2:00 p.m. – 3:30 p.m.
Wednesday: 2:00 p.m. – 3:30 p.m.
Location: BATS Lab (2506/2536)
TA NAME: ______________________
PHONE #: ______________________
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6. General Point System Please be aware that you will lose 5
participation points for missing any
To get an A in psychology courses, you of the above items.
should allocate about 4 hours per week
in class combined with out of class time
per credit hour. That’s about 12 hours Special note for your Quiz grade:
per week for this course or 180 for the Quiz answers must be legible to be
15-week semester. I assign about 10 counted as correct!
points for each hour of activity in figuring
the course grade, so the total points will But now back to happier issues: 40
be around 1800. Here’s a break down (it points for a combination of written
may change somewhat throughout the answers to conceptual objectives,
term.) essays, and the occasional quiz. In
20 points for each seminar class, for other words, you should invest about 4
conscientious participation in seminar hours on each homework assignment,
discussion. I will expect you to recite in including reading the chapters, doing
each class, especially in answering the contingency diagrams and writing
conceptual questions, thoughtfully. This any brief essays, as well as preparing
means you will need to show for the occasional quiz. However,
considerable evidence of having thought because we’re still developing the
about the homework assignment. course materials, you may not need to
What does conscientious mean? In the put in quite that much time.
seminar: You must listen carefully to the
presentations of the other students and Point Totals
be prepared to comment, so as to earn All these points count toward your
all participation points. So studying for a course grade. The total points for the
quiz, finishing your homework, reading course will be about:
and writing letters, sleeping etc. means,
when you see your scores for that week, 26x40 points = 1040 points for
you’ll find less than the total possible homework analyzing contingencies,
points for the seminar class. On the quizzes, etc., plus 100 for the final fiesta
other hand, feel free to improve your write-up, 40 for self-management write
homework, as we clarify tough concepts ups (2x20) equaling a total of 1180
throughout the seminar session. points in this category
Also, to make sure that you will get full
participation points for each class, you
need to have the following ready for
each class.
1) Required transparencies filled up
2) Self-Management graphs on
presentation day
3) Have Response Cards with you
4) Special Lecture Evaluation forms
5) Be on time to class
6
7. Lowest % of Points in ANY of
the Remaining Areas
8 8 7 7 6 6 5 <5 want you to learn as much as you can,
92 7 and to have as much fun as you can.
7 2 7 2 7 2 7
92 A B B C C D D E E But to hit all three goals we need a
A B C D
complex set of contingencies. Look at
87 BA B C C D D E E
the following grade scale and you’ll see
B C D
just how complex.
82 B C C D D E E
B C D
% of 77 CB C D D E E
Quiz C D
Point 72 C D D E E If you get at least 92% of the total
s C D points in the quiz area, and 87%of the
67 DC D E E total points in all other areas, you get at
D least a BA. Almost all of you will do
62 D E E that. For example, in the winter term of
D 1991, 95% of the students in PSY 460
57 ED E worked really hard, learned a lot, and
cracked the 92% / 87% mark to earn at
<57 E
least a BA.
Wonderful, but how do you get that
10x20 points = 200 points for review
magic A? To do that you have to crack
quizzes
the 92% mark in each area of the
course: (1) seminar, colloquia, and final
27x20 points = 400 points for
fiesta participation; (2) conceptual
conscientious participation in seminar
homework combined with the final
project & paper; and the quizzes, and
1x100 points = 100 points for your final
(3) the regular and review quizzes.
paper (counts as part of your
homework)
You’re almost guarantied to earn a BA,
which is well above the campus
1x20 = 20 points for conscientious
average; and you’ll have learned
participation in Final Fiesta (attendance
enough about behavior analysis that you
required, counts as seminar
can hold your head high. But if you do
participation)
earn the A, you’ll leave this course so
sharp; we’ll have to register you as a
2040 points = 100% of the total points
lethal weapon.
for the course (approximate)
Grades I know this seems like a strange way to
Now you know how you can earn 100’s evaluate a student’s mastery and assign
of points (learned reinforcers?) in this a letter grade. Why not just add up all
course. So the next question is, how do the points and assign a letter grade
those points convert into a final grade based on the total number of points, no
(backup reinforcer)? The answer is, matter which component of the class
complexly. Here’s why it’s so complex: they come from? That’s the way we
We have three goals for this course: we
7
8. used to do it. But then some students instead you can use these points to
would get an A based on their work exempt yourself from agreed upon
in everything but the quizzes and they assignments. In other words, you cannot
wouldn’t have really learned an use them to compensate for a mediocre
important part of the course, the performance, but you can use them to
concepts tested on the quizzes. cut yourself some slack. Along the same
line, you can’t come to class, scope out
My friend Dr. Stephen Graf puts it this the quiz, and then decide to use your
way: Suppose you’re training surgeons. optional activity points (OAPs) for that
And to perform a successful surgery, the quiz; the OAPs are to help you with
student/surgeon must scrub down, put necessary absences etc., not to help
on the gloves, make a proper incision, you avoid the hard ones.
properly remove the right organ, avoid All these activities are optional,
flipping cigarette ashes in the open however; so if you don’t participate,
wound, remove all surgical tools from either because of schedule conflicts or
inside the patient, sew up the incision, lack of interest, that’s OK. You can still
etc. Now suppose the student/surgeon earn 100% of the required points and
did everything correctly except taking earn your A. The optional activities are
out the right organ. The student might just to give you flexibility, if you can work
say. I did 19 out of the 20 steps them into your schedule and if you want
correctly; that’s 95%. I want my A. The to. Alternate activities will include
fact that I took out the heart instead of completing an additional self-
the hemorrhoids and the patient died management project on studying for the
shouldn’t overshadow my 95 average. GRE (which we highly recommend) or a
class, participating in official
We take behavior analysis really departmental social functions,
seriously and don’t want to graduate any participating in research projects, and
students who don’t know it well. So for finding errors in any of the course
us to certify you as an A student, you’ve materials. And for those who can’t
got to hit at least 92% in each category participate in these activities, because of
in this course. schedule conflicts, we can arrange for
special reading and conceptual
Optional Activity Points (OAPs) homework (this way everyone has a
You can earn 80 points for optional chance to earn optional points, whatever
alternate activities of academic value their work schedule).
scheduled outside the regular classes.
To encourage you to participate, you will Often the quizzes are the toughest part
receive points for participating in those of this course. You can use your OAPs
activities and providing appropriate in place of one quiz, that you haven’t
proof of accomplishment. Those points taken, even if you do come to class. But
can count toward your course grade, but you can only do it once. You can’t blow
you cannot use them to make up for off four quizzes and pay for them with
missed points (for example, you cannot OAPs.
use optional activity points to eliminate You can exchange OAPs for only one
your lowest quiz scores; there is no way day’s worth of quizzes except for
to eliminate your lowest quiz scores); Review Quizzes which include POB
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9. review quiz, pink sheet quiz, purple surgery? Great, you can blow off the last
sheet quiz, Ch. 12 quiz and Ch. 12 couple of classes, quizzes, and
review quiz. homework and concentrate on starting
to sweat finals in our other courses; but
Important – OAPS and your grade you can’t blow off your final paper or
Just to reiterate, you may use up to 80 the Final Fiesta.
OAPs this semester for up to 3 missed
classes, one day worth of quizzes, and Tough Contingencies
homework assignments. You MAY NOT Return Your Homework
use OAPS for writing assignments or To retain full credit for your
the class projects (final fiesta or self homework, please turn it all in at the
management). To use your OAPs Final Fiesta.
submit an OAP petition to your TA. Your This way we can look at it in more detail,
TA will save this form. In addition, your as we evaluate the effectiveness of the
TA WILL NOT add the points straight to books and the course. It will also give us
your grade sheet. When you use OAPs, ideas about materials to add. In
on your grade sheet you will see ** addition, this way your answers won’t
instead of a point value. At the end of fall into the hands of future students, in
the semester (and if you have earned spite of your best security efforts. OK?
enough OAPs) your TA will fix your
grade by adding those OAPs where the Cheating
** previously appeared on your grade Cheating Means Sudden Death!!!
sheet. The reason for this is that many If we catch you cheating or
students use OAPs that they haven’t plagiarizing in this course, we will
earned. That’s is fine but we need to recommend to the Student Judicial
keep track of how many OAPs each Committee that YOU RECEIVE AN E
student has vs. how many each student FOR THE COURSE, no matter how
uses. small or trivial was the cheating or
plagiarizing.
Missed Classes This includes, but is not limited to,
You can substitute a maximum of 80 copying from your neighbor, your notes,
optional-activity points for missed or whatever, during a test or quiz. This
classes, quizzes not taken, and also involves talking during a test or
homework not turned in. Suppose you quiz. Cheating also means copying
had heart surgery on a Tuesday. You’d someone else’s homework and turning it
lose 20 participation points and 20 quiz in as your own. On the other hand, if
points---down the tubes, gone for ever, you are knowingly involved in providing
no excuses, no whining, no mercy. We the occasion for someone else to do any
take no prisoners. But if you haven’t of these forms of cheating, then you too
spent too many of your optional-activity are cheating and will also get the ax!
points (OAPs), you could substitute
them for the day you were in the Plagiarizing
hospital. The wise student saves those This means turning in written work that
OAPs until the very end of the semester, includes material taken from someone
just in case the heart surgery requires else, without using quote marks or
two days instead of one. No heart otherwise giving proper credit to the true
9
10. author, in other words, your presentation they’re right, until they finally
of someone else’s material in a way that accumulate so many that they drift from
the material might be mistaken as your an “A” to a BA” to a “B” and on and on.
own. They need rules that specify
Missed Classes contingencies where one more absence
If you miss a class, you don’t get points will matter. They will have less trouble
for participation and you lose the following such rules and thus will get a
opportunity to take that quiz. It doesn’t much better grade in the course. So
work out for us to try to distinguish here’s our special get-tough policy:
between excused and unexcused
absences. So once the opportunity has PSY 100 comments: “Enforces
passed, it’s gone. This means you learning.” “People should have a right to
should keep your point average decide about attendance. It’s my
comfortably above the 92% level in all money.” “It doesn’t bother me but should
categories; so you can blow off a class make others go to class.” “All profs.
or two, if need be without losing you A should do it. Some people need it.” “I’m
(assuming that’s what you’re shooting a devoted class attendee, and I think
for). If you miss more than two classes, you can’t learn unless you go to class.”
your probably down one half letter “Depends on the excuse ‘cause there is
grade. already large loss of points by not
attending.”
If you do miss a class, you can usually
pick up any handouts from the envelope Every time you exceed three
outside my office. And you can also turn absences, your next absences will
your homework in the next day. You’re results into half a letter grade down
responsible for having a reliable buddy on your final grade!!
who will take notes and pass them on to
you, so you can find out the details of Here is the way it works. (In this
the next assignments. example, we assume you would get an
A, if you had no absences. But, of
course, if you had several absences,
Special Get-Tough Policy on
you probably would already have lost
Absences too many points to get an A; so our
Most students have no problem with the penalty of a half a letter grade or so,
preceding absence policies. Instead, it would be beyond the lowering due to the
helps them get their act together, so point loss.)
they’ll do well in the class an earn an
“A”. But there are always a half a Absences Grade
handful of students who need even 0 to 3 A
tighter contingencies than that, to get 4 to 6 BA
their act together. These are students 7 to 9 B
who’s behavior is not under the Etc. Etc.
adequate control of rules describing
small but cumulatively significant This policy helps most students avoid
outcomes (we’ll discuss this in class). In the hopeless hassle of coming around
essence, they say to themselves, “Just at the end of the semester, desperately,
one more absence won’t matter.” And
10
11. but vainly, pleading for some way to as late. If you know you’re going to have
raise their final grade. Now they’ll have to miss class, you can turn in your
that A in the bag, when the end of the homework in advance.
semester rolls around. But even with
this policy, a small number of students Self Management and Final
managed to get less than a BA. Always, Fiesta Projects
this was because of absences or failing This semester you will complete 2
to turn in homework. projects: self management and final
Sometimes students have a time fiesta. THESE ARE NOT THE SAME
conflict, so that they want to come to PROJECT!!! If it is not already in your
class, take the quiz (depending on when course pack, you will receive a sheet
it’s given), turn in their homework, and that explains the difference between
leave. That’s O.K.. They don’t receive these two projects and provides you
many or possibly any participation with some guidelines for completing the
points, but this does not count as an projects. But for now we will give you
absence that would contribute to the the very basics. For each project you
penalty contingency. will complete a paper using Microsoft
Lateness Word and a presentation with Microsoft
Students PowerPoint. Using these programs IS A
If you are late for class or leave class MANDATORY REQUIREMENT for each
early, you will lose 5 participation project. However, we realize that not all
points, and possibly more. (BY the way, of our students are proficient in using
if you’re doing other homework, writing these programs. But don’t worry! We
letters, etc. in class, you won’t get full will help you through it as much as
participation points either.) possible. We even give you a template
disk! On this disk you will find –
Professor & Teaching Apprentices Sample student papers and
On the other hand, each time a presentations
graduate assistant or Dr. Malott is late, Skeleton outlines/templates for
he’ll reluctantly contribute $5 to the your project
class party fund. Ouch! Instructions for using the
programs.
Late Homework How to keep your participation
You lose 5 points per business day points
(business days are normally those days, Attending the entire class is the only
Monday through Friday, when classes way to earn your participation points,
are scheduled and the university offices unless you use OAPs. (If you just show
are open). Ouch! You can slide your up for the quiz, you will not be earning
homework under the assistant’s office any participation points, but we will let
door (Wood Hall 2536, inside 2506); be you take the quiz.) Once you are in
sure to put on the name of the course, class there are a couple of things that
the name of your grad. assistant, and we expect of our students. These things
your name. Late means anytime after affect whether or not students keep the
the beginning of the class when your participation points earned for showing
homework is due. Don’t try to finish your up. For each problem, the student
homework during class; we’ll count that will lose 5 participation points.
11
12. disagreed, it was to say, “No, 50% is an
Studying and correcting your homework underestimate.”
with a non-red pen during class Now here’s something that’s even
If a student uses a non-red pencil or pen weirder than this extreme importance of
to correct their homework as we give the social skills: no one ever tells you how
answers in class. THIS IS NOT important those social skills are or what
ACCEPTABLE! Students are required they are, let alone, how well you are
to use the red pen to make corrections. doing in that crucial area.
Each time your TA sees you using
another type of pen/pencil you will lose So you’re playing a game; no one tells
5 participation points. you the rules; no one tells you the score;
and you don’t even know you’re playing.
Studying flashcards during class is not All you know is eventually you get a
acceptable. If you study during class raise, get promoted, or don’t get fired. If
time, you will lose 5 participation points. you lose, if you don’t get the raise or the
promotion or if you do get fired, no one
Mickey Mouse Rules will tell you the real reasons about
Sorry for all the preceding nonsense, where you screwed up—too much
but we’ve found that if we get all these hassle. So many people go through life
ugly little details straight, up front, then clueless about what determines their
you’ll have an almost hassle-free term. professional success.
Adding Insult to Injury This course is much the same sort of
So that you’ll learn the most, get the organization as a business is. But in this
best grade, and have the most fun, and course, we’ll make a small attempt to
the least hassles in this course, it’s correct the clueless problem. We’re
important that you understand and going to tell you some of the subtle
remember these Mickey Mouse rules. things that will help you be a good
This means you should study them member of this organization, how to
between now and the next class and be succeed in this organization, how to get
prepared for a brief written quiz over this organization to give you strong
them. letters of recommendation for practica,
assistantships, grad school, and jobs;
and also how to contribute to this
How To Avoid Being A Social organization, in a positive manner.
Disaster Now, if you’re cool, you’ll use being in
When I used to do organizational- this organization as an opportunity to
behavior-management workshops for learn how to be successful in other
managers in business and industry, one organizations, like where you will be
of my most popular modules dealt with working when you graduate. Here’s a
social skills. When introducing this general list of skills for succeeding in
module, I’d say, “Fifty percent of a almost any organization, with comments
person’s success in an organization has about how they apply in this course.
to do with social skills and other skills
that have little to do with the person’s
job description.” If those managers ever
12
13. How to be way cool realized that the fourth Thursday of
Concerning "compulsive neuroses," I do November was T-Day. Then tactfully
observe that highly productive and point out the implications of that, if need
successful people are irrationally fearful be, but, in private, of course.
that they are going to fail in every Respond in a socially appropriate
endeavor they undertake, such as a manner to positive or negative feedback
course they might be taking or an exam (i.e. say “thank you”, without
they might be taking. And to somewhat disagreement). If the TA or instructor
reduce their fear or anxiety; they work marks something off on a quiz or
their tails off, for example, starting to homework, say “thank you” and then
prepare for the exam as soon as the think about how you can use that
instructor announces it. As a result they feedback to do better next time. Better
get the top score in the class, though, to lose a point on a quiz, even if you
ironically that does little to reduce their know you’re right and the rest of the
fear the next time a text is announced. world is wrong, than to lose a friend,
Whereas, the cool, "mentally healthy" especially if that friend is your TA or
people, don't start studying until right teacher. Win the war, not the battle.
before the exam, because they have a
wonderfully positive self-image; but as a React in a rational, as opposed to an
result they wait a little too late to really emotional manner, when faced with
get enough studying done and do well to problems. Control emotions effectively
pass the exam, let alone ace it. (e.g. do not cry or yell) in frustrating
situations (i.e. under extinction or
Interpersonal Style and Skills aversive conditions), in professional,
Give corrective feedback in appropriate school, and peer settings. Never, ever
situations (not in the presence of lose your cool.
others). If you’re unhappy about some
feature of the course, discuss it with Smile: during good times and bad times.
your TA or instructor privately before or The grinners shall inherit the earth, not
after class. Never embarrass your TA or the meek.
instructor by pointing out in front of the
class some really stupid thing they did Be pleasant in interactions (i.e. zero
or some really dumb or unjust feature of negative comments, well mannered). Be
the course. Your TA or instructor will just the kind of person your TA and your
get up tight and defensive, dig in the classmates want to be around.
heels, be even dumber or more unjust –
like anyone else would. We’re dealing Speak in respectful ways—with peers.
with people here, and people are easily
embarrassed and upset. Speak in respectful ways—with TAs and
professors. Speaking respectfully and
Provide corrective feedback in a non- brown nosing are not the same thing.
punitive style (i.e. specify appropriate
desired behavior, don’t be critical of Be properly assertive in disagreeing with
people). Never say how stupid the others, including other students, your TA
teacher was to assign a quiz on and your professor. That means: Smile,
Thanksgiving Day. Just ask if they be tactful, be private, be cool, be
13
14. rational, be polite, be pleasant. But that Timely (reliable): complete tasks by the
does not mean you should be a “yes” deadline.
person. That does not mean you have to
agree with everything. But if you lost a Don’t be absent.
point on a quiz, assume you were
wrong, smile and respectfully ask for Don’t be late.
help in getting your error clarified, even
if you know damned well the TA Technical Skills
screwed up. If, after discussion it looks Use good speaking skills: grammar,
to you like the TA really is wrong, then clear descriptions, loudness,
see if you can gently guide him or her to enunciation, confidence, articulateness,
your way of seeing it. If you can’t, then and fluency.
decide how important it is. If it’s only one
point and you’re already way above Use good writing skills: grammar,
you’re A, consider bagging it. Just chill spelling, and organization.
out. But if it’s a bigger deal, politely and
gently ask permission to discuss the Use good systems-analysis skills:
issue with the professor, and so on. But Effectively detect, analyze and clearly
always be cool, smile and end each specify problems within the system and
discussion with a sincere thank you. then suggest and implement good
solutions.
Actively listen when spoken to (i.e. good
eye contact) where appropriate. Use high-quality behavior-analytic skills.
Do not dominate discussions at Now, you get your act together along all
meetings and seminars (i.e. speak these dimensions; and you’ll not only
during no more than your appropriate succeed in the organization, you’ll
share of the class time). become president of the organization!
Carry your share of the discussion in So, we’re taking the time to go through
meetings and seminars (don’t just sit all this for two reasons. One is to help
there listening). you succeed in this organization (this
class) and to succeed in future
Appear appropriately receptive to others organizations (your job, your family,
values and viewpoints. In this course, your church).
you’re going to run up on some strange
ideas, like maybe what you’re reading The other is to help this class and future
now. Relax and check ‘em out. You’ll organizations succeed. One negative,
have plenty of time to reject them later, whiney, eye-rolling, sighing, “do we
if you still find them to strange by the really have to do this?,” under-breath
end of the course. “this really sucks,” constantly
challenging student can bring a whole
Quality: produce a good product with class down and make the whole
good results. semester a drag for the other students
and the TA or teacher. And running
about 8 seminars a semester, with
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15. about 20 students in a seminar, there’s course hierarchy was to be a tuition-
a good chance that 1 out of those 160 paying student (the ones who pay our
students will be clueless about the bad salary). Well, Sheldon was unhappy
karma, vibes, or feelings they’re about some teaching-apprentice policy I
accidentally polluting the classroom had; so he took a group of the
environment with. But mama never told undergrads with him to the WMU
me. And we’ll come down pretty heavy ombudsman (an even more important
on preventing a whole course from person than I was, the person who
getting messed over in that way – now settles squabbles between students and
and in the future. I don’t want anyone in teachers).
my future classes, practica, or graduate
school programs who’s going to be a Now the ombudsman’s an option the
constant pain in the rear or screw up wise student saves for only the most
future courses, practica, or grad extreme emergency, because no
programs. Wow! Heavy. Yes. But I just professor likes being called before the
rolled my eyes a little. I didn’t really ombudsman; and the wise student
mean anything by it. Right. But that’s the knows better than to risk angering the
stuff that makes and breaks you. professor; and there’s no way the
professor isn’t going to be very angry
Now don’t panic. If you screw up, we’ll with such a public challenge to authority.
let you know, but we try to practice our
preaching; we start with just a little But here’s how cool Sheldon was. He
gentle feedback, a little gentle guidance. stated his case to me and the
We want you to go away from the ombudsman in such a non-emotional,
discussion feeling really happy that you non-hysterical, non-threatening, non-
got that info and eager to give the new, challenging, respectful, sympathetic way
cool way a shot. There ain’t enough that I caved in immediately, rather than
good students that we can afford to getting my hackles up and drawing a
waste any of them. We just want to help line in the sand. Not only that, over the
you so you don’t eye-roll yourself out of next few years, he rose through our
the opportunity to save the world with hierarchy to be one of my undergrad
behavior analysis. And that world does teaching assistant ($), to be one of my
need a savin’. And you can do it. Oops, MA student, to be one of my grad
did I hear a little, under-breath, “who-do- teaching assistant (more $), to be a
they-think-they-are” sigh of professional organizational behavior-
exasperation? management consultant (much more $),
The Legend of Sheldon Stone and to be manager of the worlds largest
One of the coolest cats (woops, excuse retail store (mucho, mucho mas $), in
me), the coolest dudes I ever knew was Hawaii, of all paradisiacal places.
Sheldon Stone.
Of course, that Sheldon started out as a
Years ago, I used to be real important; I 60-hour-per-week undergrad didn’t hurt.
used to teach our 1000-student (Yeah, I know, slackers say, 60 hours a
introductory psychology course. And week! Ugh, a book head! Who wants to
Sheldon was an undergrad teaching be a book head!? What the slackers
apprentice; the only thing lower in our don’t know is that it’s the 60-hour-per-
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16. week book heads who win the game. On the Other Hand
And there are a lot more of those A few years ago, we had a guy in Psy.
students leading highly successful 360 who was into so much eye-rolling,
undergrad careers than the slackers can heavy-sighing, snotty-out-of-the-corner-
even imagine.) of-his-mouth-remarks by way of
displaying his displeasure with our
The Legend of the Cool Coed course that the TA pulled him aside for a
Third week of the semester. I’m briskly private self-development interview,
walking down a Dunbar hallway. A where she explained that his behavior
young woman comes up to me and was very disruptive for the class and
asks, “Alright, if I walk with you to made it hard for her to do a good job
discuss something?” “Sure.” (Note how teaching. He said he understood and
respectful: She asks permission to walk/ would try to do better, but he felt like the
talk, and she’s not so presumptuous as TAs were a bunch of rats with Malott
to try to stop me from going to what ever leading them along by a string.
very important-person meeting I’m
headed for [actually I was headed to the Now the poor TA’s feelings were really
John].) hurt. She she’d never been so insulted.
She says, “I find your Psy. 360 course But here’s the point: She was sure the
really hard, and I don’t think behaviorism guy had no idea how aversive and
is for me. Are all the courses in this inappropriate his comment was. He had
department behavioral? And are there no idea that his social insensitivity and
other colleges where the psych. his inability to stay away from those
departments aren’t behavioral?” petty aggression reinforcers would so
trash his life and career as to cost him at
Well, she’s broken my heart. Not only is least $20K a year in salary, ‘cause no
she rejecting my course but also she’s one wants to be around someone who’s
rejecting behaviorism, my treasure, my that aversive (inter-observer reliability: in
most cherished world view, my faith. earlier courses his fellow students found
Like I really believe in my slogan, “Save his remarks so aversive that they were
the world with behavior analysis,” even constantly asking him to shut up).
though I know it’s a bullshit fantasy.
But here’s the point: In rejecting me and Isn’t that sad, regardless of the guy’s
all I stand for, she’s so cool, so non- technical skills, his social skills are so
emotional, so non-hysterical, so non- poor that he really is doomed; no one
threatening, so non-challenging, so will want him spreading karmic pollution
polite, so respectful that I’m so in their environment.
impressed with her I want to share this
incident with you, that I’m so impressed The One Pointer
with her that I hope she gets the faith by More common is the high-achieving
the end of the semester and joins us in student who is such a high achiever
our struggle to save the world with because she gets completely bent out of
behavior analysis, because it’s only with shape every time she loses a point on a
the help of cool people like her that we’ll quiz. The good side of this compulsive
have a chance of even getting the world neurosis is that the fear of losing a
to know we exist. single point in the game of life is what
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17. motivates high achievers to achieve so
highly. One of the bad sides of this Professor’s Vita
compulsive neurosis is that they’re Dr. Richard Malott received his Ph.D. at
constantly so up tight about point Columbia University in New York City
losses, that they have a hard time where he did research in the
asking for a re-grade in the manner of experimental analysis of behavior and
Sheldon Stone and the Cool Coed, in a studied with William Cumming, Nat
non-emotional, non-hysterical, non- Schoenfeld, and Fred Keller. For the last
threatening, non-challenging, respectful, 30 years, he has taught at Western
sympathetic way, in a way that will make Michigan University, a major center for
us want to interact with them more the teaching of behavior analysis. He
often, rather than less often. In has had two Fulbright Senior Scholar
emotionally going for that single, lost Awards, one to Peru and one to
quiz point, they lose 10 life points, even Uruguay. He is one of the founders of
if they do get the quiz point. the Association for Behavior Analysis
(ABA), the founder and co-chair of the
Teaching Behavior Analysis Special
Bottom Line Interest Group of ABA, chair of the
The point is not to be a yes-person, lie- Education Board of ABA, and a member
down-and-let-them-roll-over-me kiss of the editorial board of the Journal of
ass. The point is to choose your battles Organizational Behavior Management.
carefully and then treat them not as He has presented talks, workshops, and
battles but rather as opportunities for seminars in 12 countries – Canada,
pleasant social discourse. The point is Newfoundland, Germany, Sweden,
to carefully prepare what you’re going to Mexico, Panama, Columbia, Peru,
say and how you’re going to say it, and Brazil, Japan, Thailand, and Hong Kong.
mull it over for a day before engaging in He has published 11 books and 97
the battle. articles and has made 141
presentations at professional meetings
And the point for those of us in authority and 127 invited presentations in other
(TA’s, teachers, etc.) is to be so socially settings.
cool, on our side, that we don’t get up
tight and escalate confrontations, but He just completed the fourth edition of
rather we de-escalate them, helping the book Principles of Behavior (earlier
everyone to chill, and then getting back versions have been translated into
to the aggressor a day or so after that Portuguese, Spanish, and Japanese)
person has had a chance to cool down, and is now working on the book I’ll Stop
conducting a self-development Procrastinating When I Get Around To
interview, perhaps with further follow It.
through, in an effort to salvage a soul
who might otherwise lose many of life’s He specializes in the theoretical analysis
opportunities because of being socially of behavior, applied behavior analysis,
clueless. and behavioral systems analysis. He
does research on instructional
technology and performance
management in university-level
17
18. education, staff management, and self- You are responsible for making yourself
management. He teaches courses at aware of and understanding the policies
the undergraduate and graduate level and procedures in the Undergraduate
on the principles of behavior and applied and Graduate Catalogs that pertain to
behavior analysis, as well as a Academic Honesty. These policies
practicum on the use of behavior include cheating, fabrication, falsification
analysis to help autistic children. and forgery, multiple submission,
Philosophically, Dr. Malott is a radical plagiarism, complicity and computer
behaviorist – he consistently tries to misuse. [The policies can be found at
understand all psychological http://catalog.wmich.edu
phenomena in terms of the principles <http://www.wmich.edu/catalog> under
and concepts of behavior analysis. Academic Policies, Student Rights and
Practically, he is a thoroughgoing Responsibilities.] If there is reason to
behaviorist – he consistently tries to believe you have been involved in
apply the principles and concepts of academic dishonesty, you will be
behavior analysis to all aspects of his referred to the Office of Student
life, personal as well as professional. Conduct. You will be given the
His interests in performance opportunity to review the charge(s). If
management and self-management in you believe you are not responsible, you
particular have grown from his will have the opportunity for a hearing.
orientation as a thoroughgoing You should consult with your instructor if
behaviorist. An example of this work is you are uncertain about an issue of
the development of performance- academic honesty prior to the
management technology to help submission of an assignment or test.
graduate students accomplish the
difficult task of completing their master’s
theses and doctoral dissertations – a
serious problem around the world.
Malott’s theoretical work attempts to
explain the role of language and rule-
governed behavior in performance-
management contingencies where the
outcomes are too delayed to directly
reinforce or punish the behavior of
interest and yet the rules describing
those contingencies reliably control that
behavior. This work also attempts to
explain why some types of important
contingencies fail to reliably control
behavior.
Let the good times roll!
We look forward to working with you this
term, cause we’re all going to have a
great time.
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