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    Psy 6100 course procedures summer 2011 Psy 6100 course procedures summer 2011 Document Transcript

    • The Psychology 610 Course Booklet or How I Found Truth, Beauty, Justice, and Happiness at WMU Summer 2011Revised by Kelly Stone -1- 5/11/2011
    • Table of ContentsCourse Packet ...................................................................................................................................................................4The Big Picture ..................................................................................................................................................................4Professor ...........................................................................................................................................................................5Phones and Emails ........................................................................................................................................................... 5Work-study students .......................................................................................................................................................... 5Your Buddy ........................................................................................................................................................................5Seminar Schedule: ............................................................................................................................................................ 6Using the Overhead Projector ...........................................................................................................................................6 Malott, R. W. Principles of Behavior (Edition 6.0) ......................................................................................................7The Assignment Guide ...................................................................................................................................................... 7 Continuous Quality Improvement ..................................................................................................................................7 What does conscientious mean? ............................................................................................................................... 8Final Paper (All sections) ................................................................................................................................................10Optional Activity Points ....................................................................................................................................................10 What are Optional Activity Points (OAPs)? ..................................................................................................................10 What are OAPs good for? ............................................................................................................................................10 New OAP transfer policy - ...........................................................................................................................................11 How can you earn OAPs? ...........................................................................................................................................11 The Finer OAP Details .................................................................................................................................................11Lecture/Quiz Strategy/Philosophy ...................................................................................................................................11 The Traditional Approach ............................................................................................................................................11 The Behavioral Approach ............................................................................................................................................12 The Traditional Approach ............................................................................................................................................12 The Behavioral Systems-Analysis Approach ...............................................................................................................12General Study Strategies ................................................................................................................................................12Dropping the Course ....................................................................................................................................................... 14Super A (Advanced Principles of Behavior) ......................................................................Error! Bookmark not defined. Whats Super A? ............................................................................................................Error! Bookmark not defined. What does it take to earn Super A? ...............................................................................Error! Bookmark not defined.Return Your Homework and Lab Reports ....................................................................................................................... 14Cheating Means Sudden Death!! ....................................................................................................................................14 Cheating ......................................................................................................................................................................14 Plagiarizing ..................................................................................................................................................................14Further Details About Academic Integrity ........................................................................................................................ 15Missed Classes ............................................................................................................................................................... 15Snow Days ......................................................................................................................................................................15Special Get-Tough Policy On Absences ......................................................................................................................... 15Lateness ..........................................................................................................................................................................16Students ..........................................................................................................................................................................16Late Homework ............................................................................................................................................................... 16Letters of Recommendation ............................................................................................................................................16Mickey Mouse Rules ....................................................................................................................................................... 17Adding Insult To Injury .....................................................................................................................................................17How to be way cool ......................................................................................................................................................... 17 The Legend of Sheldon Stone ..................................................................................................................................17 The Legend of the Cool Coed ...................................................................................................................................17 On the Other Hand .....................................................................................................................................................18 The One Pointer ......................................................................................................................................................... 18 Bottom Line ................................................................................................................................................................ 18How To Avoid Being a Social Disaster ............................................................................................................................ 19 Interpersonal Style and Skills ......................................................................................................................................19 Technical Skills ............................................................................................................................................................ 20Revised by Kelly Stone -2- 5/11/2011
    • Vita for Richard W. Malott ...............................................................................................................................................21Let the Good Times Roll! .................................................................................................................................................21Objectives for the Final Fiesta Paper .............................................................................................................................. 24 A Few of the Types of Essays You Might Write, Along with Some Hints as to How You Might Write Them ...............24 Some Vague Guidelines ..............................................................................................................................................25 Social Validity .............................................................................................................................................................. 27Final Fiesta Paper Cover Sheet ......................................................................................................................................29Checklist and Self-evaluation Form .................................................................................................................................30Instructors Evaluation of Oral Presentation ...................................................................................................................31Sample Student Papers ..................................................................................................................................................32Revised by Kelly Stone -3- 5/11/2011
    • Course Packet The Big Picture All materials are included in the Course Packet (from the Copy Desk): Letter-Sized File Pocket containing all In the Fall P610 will generally cover one chapter from of the following course materials ----red folders for Principles of Behavior each day (2/week). For P610, P360, green for P610 and yellow for P100 Honors: Summer Behavioral Boot Camp only, you’ll generally  How I Learned to Relate to My Lab Rat (Used in the cover one to two chapters from POB each day. We lab portion of the course) know this seems like a fast pace, but we also know you  Psy 6100 Course Booklet can handle it.  Assignments During the Fall course, each Tuesday and Thursday  Procedures you’ll meet with your seminar section. The Behavioral  Study Objectives for Review Quizzes Boot Camp meets Monday through Friday for a  Final Fiesta Details seminar. The seminar meets so you can discuss the text material, go over the answers to your homework  Final Fiesta Examples assignments, and take the quiz. That’s right, you’ll  File Folder #1 (there are 4 total) have a quiz in every seminar. Don’t worry. As long as  How to Analyze Behavioral Contingencies you’ve read the chapter, conscientiously completed the (Daily paper-based homework assignments) homework, and participated in the seminar discussion,  CD containing the computer-based Work you’ll do fine. Shows:  Chapter 01: How to Use the Contingency Well, that’s not quite true. You’ll also have to use the Diagramming Checklist flashcards. For P610 Boot Camp, the quizzes require you to write out the definitions to all of the terms, so  Chapter 03: The Sick Social Cycle without the flashcards, you’d have some trouble. With  Chapter 04: The Sick Social Cycle the flashcards, you’ll do great. For 610 in the Fall,  Chapter 13: Stimulus Generalization you’ll only be required to write-out the most important Gradient definitions (see pages 22-23), and you’ll have to match  Chapter 13: Stimulus Equivalence the rest of the terms to their definitions.  Chapter 17: Discrete-trial, free-operant and hybrid procedures In general, we’ll follow these simple guidelines, but there are enough exceptions that we’ve provided a  Checklist for Diagramming Contingencies (the complete daily schedule. Please refer to the Pink Sheet) Assignment Guide section before each seminar to be  File Folder # 2 sure you’re on top of the goings on in the class. We’ll  Flashcard Fluency Follies require you to be paying attention, but there won’t be  File Folder #3 very many surprises. We generally warn you in  6 Special lecture evaluation forms advance when something unusual is going to happen.  1 Course evaluation form  3 Petition for Use of OAPs forms Don’t forget to have fun!  How to Achieve Your Goals form  Letter of Recommendation request form  File Folder #4  Supplemental POB sections.  Ch 26 A&B, Ch 30  Ch 6 edits  1 red ball-point pen -- for correcting your homework in class (you cant use any other pen in class, but you should do your homework outside of class with a black pen).  1 transparency marking pen  Who Knows What ElseRevised by Kelly Stone -4- 5/11/2011
    • PSY 360/100H Rat Lab GSIs Procedures Jessica Korneder E-mail: j_korneder@yahoo.com Summer 2011 Kendra Combs (P100H) Email: kendra.combs@wmich.eduProfessor Work-Study StudentsDr. Richard W. Malott Are you an official WMU work-study student?Office: Wood Hall, 2026 Looking for interesting work related to behaviorOffice Hours: by appointment analysis? The Behavior Analysis Training System (BATS) needs you to help with the behind-the-Phones and Emails scenes work developing and improving PSY100 Honors, PSY360, PSY396, PSY460, PSY510, and PSY597. Please contact Dr. Malott’s doctoralDr. Malott apprentice immediately.E-mail:DickMalott@DickMalott.Com Your Buddy(This is the best way to reach him and get a reply.) What happens if you miss class and dont get someThe best time and way to contact Dr. Malott is in vital oral or written material that was handed outthe morning, by phone. If he’s not there, leave a in class? No problem, you just call your reliablemessage on his voice mail; but don’t depend on buddy whose name and phone number youvehim (never trust anyone over 30); keep calling listed here and get the info. With your buddy,until you get him; that’s the wisest policy. being so reliable as to have picked up an extra copy of the handouts for you, especially becausePhone: 269-372-1268 you had notified your buddy (and your GSI) of(Call any time, Monday through Friday, from 8:00 your pending absence, you won’t miss a thing. Soa.m. to 6:00 p.m. Please dont call after 6:00 p.m.) get a student’s name and phone number.For an appointment with Dr Malott, please contactKelli Perry at kelli.l.perry@wmich.edu. Name: ____________________________P360/100H/610/Boot Camp SystemsManager Phone: ___________________________Kelly Stone E-mail: kelly.t.stone@wmich.edu BATS Lab Phone: 269-387-4491 E-mail: ___________________________Graduate Student Instructors (GSIs)Office Hours for Fall/Spring (2536 Wood Hall): Tuesday and Thursday 2:00-4:00pmOffice Hours for Summer (2536 Wood Hall): Monday-Friday 2:30-6:30pm (before & after class)Revised by Kelly Stone -5- 5/11/2011
    • Seminar Schedule: Rat LabPSY 610: T/Th 4:00-4:45. *Rat lab is optional for PSY 610 students, but is required for BATS students who did not take a rat labBoot Camp: M-F 3:00-6:00. in undergrad. You lose no points if your rat isnt working, as Behavior Analysis long as you hang in there with him and give it Spoken Here. your best shot (that means you cannot declare your ? Punish. rat satiated, put him in his home cage, and then study for your upcoming quiz; you’ll always lose Extinguish. Shape. Reinforce. participation points when you study for a quiz or do anything other than rat lab work, during the rat lab hour). However, participation is worth 10 points per day and you will lose all ten points ifAfter the first class, you will be assigned to a you don’t show up. You will also lose 2.5 points ifseminar room. Well post the new seminar- you are late, are not prepared for class, or don’troom assignments on the wall outside your clean up your area when you are done with rat lab.original seminar room. On the other hand, you can get optional activity points if you do extra lab experiments.Psy 360 (Fall, 2007) comments: "The dailyseminar really kept me on track.” “It was a When youve finished an experiment, turn in yourchallenging course with good topics to discuss.” lab report for that experiment at the start of the“There was a lot of information learned.” next lab class. You will lose 2.5 points for each“Seminar was really fun and definitely helped me school day (M-F) late.understand the material.” • Rat lab points break down: o 2.5 points off for late arrival o 2.5 points off for a late lab reportPsy 360 (Spring 2008) comments: "Small class o 2.5 points off for not having the questionssize was best feature.” “Having to study so much I at the end of the experiment answeredactually learned!” “Going over material in seminar o 2.5 point off for not cleaning up the labhelped me understand the concepts and principles stationbetter.” “Smaller classes are a big plus.” “I liked Rat Lab Policy.the interactive seminars.” Quick note: You may find that you love Rudolph. (many students do). But PLEASE don’t get tooUsing the Overhead Projector attached. Be forewarned. Rudolph belongs to theDuring the seminar each day, you will be university, not to you. You will have to say good-presenting your original examples (from the bye to him at the end of the semester. It is strictlyhomework) to the class on the overhead projector. against university policy to allow any of the rats toUsually, everyone presents good examples, but go home with students.here are some tips to present your good examples The rat lab was:well. 30 Number of Students 25  Read from the projector and not the screen so 20 that you can face the class at all times and not the 15 wall. 10  At the same time, do your best to not block the 5 view of the screen. 0 very valuable 2 3 4 not valuable  Dont talk to the GSI, talk to the class. Hard to believe isnt it!Revised by Kelly Stone -6- 5/11/2011
    • packet with replacement sections and chapters.Text We ask that you read the replacement material rather than those sections in the textbook. If you’dMalott, R. W. Principles of Behavior (Edition6.0) like to make comments on the revisions, you can earn OAPs (see page 21), and your thoughtful contributions will help to develop a better Com pared to other texts for courses at this level, the value of the present text is... textbook for future students. And thank you, in advance. 30 25 General Point System Number of students 20 F all 2 0 0 7  20 points each seminar class, for conscientious 15 S pring  2 0 0 8 participation in seminar discussion. I will expect you 10 to recite in each class, especially in answering 5 conceptual questions, thoughtfully. This means you will need to show considerable evidence of having 0 1 2 3 4 5 thought about the homework assignment. This also means that you should not be studying flashcards or writing on transparencies in class! This also means that you will have your original examples putPsy 360 (Fall 2007) comments: “Easy to read.” on transparency before you get to class. Your TA“Great application to life.” “The voice it was will do the Frazier Transparency Test: If you werentwritten in was great.” “Examples were good.” “It able to show your transparency to the class, your TAwas educational and entertaining at the same will take a brief look at it for participation points.time!” “Loved the humor!” “Written in a way that The requirement of participation in dailyis easy to understand.” “It was in depth and pulled discussions was:everyday life into text to make it easier tounderstand.” “Stories help make things clearer.” “ 20 Number of Students 15Psy 360 (Spring 2008) comments: “Deep details.” Psy. 100“Lots of examples.” “Humorous examples.” “Easy 10 Psy. 665read.” “It was funny and not exactly your usual 5run of the mill textbook.” “The short storieshelped me better understand how the concepts and 0 1 (good) 2 3 4 5 (bad)principles are applied to everyday situations.” “I Data from 1990love the stores! It was put in terms I couldunderstand. It was easy to follow and I hardly evergot lost.” “Best Psych book I have ever read.” “It  10 points each rat lab for conscientiouslywas funny.” “I thought it was an interesting and working with your rat. You can earn a maximum ofentertaining book. I enjoyed reading the chapters.” 50 points for each of 6 lab experiments, no matter how many lab sessions you need to complete the experiment, but you must turn in a satisfactory labThe Assignment Guide report in the lab class after you complete each of the 6 experiments, in order to get full credit (otherwiseContinuous Quality Improvement minus 5 points for each day late). So if you workAs you can probably decipher, we are currently conscientiously on an experiment and turn in yourrevising the textbook for this course. We value report the day after youve finished that experiment,your opinion as to our effectiveness and success in you will get your full 50 points, whether it took you 3 days or 13 days to do that experiment.making the material covered as understandable aspossible. You will find a folder in your courseRevised by Kelly Stone -7- 5/11/2011
    • What does conscientious mean? The high frequency of the regular quizzes  In the seminar: You must listen carefully to the (one per chapter) w as presentations of the other students and be prepared to comment, so as to earn all 20 participation points. 20 Number of students So studying for a quiz, finishing your homework, 15 reading and writing letters, sleeping, and the like F all 2007 means, when you see your scores for that week, 10 S pring 2008 youll find less than 20 points for the seminar class. 5 On the other hand, feel free to improve your 0 homework, as we clarify tough concepts throughout 1 2 3 4 5 the seminar session.  In Rat Lab: Studying for your quiz rather than working with your rat would be a good way to lose the opportunity to get all your participation points. Psy 360 (Fall 2007) comments “It made you However, if you work conscientiously in the rat lab, responsible.” “The daily quizzes and homework you can earn full credit, even if your rat doesnt really kept me on track.” “You’re never allowed to finish all 7 experiments. So one more criterion for slack.” “Daily quizzes forced me to read the conscientious work is that you get the rat to make chapter!” “The amount of work requires you to clear, reliable lever presses (i.e., push that lever all study and understand what you’re learning. I feel the way down, not just effete brushes of the lever its fairly easy to get an A or BA.” with the whiskers).  As youll learn this semester, wed diagram Psy 360 (Spring 2008) comments: “Best feature of these contingencies like this: class was being accountable for daily quizzes.” Before Behavior After “Having to study so much I actually learned.” “The quiz set up was good.” “I like the way the Will lose Active Wont lose course is layed out.” “The daily quizzes andchance for 20 participation chance for 20 homework assignments really ties all of the participation in class. participation concepts together well.” “The frequency of points. points. quizzes and quizzes on material the same day as the discussion kept me working hard.” But now back to happier issues:  20 points for written answers to conceptual Grades for 610 Now you know how you can earn 1,000’s of points questions from How to Analyze Behavioral (learned reinforcers?) in this course. So the next Contingencies. question is, how do those points convert into a final  20 points for answers to the quiz on each grade (backup reinforcer?). The answer is, complex. chapter and each review quiz. (If there are 10 Here’s why its so complex: We have three goals for questions on a quiz, thats 2 points per question. If this course: we want you to there are 20 questions, that would be 1 point per question.)  learn as much as you can,  earn as good a grade as you can, and  have as much fun as you can. But to hit all three goals we need a complex set of contingencies. Look at the following grade scale, and youll see just how complex. Revised by Kelly Stone -8- 5/11/2011
    • you’ll have learned enough about behavior P610 Grade Lowest % of Points in ANY of the analysis that you can hold your head high. All you Matrix Remaining Areas have to do is get at least 92% on the quizzes and Min. % of 92 87 82 77 72 67 62 <62 92% in each of the remaining areas (the easy Quiz areas). Few students have trouble doing the hard Points work it takes to earn at least a BA. 96 A BA B CB C DC D E 92 BA B CB C DC D E In the past, very few students have goofed off so 87 B CB C DC D E much that they might get as low as 77% on the quizzes; but they could pull their grade up to a B 82 CB C DC D E or even a BA with the fat cushion from all the easy 77 C DC D E areas. With the complex grade contingencies 72 DC D E described in this table, that is no longer possible. 67 D E The highest a student can get with 77% on the <67 E quizzes is a C. Furthermore, such a student cant goof off even further and let the percentages fall below 92% in the easy areas; or the course gradeWhats going on here? Well, before you completely will fall even below a C. The goal of this mostflip out, let me reassure you that the majority of the recent set of contingencies is to encourage thestudents get an A, and most of the rest get a BA. 77% quizzer to stop goofing off, work just a littleAlmost everyone works hard, learns a lot, gets a good harder and join the ranks of at least the 87%grade, and has fun. We keep adjusting the gradingcontingencies to turn “almost everyone gets a good quizzers. But most of you will not be concernedgrade” into “everyone gets a good grade by learning a with the issues described in this paragraph;lot.” because most of you will fall in the shaded area in the preceding table. We hope all of you will beWonderful, but how do you get that magic A? To do there.that you have to crack the 92% mark in seminarparticipation and conceptual homework, and the 96% I know this seems like a strange way to evaluate amark in quizzes. students mastery and assign a letter grade. Why not just add up all the points and assign a letter grade based on the total number of points, noStrange Grading Philosophy matter which components of the class they comeIn the past, almost all students have worked hard from? Again, thats the way we used to do it. Butand gotten nearly 100% of their points for lab, then some students would get an A based on theirseminar participation, and homework. And with a work in everything but quizzes and they wouldntfat cushion, from those easy areas, some students have really learned the most important part of thetended to slide a bit in the quiz area--before we set course, the concepts tested on the quizzes.up this complex contingency, that is. But you needto be really sharp in all areas, if youre going to be My friend, Dr. Stephen Graf, puts it this way:a professional behavior analyst. That’s why you Suppose youre training surgeons. And to performneed to get at least 96% on the quizzes and a successful surgery, the student/surgeon must92% in each of the other areas to earn the A. scrub down, put on the gloves, make a proper incision, properly remove the correct organ, avoidNow you may say, I dont plan to be a professional flipping cigarette ashes into the open wound,behavior analyst, I dont need an A, and I dont remove all surgical tools from inside the patient,have the time it would take to master the concepts sew up the incision, etc. Now suppose thewell enough to get 96% on the quizzes. That’s student/surgeon did everything correctly exceptfine. You’re almost guaranteed to earn a BA, taking out the correct organ. So the student mightwhich is well above the campus average; and say, I did 19 out of the 20 steps correctly; thatsRevised by Kelly Stone -9- 5/11/2011
    • 95%. I want my A. The fact that I took out theheart instead of the hemorrhoids and the patient Optional Activity Pointsdied shouldnt overshadow my 95% average. *Note: OAPs are not available for BATS studentsWe take behavior analysis very seriously and dont What are Optional Activity Pointswant to graduate any student who doesnt know his (OAPs)?or her ass from his or her heart. So for us to certify You can use 80 points for optional alternateyou as an A student, youve got to hit at least 96% activities of academic value, usually scheduledin quizzes and 92% in participation and outside the regular classes. To encourage you tohomework. participate, you will receive points for participating in those activities and providing appropriate proof of accomplishment. Final Course Grades for Psy. 360 All these activities are optional, however; so if A you don’t participate, either because of schedule conflicts or lack of interest, that’s OK. You can still earn 100% of the required points and earn E D your A. The optional activities are just to give you CB a little extra flexibility, if you can work them into B BA your schedule and if you want to. Summer, 1993 What are OAPs good for? Those points can count toward your course grade, but you cannot use them to make up for missedFinal Paper points (for example, you cannot use optionalWe try to make this course as pleasant as possible activity points to eliminate your lowest quiz(as reinforcing and non aversive as possible). One scores; there is no way to eliminate your lowestway we try to do this is by providing alternatives quiz score); instead you can use these points toto the most aversive feature of most courses -- the exempt yourself from agreed upon assignments. Infinal exam. You will have already shown other words, you cannot use them to compensateconsiderable mastery and cumulative mastery of for a mediocre performance, but you can use themthe concepts and principles of behavior analysis for some flexibility.by exam week; so for a final exam, you will writea final paper, based on that mastery of the course Along the same line, you cant come to class,you will have previously shown. To get credit for scope out the quiz, and then decide to use yourthe paper, you will need to present it at the Final optional activity points (OAPs) for that quiz; theFiesta. (In a later section there are examples of OAPs are to help you with necessary absences,outstanding student papers, as well as guidelines etc., not to help you avoid the hard assignments.and suggestions.) Although, it would be OK for you to come to class on a day when you just didn’t have enough time to prepare for the quiz and then leave before the quiz is handed out. Keep in mind, though, you can only do this once. In this spirit, you can use OAPs for only one days worth of quizzes, even if you were absent for more than one day.Revised by Kelly Stone - 10 - 5/11/2011
    • Though you don’t have to, we recommend that  Special reading and conceptual homework foryou use your OAPs to replace a missed quiz those who cant participate in these activities,immediately; this way you ( and your TA) will because of schedule conflicts.have a more accurate picture of what a greatstudent you are; if your total quiz points are down The Finer OAP Detailsthe 20 points you havent replaced, your average You can use a total of 80 OAPs during the semester.quiz score will make you look like a bum, when The number of OAPs required for replacement isyou really arent -- not good. determined by the number of points that each quiz, homework, or participation is worth. A missed chapterNew OAP transfer policy - quiz is worth ~20 points, therefore requires 20 OAPs to be replaced. The same goes for class participation andSo what happens if, at the end of the semester, you homework. Rat participation requires 10 OAPs forhave some unused OAPs? You will be able to replacement. You can make up more than 1 quiz, iftransfer any unused OAPs from Dr. Malott’s Psy they occur on the same day. Note: Homework can be360 to Dr. Malott’s Psy 460. How? Your TA will turned in early for full points or late at a loss of 5give you a signed sheet with the number of OAP’s points per business day. You can use OAPs foryou had left at the end of this course. Simply activities on different days, with the exception ofpresent this sheet to your new Psy 460 TA next quizzes. You can only use OAPs for one day’ssemester, and you can use the OAPs in Psy 460. worth of each category. Although the days can be different for each eategory.(Of course there will be some additionalverification tasks completed by your new and oldTAs.) Lecture/Quiz Strategy/PhilosophyKeep in mind though, that these OAPs are onlyused in Dr. Malott’s classes. Don’t even try to get The Traditional Approachother professors to honor the OAP system. Whenever we use traditional, you can bet we mean, old-fashioned, out-of-date, and ineffective.How can you earn OAPs? So heres the traditional approach to education.Alternate activities will include: O.K. students, read Chapter 11 so you can understand my lecture on it. Then in the next class  Answer Advanced Study Objectives and I will give that lecture and clear up any Advanced Enrichment Section questions on the POB misunderstandings. The class after that well have web site. a quiz over Chapter 11. So what happens? Twenty  Extra rat labs percent of the students read Chapter 11. Eighty  Going to BAAM (Winter term only) percent dont. Full of naive expectations, the  Going to ABA (Spring term only) professor gives the lecture and becomes  Participating in research projects disillusioned with todays generation of students  Finding errors in any of the course materials who dont have the intellectual integrity to read the (normally one OAP per error, including typos; if you chapter in advance. The professor fails to find errors in homework material, flashcards or the understand it was always that way, even in the text book, bring them to your seminar leader at the good old days. Furthermore, the students arent end of the seminar that day, no later) able to get nearly as much out of the lecture and  Come up with really good, interesting discussion of Chapter 11 as they would have, had questions that weren’t answered in the course they read it in advance. And not understanding all materials. Give them to your TA for OAPs. If you the lecture, they also dont do as well on the seek out the answer on your own (by discussing it subsequent quiz, even though they do read with a graduate student or faculty member, or Chapter 11 between the lecture and the quiz additional reading), we’ll give you even more OAPs. (usually a few hours before the quiz, just like the professor prepares the lecture only a few hoursRevised by Kelly Stone - 11 - 5/11/2011
    • before the class -- were all cut from that same  Next we make a preliminary decision as toprocrastinating cloth). whether the poor performance resulted from an ambiguous quiz question. If, yes, we revise theThe Behavioral Approach question for next semester.Our Psy courses are just about the only courses on  Or we make the preliminary decision that the poor performance resulted from unclear textcampus where the students have read Chapter 11 material. If yes, we revise or supplement the text forbefore the lecture/discussion. How do we next semester. In addition, we attempt to clarify theaccomplish that miracle of performance problem in the next lecture / discussion section.management? We give the quiz in the same class  Then we recycle through this circle of problemas the lecture. The result? The students study analysis, systems redesign, implementation, andseriously for the quiz. They do well on the quiz. evaluation until weve gotten it as good as we can.And they are ready for a discussion of any of the This is a systems approach because we dontespecially complex issues in Chapter 11. blame the victim; instead, we blame the system and try to fix it so it will do a better job the nextThe Traditional Approach time. And in keeping with not blaming the victim;But what about those tough quiz questions the we try to ensure the student is not penalized by ourmajority of the students are bombing? The less than perfect system.traditional approach is the equivalent of victimblaming -- to say the victim of the problem is thecause of the problem is, for example, to say, if the General Study Strategiesstudents do poorly on a quiz question, its their Based on my own experience, and what studentsown fault. The traditional professors say this, even tell me, heres what I recommend:though the student/victims are paying those  Most students report spending at least a halfprofessors to teach them and even though the hour per chapter with the flash cards -- depending onstudents often are not getting their moneys worth. the number and complexity of definitions they need to memorize, it can range from just a few minutes toThe Behavioral Systems-Analysis as much as a couple hours. Again, I think it willApproach probably go faster, if you have a general understanding of the chapter before you start  First we make sure the students memorizing. (Of course, you could mix the two conscientiously read Chapter 11 and then review it. study modes, just for variety. Let me know what you We do this by having frequent quizzes over small do and how it works.) In any event, heres what amounts of material and by counting the quiz in a amazes me: heavy and straightforward way toward the final grade.  We first introduced the flashcards in the summer of 1992, and its the single most powerful thing weve  Then we carefully analyze the students done to help the students improve their study grades. performance on each quiz question, concentrating on Most of the students are now knocking the top off the the items many students miss. When were sure the definition part of the quizzes. That wasnt so BF -- students have given it their best shot, we toss out the before flashcards. offending question for that semester. We dont blame  Our data are less solid on this one, but it seems to us the victim. And we dont use our quizzes as IQ tests; the students are much better able to use the concepts if the students have paid their tuition money and and principles in applied and theoretical discussions gotten admitted into our program, and if they are and do much better on their homework now that we doing the work, then its our responsibility to make have the flashcards. sure we professors provide an adequate set of  Finally, what amazes me most is that the students instructional materials and performance- really appreciate the flashcards. Most dont mind the management contingencies to guarantee the success memorization and they can see it really gives them an of all our students. Thats what the students pay us edge. for. How to use the flashcards -Revised by Kelly Stone - 12 - 5/11/2011
    • After questioning many students, both beside the unclear areas and then make sure you ask undergraduate and graduate, we have come up with your questions. During the first part of each seminar, a flashcard studying strategy that will increase your we always ask if you have questions. (Incidentally, fluency in the least amount of time necessary to do getting answers to those questions is not as crucial to so. Here it is. doing well on any given quiz as it might at first 1. Begin studying your flashcards after you have read seem. But the answers help with the homework and through the chapter your total mastery of the course concepts.) But thats 2. Begin with the pile of flashcards all cut out. the easy part. 3. Go through the pile one time. Read the front and back of each card.  Before the quiz, answer all study objectives. 4. Set the pile on your left. Danger: To get an A in this course, you must be able 5. Pick up the first card. to answer ALL the questions at the end of the 6. Look at the term subsections within each chapter. 7. Try to say the definition without reading it on the back. And this is why many students end with a BA 8. If you say it perfectly, put the card on your right. If not, instead of an A. They dont memorize all the tables, put it in a new pile on the left. diagrams, contingency diagrams, experimental and 9. Then do the same with the next card and so on. intervention procedures, etc. that are indicated in 10. When you finish the first pile, pick up the second pile on those study questions. Part of the problem is that we the left and go through it the same way. dont always ask about items on the quizzes, because 11. Eventually all of the cards will be on your right. we dont have time or room. So you may get a little 12. When this happens, pick them up, shuffle them and go too casual in memorizing those answers. But through them again the same way. Don’t worry if some of the gradually you lose more and more points, until you cards end up on your left side again, just repeat the whole process until all the cards end up on the right two times lose your A. Please dont do that. Please make this through the pile. final small amount of additional effort to secure the A youve so clearly earned with the large amount of  Before the seminar & quiz, reread the chapter. initial effort youve invested in each assignment. But this time carefully, reread anything thats not Those quiz questions require no creativity. You clear until youve figured it out or your brain is fried. should be able to answer all of them, straight from If you get in too much trouble, call your buddy you the book. (We require heavy creativity in another will be assigned in the second or third class. As a part of the course, but not the quizzes. We think its student, I found I could breeze through the second usually unreasonable to ask students to be creative time, much faster than the first, though I was being and original under the pressure of quizzes and more careful the second time around. (Again, I think exams.) less than an hour.) But that was the easy part, now  Finally we end the study sequence with the following this next recommendation is how the A acid test, the goal of the course-- this is where you students separate themselves from the others: really learn  At the end of each section, within a chapter,  Before the quiz, review the flash cards. youll usually find a list of study questions; you can After reading the chapter twice and studying ignore them on your first time through. However, it intensely, you should have an excellent make sure you can answer them all during this grasp of the chapter. But you still need to put second reading, because there will be no questions a little polish on those flashcards. on the quiz that arent among the study questions. The flashcards w ere  Heres what I think is a main differences between outstanding students and other students: 40 Number of students 35 When you ask students if they have any questions on 30 the chapter or if theres anything they dont 25 F all 2007 understand, outstanding students have a whole 20 S pring 2008 shopping list of questions. The average student has 15 10 few, and the poor student has absolutely no 5 questions. Therefore one step toward becoming an 0 outstanding student is to critically monitor your 1 2 3 4 5 understanding so you can put big question marksRevised by Kelly Stone - 13 - 5/11/2011
    •  Before the seminar, do the homework. evaluate the effectiveness of the book and the Most of your homework is in the How to course. It will also give us ideas about materials to Analyze Behavioral Contingencies folder and add. In addition, this way your answers won’t fall a few are on the CD handed out in the first into the hands of future students, in spite of your seminar. Youll look at and generate a variety best security efforts. OK? of behavioral contingencies and related concepts. This is where all that rote work pays Cheating Means Sudden Death!! off in heavy-duty creativity. This is where If we catch you cheating or plagiarizing in this you may do more original thinking than course, you will receive an E for the course, no youve done in the rest of your college career. matter how small or trivial was the cheating or Students say they spend 1 to 2 hours on each plagiarizing. of these homework assignments. Again, be sure you put a big question mark beside any examples youre not sure of. Then you can ask Cheating about them in class. (Incidentally, we think This includes, but is not limited to, copying from its fine if you review your homework with your neighbor, your notes, or whatever, during a your classmates, as long as its after youve test or quiz. This also involves talking during a completed your homework. And we think its test or quiz. Cheating also means copying fine for you to correct your homework, when someone else’s homework and turning it in as a classmate points out an error and you your own. Please take note of the homework understand that error, even if your classmate variety of cheating. No, we don’t mind if you had to help you understand it. But it can be complete your homework and call a friend to see fatal, if you use the same examples or almost if your original example is right. But your friend’s the same examples as your classmate.) original example better not look like yours the next day in class. Keep in mind, that the TAs meet How m any hours out of class did you spend before every class - they talk about their student’s preparing for sem inar? homework and quizzes. So, just because your friend is in a different section, doesn’t mean that Number of students 16 14 12 cheating wouldn’t be discovered.) 10 F all 2007 8 6 S pring 2008 Additionally, if you are knowingly involved in 4 2 providing the occasion for someone else to do any 0 of these forms of cheating, then you too are 0 to 1 1 to 2 2 to 3 3 to 4 4 to 5  5 to 6  cheating and will also get the ax! Here’s another form of cheating that we don’t want to catch you doing: Dont try the sleazy red-pen cap on blackDropping the Course pen trick when youre supposed to be editing yourIf you have financial aid and dropping this or homework in class with a red pen. We’ll notice,other courses will put you below 12 credit hours and it’s cheating.during the fall or winter, then you should take timeto talk with a financial aid advisor in the Faunce Plagiarizingstudent center. Each student is evaluated on a This means turning in written work that includescase-by-case basis. material taken from someone else, without using quote marks or otherwise giving proper credit toReturn Your Homework the true author. In other words, your presentationTo retain full credit for your homework, please of someone else’s material in a way that theturn in all of them by the last class of the term. material might be mistaken as your own.This way we can look at it in more detail, as weRevised by Kelly Stone - 14 - 5/11/2011
    • the regular, scheduled assignments listed in theFurther Details About Academic Delightful Details Calendar.IntegrityYou are responsible for making yourself aware of Special Get-Tough Policy Onand understanding the policies and procedures in Absencesthe Undergraduate and Graduate Catalog that Most students have no problem with the precedingpertain to Academic Integrity. These policies absence policies. Instead, it helps them get theirinclude cheating, fabrication, falsification and act together, so they’ll do well in the class andforgery, multiple submission, plagiarism, earn an A. But there are always a half a handful ofcomplicity and computer misuse. If there is reason students who need even tighter contingencies thanto believe you have been involved in academic that, to get their act together. These are studentsdishonesty, you will be referred to the Office of whose behavior is not under the adequate controlStudent Conduct. You will be given the of rules describing small but cumulativelyopportunity to review the charge(s). If you believe significant outcomes (we’ll discuss this in class).you are not responsible, you will have the In essence, they say to themselves, “Just one moreopportunity for a hearing. You should consult with absence won’t matter. And theyre right, until theyme if you are uncertain about an issue of academic finally accumulate so many that they drift from anhonesty prior to the submission of an assignment A to a BA to a B and on and on. They need rulesor test. that specify contingencies where one more absence will matter. They will have less troubleMissed Classes following such rules and thus will get a muchIf you miss a class, you don’t get points for better grade in the course. So here’s our specialparticipation and you lose the opportunity to take get-tough policy:that quiz. It doesn’t work out for us to try todistinguish between excused and unexcused Every time you exceed three absences, you lowerabsences. So once the opportunity has passed, your final grade one half a letter grade!it’s gone. This means you should keep your pointaverage comfortably above the 96% level for Here’s the way it works. (In this example, wequizzes and the 92% level in all other categories; assume you would get an A, if you had noso you can blow off a class or two, if need be, absences. But, of course, if you had severalwithout losing your A (assuming that’s what absences, you probably would already have lostyou’re shooting for). If you do miss a class, you too many points to get an A; so our penalty of acan turn your homework in the next day, but you half a letter grade or so, would be beyond thelose 5 points each weekday you’re late. You’re lowering due to the point loss.responsible for having a reliable buddy who willtake notes and pass them on to you, so you can Absences Gradefind out the details of the next assignments. 0 to 3 A 4 to 6 BA 7 to 9 BSnow Days etc. etc.If the university is closed, we’ll stay on schedule.For the next class date when the University opens, This policy helps most students avoid the hopelessyou will have the missed quizzes and turn in the hassle of coming around at the end of thehomework during that next seminar. You’ll also semester, desperately, but vainly, pleading forkeep pace with the Delightful Details calendar of some way to raise their final grade. Now they’llassigments without postponing the scheduled have that A in the bag, when the end of theassignments. So for the seminar following a snow semester rolls around. But even with this policy, aday, you will have the snow-day assignments and small number of students managed to get less thanRevised by Kelly Stone - 15 - 5/11/2011
    • a BA. Always, this was because of absences or (By the way, if you’re doing other homework,failing to turn in homework. writing letters, etc. in class, you won’t get full participation points either.)Sometimes students have a time conflict, so thatthey want to come to class, take the quiz Late Homework(depending on when it’s given), turn in their You lose 5 points per business day (business dayshomework, and leave. That’s O.K.. They don’t are normally those days, Monday through Friday,receive many or possibly any participation points, when classes are scheduled and the universitybut this does not count as an absence that would offices are open). Ouch! You can slide yourcontribute to the penalty contingency. homework under the BATS office door (WoodOn the other hand, if you register late and can Hall 2536). Late means any time after theprove it, the missed classes wont count toward beginning of the class when it’s due. Don’t try toyour get-tough absences, but you must make up finish your homework during class; we’ll countthe missed quizzes and homework immediately that as cheating. If you know you’re going to haveand substitute some of your OAPs for the missed to miss class, you can turn in your homework inparticipation. advance.Absence does not always make the heart grow Clarification: You will see this reminderfonder. The absence policy is designed to give throughout this booklet: To retain full credit forstudents a little slack for when they get into your homework and lab reports, please turn in all of them at the final fiesta. That doesnt meantrouble, mainly when theyre ill. (Reminder: Thisget-tough policy has been successful in preventing youve got until the Final Fiesta to complete your homework and lab reports. If you waited untilmost students from accidentally drifting into a lowgrade because of the small, cumulative effects of then, youd probably not get any credit! What that means is that you need to turn in all your"just one more absence.") homework and lab reports, completed or not, atThis get-tough policy applies no matter how the Final Fiesta, to retain the credit youvemany OAPs you have. You cant buy your way received for work you have completed.out of an absence with OAPS, as far as the get-tough policy is concerned, although you could Letters of Recommendationget your attendance points with it. Many students ask me to write letters of recommendation to help them get into graduateLateness school or to get jobs. Im happy to do that. I base my letter on your record in my courses, with a big emphasis on your quiz scores and your rank inStudents class on those quiz scores. I also report on yourIf you are late for class or leave class early, you performance on end-of-the-semester evaluations,will lose points for participation. For every 15 homework, turning homework in on time,minutes you’re late, you lose 5 additional attendance, active participation in seminars, Final-participation points. Fiesta project and presentation, writing andMinutes late Maximum participation points speaking skills, social skills, and, if you were a1’ to 15’ 15/20 Psy 360 Honors Student, I mention that. When16’ to 30’ 10/20 possible, I consult your course teaching31’ to 45’ 5/20 apprentice, as well. Other things, too, of course.46’ or more 0/20 Incidentally, it never hurts for you to remind me of any special accomplishments youve achieved, when asking for a letter.Revised by Kelly Stone - 16 - 5/11/2011
    • My goal is to help all of you acquire the repertoire challenging, respectful, sympathetic way that Ithat will allow me to write a strong letter for you caved in immediately, rather than getting myand that will help you excel in graduate school or hackles up and drawing a line in the sand. Noton the job. only that, over the next few years, he rose through our hierarchy to be one of my undergrad teaching assistants ($), to be one of my MA students, to beMickey Mouse Rules one of my grad teaching assistants (more $), to beSorry for all the preceding nonsense. But we’ve a professional organizational behavior-found that if we get all these ugly little details management consultant (much more $), and to bestraight, up front, then you’ll have an almost manager of the world’s largest retail store (mucho,hassle-free term. mucho mas $), in Hawaii, of all paradisiacal places.Adding Insult To InjurySo that you’ll learn the most, get the best grade, Of course, that Sheldon started out as a 60-hour-and have the most fun, and the least hassles in this per-week undergrad didn’t hurt. (Yeah, I know,course, it’s important that you understand and slackers say, 60 hours a week! Ugh, a book head!remember these Mickey Mouse rules. This means Who wants to be a book head!? What the slackersyou should study them between now and the next don’t know is that it’s the 60-hour-per-week bookclass and be prepared for a brief written quiz over heads who win the game. And there are a lot morethem. of those students leading highly successful undergrad careers than the slackers can evenHow to be way cool imagine.)The Legend of Sheldon StoneOne of the coolest cats (woops, excuse me), the The Legend of the Cool Coedcoolest dudes I ever knew was Sheldon Stone. Third week of the semester. I’m briskly walking down Dunbar hallway. A young woman comes upYears ago, I used to be real important; I used to to me and asks, “Alright, if I walk with you toteach our 1000-student introductory psychology discuss something?” “Sure.” (Note how respectful:course. And Sheldon was an undergrad teaching She asks permission to walk/talk, and she’s not soapprentice; the only thing lower in our course presumptuous as to try to stop me from going tohierarchy was to be a tuition-paying student (the what ever very important-person meeting I’mones who pay our salary). Well, Sheldon was headed for [actually I was headed to the John].)unhappy about some teaching-apprentice policy Ihad; so he took a group of the undergrads with She says, “I find your Psy. 360 course really hard,him to the WMU ombudsman (an even more and I don’t think behaviorism is for me. Are allimportant person than I was, the person who the courses in this department behavioral? And aresettles squabbles between students and teachers). there other colleges where the psych. departments aren’t behavioral?”Now the ombudsman’s an option the wise studentsaves for only the most extreme emergency, Well, she’s broken my heart. Not only is shebecause no professor likes being called before the rejecting my course but also she’s rejectingombudsman; and the wise student knows better behaviorism, my treasure, my most cherishedthan to risk angering the professor; and there’s no world view, my faith. Like I really believe in myway the professor isn’t going to be very angry slogan, “Save the world with behavior analysis,”with such a public challenge to authority. even though I know it’s a bullshit fantasy.But here’s how cool Sheldon was. He stated his But here’s the point: In rejecting me and all I standcase to me and the ombudsman in such a non- for, she’s so cool, so non-emotional, so non-emotional, non-hysterical, non-threatening, non- hysterical, so non-threatening, so non-challenging,Revised by Kelly Stone - 17 - 5/11/2011
    • so polite, so respectful that I’m so impressed with bad sides of this compulsive neurosis is thather I want to share this incident with you, that I’m they’re constantly so up tight about point losses,so impressed with her that I hope she gets the faith that they have a hard time asking for a re-grade inby the end of the semester and joins us in our the manner of Sheldon Stone and the Cool Coed,struggle to save the world with behavior analysis, in a non-emotional, non-hysterical, non-because it’s only with the help of cool people like threatening, non-challenging, respectful,her that we’ll have a chance of even getting the sympathetic way, in a way that will make us wantworld to know we exist. to interact with them more often, rather than less often. In emotionally going for that single, lostOn the Other Hand quiz point, they lose 10 life points, even if they doA few years ago, we had a guy in Psy. 360 who get the quiz point.was into so much eye-rolling, heavy-sighing,snotty-out-of-the-corner-of-his-mouth-remarks by Bottom Lineway of displaying his displeasure with our course The point is not to be a yes-person, lie-down-and-that the TA pulled him aside for a private self- let-them-roll-over-me kiss ass. The point is todevelopment interview, where she explained that choose your battles carefully and then treat themhis behavior was very disruptive for the class and not as battles but rather as opportunities formade it hard for her to do a good job teaching. He pleasant social discourse. The point is to carefullysaid he understood and would try to do better, but prepare what you’re going to say and how you’rehe felt like the TAs were a bunch of rats with going to say it, and mull it over for a day beforeMalott leading them along by a string. engaging in the battle.Now the poor TA’s feelings were really hurt. And the point for those of us in authority (TA’s,She’d never been so insulted. But here’s the point: teachers, etc.) is to be so socially cool, on our side,She was sure the guy had no idea how aversive that we don’t get up tight and escalateand inappropriate his comment was. He had no confrontations, but rather we de-escalate them,idea that his social insensitivity and his inability to helping everyone to chill, and then getting back tostay away from those petty aggression reinforcers the aggressor a day or so after that person has hadwould so trash his life and career as to cost him at a chance to cool down, conducting a self-least $20K a year in salary, ‘cause no one wants to development interview, perhaps with furtherbe around someone who’s that aversive (inter- follow through, in an effort to salvage a soul whoobserver reliability: in earlier courses his fellow might otherwise lose many of life’s opportunitiesstudents found his remarks so aversive that they because of being socially clueless.were constantly asking him to shut up). Concerning "compulsive neuroses," I do observeIsn’t that sad, regardless of the guy’s technical that highly productive and successful people areskills, his social skills are so poor that he really is irrationally fearful that they are going to fail indoomed; no one will want him spreading karmic every endeavour they undertake, such as a coursepollution in their environment. they might be taking or an exam they might be taking. And to somewhat reduce their fear or anxiety, they work their tails off, for example,The One Pointer starting to prepare for the exam as soon as theMore common is the high-achieving student who instructor announces it. As a result they get the topis such a high achiever because she gets score in the class, though, ironically that does littlecompletely bent out of shape every time she loses to reduce their fear the next time a text isa point on a quiz. The good side of this announced. Whereas, the cool, "mentally healthy"compulsive neurosis is that the fear of losing a people, dont start studying until right before thesingle point in the game of life is what motivates exam, because they have a wonderfully positivehigh achievers to achieve so highly. One of the self-image; but as a result they wait a little too lateRevised by Kelly Stone - 18 - 5/11/2011
    • to really get enough studying done and do well to general list of skills for succeeding in almost anypass the exam, let alone ace it. organization, with comments about how they apply in this course.How To Avoid Being a Social Interpersonal Style and SkillsDisaster 1. Give corrective feedback in appropriateWhen I used to do organizational-behavior- situations (not in the presence of others). Ifmanagement workshops for managers in business you’re unhappy about some feature of theand industry, one of my most popular modules course, discuss it with your TA or instructordealt with social skills. When introducing this privately before or after class. Nevermodule, I’d say, “Fifty percent of a person’s embarrass your TA or instructor by pointingsuccess in an organization has to do with social out in front of the class some really stupidskills and other skills that have little to do with the thing they did or some really dumb or unjustperson’s job description.” If those managers ever feature of the course. Your TA or instructordisagreed, it was to say, “No, 50% is an will just get up tight and defensive, dig in theunderestimate.” heels, be even dumber or more unjust -- likeNow here’s something that’s even weirder than anyone else would. We’re just dealing withthis extreme importance of social skills: no one people here, and people are easily embarrassedever tells you how important those social skills are and upset.or what they are, let alone, how well you are doing 2. Provide corrective feedback in a non-punitivein that crucial area. style (i.e. specify appropriate desired behavior, don’t be critical of person). Never say howSo you’re playing a game; no one tells you the stupid the teacher was to assign a quiz onrules; no one tells you the score; and you don’t Thanksgiving Day. Just ask if they realizedeven know you’re playing. All you know is that the fourth Thursday of November was T-eventually you get a raise, get promoted, or don’t day. Then tactfully point out the implicationsget fired. If you lose, if you don’t get the raise or of that, if need be, but, in private, of course.the promotion or if you do get fired, no one will 3. Respond in a socially appropriate manner totell you the real reasons about where you screwed positive or negative feedback (i.e. says thankup -- too much hassle. So many people go through you, without disagreement). If the TA orlife clueless about what determines their instructor marks something off on a quiz orprofessional success. homework, say thank you and then think about how you can use that feedback to do betterThis course is much the same sort of organization next time. Better to lose a point on a quiz, evenas a business is. But in this course, we’ll make a if you know you’re right and the rest of thesmall attempt to correct the clueless problem. word is wrong, than to lose a friend, especiallyWe’re going to tell you some of the subtle things if that friend is your TA or teacher. Win thethat will help you be a good member of this war, not the battle.organization, how to succeed in this organization, 4. React in a rational, as opposed to an emotionalhow to get this organization to give you strong manner, when faced with problems. Controlletters of recommendation for practica, emotions effectively ( e.g. do not cry or yell)assistantships, grad school, and jobs; and also how in frustrating situations (i.e.. under extinctionto contribute to this organization, in a positive or aversive conditions), in professional,manner. school, and peer settings. Never, ever loseNow, if you’re cool, you’ll use being in this your cool.organization as an opportunity to learn how to be 5. Smile. During good times and bad times. Thesuccessful in other organizations, like where you grinners shall inherit the earth, not thewill be working when you graduate. Here’s a meek.Revised by Kelly Stone - 19 - 5/11/2011
    • 6. Be pleasant in interactions (i.e.. zero negative Technical Skills comments, well mannered). Be the kind of 1. Use good speaking skills: grammar, clear person your TA and your classmates want to descriptions, loudness, enunciation, be around. confidence, articulateness, and fluency.7. Speak in respectful ways -- with peers. 2. Use good writing skills: grammar, spelling,8. Speak in respectful ways -- with TAs and and organization. professors. Respect and brown nosing ain’t the 3. Use good systems-analysis skills: Effectively same thing. detect, analyze and clearly specify problems9. Be properly assertive in disagreeing with within the system and then suggest and others, including other students, your TA and implement good solutions. your professor. That means: Smile, be tactful, 4. Use high-quality behavior-analytic skills. be private, be cool, be rational, be polite, be pleasant. But that does not mean you should be Now, you get your act together along all these a yes person. That does not mean you have to dimensions; and you’ll not only succeed in the agree with everything. But if you lost a point organization, you’ll become president of the on a quiz, assume you were wrong, and organization! smiling and respectfully ask for help in getting your error clarified, even if you know damned So, we’re taking the time to go through all this for well the TA screwed up. If, after discussion, it two reasons. One is to help you succeed in this looks to you like the TA really is wrong, then organization (this class) and to succeed in future see if you can gently guide him or her to your organizations (your job, your family, your way of seeing it. If you can’t, then decide how church). important it is. If it’s one only one point and you’re already way above your A, consider The other is to help this class and future bagging it. Just chill out. But if it’s a bigger organizations succeed. One negative, whiny, eye- deal, politely and gently ask permission to rolling, sighing, “do we really have to do this?,” discuss the issue with the professor, and so on. under-breath “this really sucks,” constantly But always be cool and smiling and end each challenging student can bring a whole class down discussion with a sincere thank you. and make the whole semester a drag for the other10. Actively listen when spoken to (i.e.. good eye students and the TA or teacher. And running about contact) where appropriate. 8 seminars a semester, with about 20 students in a11. Do not dominate discussions at meetings and seminar, there’s a good chance that 1 out of those seminars ( i.e. speak during no more than your 160 students will be clueless about the bad karma, appropriate share of the class time). vibes, or feelings they’re accidentally polluting the12. Carry your share of the discussion in meetings classroom environment with. But mama never told and seminars (don’t just sit there listening). me. And we’ll come down pretty heavy on13. Appear appropriately receptive to others’ preventing a whole course from getting messed values and viewpoints. In this course, you’re over in that way -- now and in the future. I don’t going to run up on some strange ideas, like want anyone in my future classes, practica, or maybe what you’re reading now. Relax and graduate school programs who’s going to be a check ‘em out. You’ll have plenty of time to constant pain in the rear or screw up future reject them later, if you still find them too courses, practica or grad programs. Wow! Heavy. strange by the end of the course. Yes. But I just rolled my eyes a little. I didn’t14. Quality: produce a good product with good really mean anything by it. Right. But that’s the results. stuff that makes and breaks an organization and15. Timely (reliable): complete tasks by the makes and breaks you. deadline.16. Don’t be absent. Now don’t panic. If you screw up, we’ll let you17. Don’t be late. know, but we try to practice our preaching; weRevised by Kelly Stone - 20 - 5/11/2011
    • start with just a little gentle feedback, a little the principles of behavior and applied behaviorgentle guidance. We want you to go away from analysis, as well as a practicum on the use ofthe discussion feeling really happy that you got behavior analysis to help autistic children.that info and eager to give the new, cool way ashot. There ain’t enough good students that we can Philosophically, Dr. Malott is a radicalafford to waste any of them. We just want to help behaviorist—he consistently tries to understand allyou so you don’t eye-roll yourself out of the psychological phenomena in terms of theopportunity to save the world with behavior principles and concepts of behavior analysis.analysis. And that world does need a savin’. And Practically, he is a thoroughgoing behaviorist—heyou can do it. Opps, did I hear a little, under- consistently tries to apply the principles andbreath, who-do-they-think-they-are sigh of concepts of behavior analysis to all aspects of hisexasperation? Hurumph. life, personal as well as professional. His interests in performance management in general and staff management and self-management in particularVita for Richard W. Malott have grown from his orientation as aDr. Richard Malott received his Ph.D. at Columbia thoroughgoing behaviorist. An example of thisUniversity in New York City where he did work is the development of performance-research in the experimental analysis of behavior management technology to help graduate studentsand studied with William Cumming, Nat accomplish the difficult task of completing theirSchoenfeld, and Fred Keller. For the last 30 years, masters theses and doctoral dissertations—ahe has taught at Western Michigan University, a serious problem in both around the world.major center for the teaching of behavior analysis.He has had two Fulbright Senior Scholar Awards, Dr. Malott’s theoretical work attempts to explainone to Peru and one to Uruguay. He is one of the the role of language and rule-governed behavior infounders of the Association for Behavior Analysis performance-management contingencies where(ABA), the founder and co-chair of the Teaching the outcomes are too delayed to directly reinforceBehavior Analysis Special Interest Group of ABA, or punish the behavior of interest and yet the ruleschair of the Education Board of ABA, and a describing those contingencies reliably controlmember of the editorial board of the Journal of that behavior. This work also attempts to explainOrganizational Behavior Management. He has why some types of important contingencies fail topresented talks, workshops, and seminars in reliably control behavior.numerous countries—Canada, Germany, Sweden,Mexico, Panama, Columbia, Peru, Brazil, Japan, Let the Good Times Roll!Thailand, Hong Kong, and Italy. He has published11 books and 98 articles and has made 160 We look forward to working with you this term,presentations at professional meetings and 128 ‘cause we’re all going to have a great time.invited presentations in other settings. He isworking on the seventh edition of the book What is your overall evaluation of thePrinciples of behavior (earlier versions have been course?translated into Spanish and Japanese) and hascompleted the book I’ll Stop Procrastinating when 25I Get Around to It. Number of students 20He specializes in the theoretical analysis of 15behavior, applied behavior analysis, and F all 2007 S pring 2008behavioral systems analysis. He does research on 10instructional technology and performance 5management in university-level education, staff 0management, and self-management. He teaches 1 Good 2 3 4 5 B adcourses at the undergraduate and graduate level onRevised by Kelly Stone - 21 - 5/11/2011
    • Principles of BehaviorPrinciples of Behavior Review Quiz Review Quiz Terms #2Terms #1 Chapter 9Chapter 1 1) Unlearned reinforcer1) Reinforcer 2) Deprivation principle2) Behavior 3) Satiation principle3) Behavior analysis 4) Establishing operation4) Baseline 5) Premack principleChapter 2 6) Unlearned aversive condition5) Reinforcement contingency Chapter 10Chapter 3 7) Addictive reinforcer6) Escape contingency 8) Aggression reinforcer7) Differential reinforcement of alternativebehavior Chapter 11Chapter 4 9) Learned reinforcer (Secondary or conditioned reinforcer)8) Punishment contingency 10) Generalized learned reinforcer9) Social validity Chapter 12Chapter 5 11) Discriminative stimulus (SD)10) The law of effect 12) S-delta11) Penalty contingency 13) Operandum (manipulandum)Chapter 6 14) Prompt12) Extinction Chapter 1313) Recovery from punishment 15) Stimulus classChapter 7 16) Stimulus generalization14) The differential reinforcement procedure 17) Concept training15) Task analysis 18) Conceptual stimulus control (Conceptual16) Response class control)17) Single subject research design Chapter 14Chapter 8 19) Imitation18) The procedure of shaping with reinforcement 20) Imitative reinforcers19) The procedure of variable-outcome shaping20) Terminal behavior Danger: You will also be quizzed on the terms from the previous review quiz.Revised by Kelly Stone - 22 - 5/11/2011
    • Principles of Behavior Principles of Behavior Review Quiz Terms #3 Review Quiz Terms #4Chapter 15 Chapter 221) Avoidance contingency 1) Rule2) Avoidance of loss contingency 2) Indirect acting contingency3) Warning stimulus 3) Rule-governed behaviorChapter 16 4) Contingency control4) Punishment by prevention of removal 5) Rule-governed analog to a behavioralcontingency contingency5) Punishment by prevention of a reinforcer Chapter 23contingency 6) Covert behaviorChapter 17 7) Feedback6) Schedule of reinforcement 8) Task analysis7) Fixed-ratio (FR) schedule of reinforcement Chapter 248) Intermittent reinforcement 9) Rules that are easy to followChapter 18 10) Rules that are hard to follow9) Variable-interval schedule of reinforcement Chapter 2510) Superstitious behavior 11) Pay for performance11) Fixed-interval scallop 12) The deadline principle12) Resistance to extinction and intermittentreinforcement (Principle) Chapter 26 13) Values13) Fixed-time schedule of reinforcement 14) Legal rule controlChapter 1914) Concurrent contingencies Chapter 27 15) Performance maintenance15) Differential reinforcement of incompatiblebehavior 16) Behavior trapChapter 20 Chapter 2816) Behavioral chain 17) Transfer of training17) Dual-functioning chained stimuli Danger: You will also beChapter 21 quizzed on the terms from the18) Respondent conditioning previous review quizzes.19) Conditioned stimulus20) Unconditioned response Danger: You will also be quizzed on the terms from the previous review quizzes.Revised by Kelly Stone - 23 - 5/11/2011
    •  Objectives for the The story could be true, fiction, comedy, romance, horror, science fiction. You could even write an epic poem Final Fiesta Paper  A brief, one-act play. You or you and some of the other students could write it and star in it. A Few of the Types of Essays You  A behavioral crossword puzzle like Jennifer Rivers did. Might Write, Along with Some Hints Chris Simmelink created one using a special MS/DOS computer shareware program (December 16, 1992). as to How You Might Write Them  If you do a game, it must be something the whole class  A real intervention and real data can play at the same time. Please see you TA for makes the best final paper. Your intervention could be: approval before putting the time in on this one.  self-management  It must be mainly composed of questions  studying where youve given original examples that demonstrate your brilliance and creativity. You  smoking or other drugs wont get many points for your project, if its just  housekeeping definitions etc. youve copied from the book. No more word search games; they were good for a  negative comments while, but no longer.  procrastination  If it were really a good and useful game, it  management of others might be something you could evolve into an  children independent research project or honors thesis.  roommates  Lori Johnson did The Tyler Tales, for our rat lab manual (December 16, 1992). In designing your  spouse project, you might format it so we could incorporate it  employee in future instructional materials if the opportunity allows.  animal training  Rent a puppet from the Portage Public Library  Something you disagree with in the readings, for the (Michelle Phillips did) and put on an entertaining and semester. educational show (December 16, 1992).  State Malotts position.  Maybe a video tape?  Then state yours. (We can show VHS or you can bring your own playback unit.) DANGER! DANGER! Im nervous  And then provide your evidence or about this option, because for some reason almost argument. every video-tape presentation has been a total loser; but  Relate something in the readings to something outside a few have been good. The odds are against you if you the readings. select this one. Proceed at your own risk, but precede if you wish.  This might involve showing how a concept in a chapter relates to other concepts, in an  News flash: I wish to change my position on video interesting manner. tapes, since I wrote the preceding. Although there were a few good ones before, in the summer of 1992, Katari  Or this might involve providing another Brown did one that can serve as a model for future example of one of the concepts in the chapter. student productions. (It took her about 16 hours to  Or it might be an example of how you produce it, whereas 10 hours is what I normally expect would like to apply a procedure from the chapter to for a final paper.) Well show her video in class so you your own life or someone elses life. can get an idea of what to do. If you can match, or exceed the quality of her tape in terms of behavioral  An overall reaction to all the chapters precision, entertainment, and video production, well could be a good essay. show yours in future semesters also. Id be happy if you  Or a behavioral short story, clearly illustrating as many wanted to illustrate the same basic contingencies she of the concepts as possible. did, within a similar structure, but with new examples. But this time, why dont you do it in an instructional  You can integrate the technical mode where you present the example, allow the terminology throughout the story, or you could have instructor to push the pause button so the students can an analysis section at the end of the story where you write what they think the example illustrates and do the behavior analysis of the events in your story.Revised by Kelly Stone - 24 - 5/11/2011
    • perhaps discuss it. Then the instructor could push the  Demonstrate it live. unpause button and your video would then present what you think is the answer, along with a contingency  Or with a video tape. diagram and any essential clarification.  Or with photos.  Photocopy comics onto transparencies  True confessions. Some students almost get into true (like Far Side); but add behavioral words in the confessions, as they do behavior analyses of really captions or balloons. important parts of their lives.  A poem, a song, a picture, cartoons?  You got a better idea? Go for it.  How about a trained-animal act? Lynne Sulka demonstrated her use of behavioral principles in obedience training with her two dogs at Some Vague Guidelines the Summer, 92 Final Fiesta.  Danger: You will get no more than 50 points for your  Its best if it’s clearly something you presentation, if you read it. If your presentation is so taught your pet during this course, using the deep and complex and precise that you must read it to behavioral procedures of this course. be sure you get it right, then its too deep and complex for your listeners to understand in an oral presentation.  You can bring your pet to the Final Fiesta. Here are two exceptions for reading (but it must be  Or a video tape. well read, even dramatically read):  Or photos.  A poem.  Record data, like baseline, intervention,  A short story. reversal, and graph it.  You get brownie points if your presentation  A special Rudolph the Rat demonstration -- some  Is funny. advanced experiment you might go way above and beyond the call of duty to produce and then bring  Uses tough concepts well. Rudolph to the Final Fiesta to amaze, educate, and  Has nice graphics. entertain us.  If you use graphics, we evaluate them in terms of  Super heroes. Students often find it reinforcing to write about super heroes such as Captain Contingency  Color (a bonus) Management, Behaviorwoman, Behaviorman, and Dr.  Quality (a bonus) Whiskers.  Size (a bonus)  Explaining lifes mysteries. Heres one that would be great: An essay showing how you can use the concepts  Number (a bonus) of the course to explain something you couldnt  Relevance (crucial) understand before the course.  Technical correctness, from a behavioral  The value of our analyses. Id love to see an essay on view (crucial) the value or lack of value of analyses in terms of indirect-acting contingencies and rule-governed  Poems should really rhyme. behavior. Like some original notions about areas it  Do your presentation in terms of one or more posters -- clarifies that traditional behavioral approaches just maybe just one, where you explain it. confuse or ignore.  Be technically tight (precise use of behavioral  RGB. A presentation and discussion of rule-governed terminology). analogs that werent covered in the course (for example a rule-governed analog to discriminative stimuli).  You lose points for each incorrect use of a technical term.  Philosophy, anyone? Seriously consider doing a philosophical essay, if youd like to really impress us.  However, its O.K., if once in a while youre not sure which of a couple of concepts apply  An original behavioral project, for this course, present to an example. Simply indicate the two concepts you the data, and analyze it in terms of the class concepts. think may apply and explain why for each.  Do a baseline, an intervention, and a  Heres something you want to be especially careful reversal, if possible. about because it still trips up some students: Dont  Reliability measures would be great. confuse direct-acting contingencies with indirect-acting ones. The error is almost always in the direction of  Graph it.Revised by Kelly Stone - 25 - 5/11/2011
    • talking about an indirect-acting contingency in terms as  Dont just present an interesting example and conclude if it were a direct-acting contingency. with the weak statement that behavior analysis might  Apply the deadmans test to all your examples. Never be used to deal with this problem. Give us the details of put a contingency on not doing something. Dead men how you would use behavior analysis. have no trouble not doing all sorts of things. For  Be brilliant. example, dead men often fail to arrive on time. So you cant punish not arriving on time. The contingency  Be about three to five pages long. No longer! youre probably looking at is an analog to an avoidance  Be neat (only typewritten papers need apply -- no contingency where the person leaves from home early crayon on yellow lined Golden Rod paper). because that response will avoid getting yelled at by  Here’s my latest fantasy: Each semester we’ll publish the boss. So dont give your classmates a chance to two of the best student papers from each seminar giggle and shout that your example failed the section in the Sample Student Papers and retire the deadmans test. same number, of course.  Dont be mentalistic: Betsy will realize her bad  That means you should desktop publish behavior is being punished and stop doing it. your paper, to the extent that you can; so it will look  Reinforce behavior, not people. real good. In other words, you should make it look  Probably the word you want is behaviorist, not as much like a magazine or book article as you can, behavioralist. for example neat single-spaced typing (not double space like most of your term papers).  And aversive, not adversive.  Also put the title and your name at the top  Dont assume all of the analyses in the student papers of the first page and then start your essay right are correct or that all use of terminology is correct. So below, on the same page; in other words, we dont use the papers as models, but with discretion. want next semesters students to have to pay for all  You get more points for the use of more concepts. those pages that just have a title and a name (single spacing will cut down on student cost also).  Be grammatically great (dont use no bad English).  Dont use blue ink on any of your graphics  You lose points for grammatical errors in your paper, because that wont reproduce well.  Dont say exscape, say escape.  And graphics are great, either in your paper or as a  Be logically tight and right. separate poster. So we’ll also select a couple of the best posters from each seminar section to go in our Great-  Be well organized. Graphics Gallery. This means, if you do posters, you  Each paragraph should have a single main should do them so they tell a complete story by point. themselves, without your paper or your oral presentation to help them (of course, we’ll expect a  Express that main point in a topic sentence little talkin’ when you present your poster at the Final near the beginning of each paragraph. Fiesta.)  Each sentence in a paragraph should  It also means you should sign them so support the topic sentence of that paragraph. future students will know who to admire when they  Each paragraph should lead to the next see your works in our Gallery. paragraph.  Also, lets go for a new consistency-  Be thoughtful. control criterion: Your poster should be on 22 x 28  Dont give us something superficial. Show inch poster board. And it should be in portrait mode us that you care. (the long, 28 inch length should be vertical -- it should be taller than it is wide). That way we will  Be original. have room for more student presentations in our  Dont just go through the book and Great-Graphics Gallery. summarize the concepts and their applications.  Just because your paper might not end up in the  Present original examples and analyses. Sample Student Papers at the end of the semester doesnt mean it wasnt as good as many that did.  Be entertaining.  First of all, we select for various criteria  Be thorough and comprehensive (cover as many of the including variety. concepts from the course as you can, without it seeming too artificial or strained).  Second, our selection may not be that consistent. (Probably clean printing, laser printing ifRevised by Kelly Stone - 26 - 5/11/2011
    • possible, really may influence my decision about  Dont have your professor be the hero (or the what to include, more and more, in the future.) villain) of your story or poem. Be more imaginative;  And third, your printer ribbon may not make yourself the hero! have been dark enough! In fact, as I go through this  Its generally a good idea to use contingency last semesters papers, at this very moment, I see diagrams.12 more papers deserving of inclusion than we have room for.  You can use single contingency diagrams.  Be well read. Read the papers in the section labeled  Or you can use trios of contingency Student Papers at the back of your notebook. They diagrams as in the three-contingency model of should give you some good ideas. performance management.  However, there is no need to go to the library to get  You can use the attached diagrams or other references. This is not a research paper. The only copies of them, if you wish. books you need examine are those assigned for this  If you do a play, bring it quickly and gracefully to class. the point. Dont ramble.  Be well prepared.  If a schedule conflict forces you to attend the Final Fiesta with another section, be sure you give a copy of  Some students even summarize their presentations on your project to your seminar assistant so you can get it flip charts. (I noticed that some of these students had to graded and receive the credit youve earned. blow up the copies of the contingency diagram, so Ive included one extra large model, in case it will help.  Others use overhead transparencies. (Let me know if Social Validity you will need an overhead transparency projector.) Student Evaluation of (The letters on transparencies should be 4 times the normal size of typescript. So fold a piece of paper in the Final Fiesta half and then in half the other way. Then type on it and 30 use a Xerox to enlarge it until it is 8.5 x 11 again. Then the letters will be the right size.) 25 Number of Students  Some sort of visual aid is usually, though not 20 Overall Preparation always, a good idea. 15 Presenting Listening  Generally its a bad idea to read your paper, though 10 At Malotts two or three have gotten by with it when they dramatically read their short stories. (Ive been 5 disappointed to note that the preceding suggestion is 0 much 1 2 3 4 5 little not controlling behavior the way it should, so let me Value Assigned by Students shout it: Dont read your paper unless its absolutely necessary. Nothing is worse than listening to someone read a complex philosophical analysis). Student Evaluation of  Though you shouldnt read your paper, you can the Final Fiesta: How Fun Was It? have note cards, as long as you dont just read them to 25 us.  (You could even work cooperatively with some 20 Number of Students students to present a brief behavioral play, if you 15 wished.)  I will grade the quality of your presentation as well 10 as the quality of your paper. But dont worry, as long as 5 you do a reasonable job, youll be O.K. So take it seriously, but dont panic. 0 much fun 1 2 3 4 5 little fun  Practice your presentation so it goes really Value Assigned by Students smoothly and is within the time limit.1 Footnotes from a Radical Behaviorist: Here’s my latest fantasy: Each semester we’ll publish two of the best student papers from each seminarsection in the Sample Student Papers and retire the same number, of course. That means you should desktop publish your paper, to the extentthat you can so it will look real good. In other words, you should make it look as much like a magazine or book article as you can, for exampleneat single-spaced typing (not double space like most of your term papers). And graphics are great, either in your paper or as a separate poster.Revised by Kelly Stone - 27 - 5/11/2011
    • So we’ll also select a couple of the best posters from each seminar section to go in our Great-Graphics Gallery. This means you should do yourposters so they tell a complete story by themselves, without your paper or your oral presentation to help them (of course, we’ll expect a littletalkin’ when you present your poster at the Final Fiesta.) It also means you should sign them so future students will know who to admire whenthey see your works in our Gallery.2 Someplace in the next few pages, youll find model diagrams you can photocopy for your presentation, if you wish. The Copy Desk can evenphotocopy them onto transparencies.Revised by Kelly Stone - 28 - 5/11/2011
    • Final Fiesta Paper Cover SheetTitle of Paper:First and Last Name:Course:Section:I have evaluated my paper and presentation in terms of the criteria listed on the check list on the back of this page andhave indicated my evaluation by appropriately marking each item in that check list.Signature ________________________________________________Can we include your final paper in the next student notebook?We sometimes select one or two student papers to include in the course materials for the next semesters. Sometimesthe student papers may have a few or many technical errors. We may be including them, just to represent the range ofoptions, or because they have other virtues. Please indicate whether or not we might include yours. Whether you wishus to consider your paper has absolutely no effect on your grade, our opinion of you, or anything else, except whetherwe consider using your paper. Thanks.Yes, you may use my paper. _______Please do not use my paper. _______Signature ________________________________________________Date _____________________Please staple this along with the following Checklist and Self-evaluation Form to the first page of your finalpaper. Thanks.Revised by Kelly Stone - 29 - 5/11/2011
    • 11. ___ Original. (Dont just go through the bookChecklist and Self-evaluation Form and summarize the concepts and theirPlease check off each of these items to make sure youve applications. Present original examples andtaken them into consideration. Then evaluate your paper andpresentation according to each item. Do this before you analyses.)come to the Final Fiesta, so you can make any corrections good 1 2 3 4 5 bad (students self-evaluation)you need to make. Sign this form and turn it in with your good 1 2 3 4 5 bad (graders evaluation)paper. 12. ___ Entertaining.Paper good 1 2 3 4 5 bad (students self-evaluation)1. ___ All terms were technically correct. good 1 2 3 4 5 bad (graders evaluation good 1 2 3 4 5 bad (students self-evaluation) 13. ____ About three to five pages long. good 1 2 3 4 5 bad (graders evaluation) good 1 2 3 4 5 bad (students self-evaluation)2. ___ All contingency diagrams were correct. good 1 2 3 4 5 bad (graders evaluation) good 1 2 3 4 5 bad (students self-evaluation) 14. ___ Neat (only typewritten papers) good 1 2 3 4 5 bad (graders evaluation) good 1 2 3 4 5 bad (students self-evaluation)3. ___ Used a large number of concepts. good 1 2 3 4 5 bad (graders evaluation) good 1 2 3 4 5 bad (students self-evaluation) 15. ___ Used contingency diagrams, if good 1 2 3 4 5 bad (graders evaluation) appropriate.4. ___ Grammatically perfect. good 1 2 3 4 5 bad (students self-evaluation) good 1 2 3 4 5 bad (students self-evaluation) good 1 2 3 4 5 bad (graders evaluation) good 1 2 3 4 5 bad (graders evaluation) 16. ___ Poster is 22 x 28 inches and in the5. ___ Logically tight and right. portrait mode, if you are using 2a poster, good 1 2 3 4 5 bad (students self-evaluation) good 1 2 3 4 5 bad (students self-evaluation) good 1 2 3 4 5 bad (graders evaluation) good 1 2 3 4 5 bad (graders evaluation)6. ___ Each paragraph has a single main point. Presentation good 1 2 3 4 5 bad (students self-evaluation) Base this self-evaluation on your practice of this good 1 2 3 4 5 bad (graders evaluation) presentation prior to our Final Fiesta.7. ___ That main point is expressed in a topic 17. ___ Smooth presentation. sentence near the beginning of each good 1 2 3 4 5 bad (students self-evaluation) paragraph. good 1 2 3 4 5 bad (graders evaluation) good 1 2 3 4 5 bad (students self-evaluation) 18. ___ Within time limit. good 1 2 3 4 5 bad (graders evaluation) good 1 2 3 4 5 bad (students self-evaluation)8. ___ Each sentence in a paragraph supports good 1 2 3 4 5 bad (graders evaluation) the topic sentence of that paragraph. 19. ___ Use of visual aids, if appropriate. good 1 2 3 4 5 bad (students self-evaluation) good 1 2 3 4 5 bad (students self-evaluation) good 1 2 3 4 5 bad (graders evaluation) good 1 2 3 4 5 bad (graders evaluation)9. ___ Each paragraph leads to the next 20. ___ Oral style (generally not read). paragraph. good 1 2 3 4 5 bad (students self-evaluation) good 1 2 3 4 5 bad (students self-evaluation) good 1 2 3 4 5 bad (graders evaluation) good 1 2 3 4 5 bad (graders evaluation) Signature10. ___ Thoughtful. (Dont give us something _____________________________________ superficial. Show us that you care.) Date _____________________ good 1 2 3 4 5 bad (students self-evaluation) good 1 2 3 4 5 bad (graders evaluation) Please staple this to the first page of your final paper. Thanks.Revised by Kelly Stone - 30 - 5/11/2011
    • Instructors Evaluation of Oral Presentation (for reference, no need to hand in)Presentation grade: 1Paper grade:Students name _______________________________Title of Presentation____________________________________________________________________  Grammar errors  Pronunciation errors  Technical errors  Contingency diagram errors  Logical errors  Relevance to behavior analysis  Thoughtfulness  Originality  Entertaining  How many non rhymes in the poem  Smoothness of presentation  Oral style  Audiovisual aids  DurationComments:1 Footnotes from a Radical Behaviorist: Not to panic. This is a sample of the evaluation sheet Ill use, if I havemy act together. I share it with you, just to encourage you to have your act together and do a great job. Butthe main point is to have a lot of fun with this presentation and show how brilliant you are. If you put in 10careful, thoughtful hours on your presentation, youll do real well. The Final Fiesta is a rite of passage and anintellectual party.Revised by Kelly Stone - 31 - 5/11/2011
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    • Directions to Malotts N for the Final Feast 8971 W. KL Avenue W E 372-1268 6 miles straight west of Wood Hall. S When you hit 4th Street, back up 100 ft. Malotts is on the left, back a 100 ft. dirt road. All you can see is the roof. There will probably be a motor home in the driveway. M 43 West Main Kalamazoo Ave. 9th St. 4th St. Kzoo W. KL Ave. W. KL Ave. W. Mich. Drake Rd. 9th St. Malotts WMU 8971 Stadium Drive Not to scale. Bronco Not to anything. Stadium 9th St. Most details missing. Just the big picture. I94 Please car pool, because theres limited parking. Additional Parking for Final Fiesta: Go to the end of the road (to the stop sign at S 4th Street) and take a Thanks. right. Go about 400 feet and then take a left onto Nature Way. Park on the side of the road here.Revised by Kelly Stone - 44 - 5/11/2011