Fall 2011 Course Procedures
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Fall 2011 Course Procedures Fall 2011 Course Procedures Document Transcript

  • Class Schedule &Course Procedures Psychology 4600 Survey of Applied Behavior Analysis Research Fall 2011All sections are designed and managed by Dr. Richard W. Malott 1
  • Table of ContentsPSY 4600 COURSE PROCEDURES................................................................................5Course Supervisor..........................................................................................................................5Course Systems Manager..............................................................................................................5Your Buddy....................................................................................................................................5Information for Your Buddy........................................................................................................5Seminar...........................................................................................................................................5General Point System....................................................................................................................5Point Totals.....................................................................................................................................6Grades.............................................................................................................................................7Optional Activity Points (OAPs)...................................................................................................8 Important – OAPS and your grade...............................................................................................9 Missed Classes .............................................................................................................................9Tough Contingencies.....................................................................................................................9 Return Your Homework...............................................................................................................9 Cheating........................................................................................................................................9 Plagiarizing.................................................................................................................................10Missed Classes..............................................................................................................................10Special Get-Tough Policy on Absences......................................................................................10Lateness.........................................................................................................................................11 Students......................................................................................................................................11 Professor & Teaching Apprentices.............................................................................................11Late Homework............................................................................................................................11Self Management and Final Fiesta Projects..............................................................................11How to keep your participation points......................................................................................11 Studying and correcting your homework with a non-red pen during class................................12Mickey Mouse Rules....................................................................................................................12Adding Insult to Injury...............................................................................................................12 2
  • How To Avoid Being A Social Disaster......................................................................................12How to be way cool......................................................................................................................13 Interpersonal Style and Skills.....................................................................................................13 Technical Skills..........................................................................................................................14 The Legend of Sheldon Stone....................................................................................................15 The Legend of the Cool Coed.....................................................................................................16 On the Other Hand......................................................................................................................16 The One Pointer..........................................................................................................................17 Bottom Line................................................................................................................................17Professor’s Vita............................................................................................................................17Let the good times roll!................................................................................................................18 NOTE: You will have a quiz over the course procedures during class two. Read this entire packet so that you will be prepared to answer multiple-choice questions over this material. 3 View slide
  • Materials Checklist Some of these materials will be handed out in class. Material In course pack Handed out laterApplied Behavior Cognitive Analysis Work Text Ch.1-21 In course pack(no Ch. 14 or 18) by Richard W. Malott and StudentsReading Assignments with Study Objectives In course packI’ll Stop Procrastinating when I Get Around to It In course pack(Textbook) by Richard W. MalottI’ll Stop Procrastinating when I Get Around to It In course pack(Homework)CD Containing Workshows and Job Aids In course packThe Contingency-Diagram Checklist – Pink Sheet In course packPink Sheet Flashcards In course packThe Three-contingency model Checklist – Purple Sheet In course packPurple Sheet Flashcards In course packPrinciples of Behavior (POB) Review Quiz List of Terms In course packPOB Review Quiz Flashcards In course packP460 Blue Flashcards (Ch. 1-21) In course packGoal-Directed System Design Job Aid In course pack2 Factor Theory Job Aid In course packTransparency Masters In course packLetter of Recommendation Checklist In course packLetter of Recommendation Request Form In course packP460 BACC Pack In course packSpecial Lecture Evaluation In course packPSY 460 Course Evaluation In course packRed ballpoint pen In course packTransparency pen (dark color) In course pack2 Blank Transparencies In course packYear-at-a-glance Transparency In course pack 4 View slide
  • PSY 4600 Course Your Buddy Procedures What happens if you miss class and don’t get some vital oral or written Course Supervisor material handed out in class? NoDr. Richard W. Malott problem, you just call up your reliableTelephone - 372-1268 buddy whose name and phone numberBest time to call is in the morning; and you’ve listed here and get the info. Yourthe best strategy is to call until you get a buddy was of course reliable enough tolive Dr. Malott on the other end, though have picked up an extra copy of theyou should also leave a voice mail. handouts for you, especially since youEmail Address – had notified your buddy of your pendingDickMalott@dickmalott.com absence. So get a student name andFor questions about P460 in general number, and don’t even think of buggingplease contact P460@dickmalott.com me (or the TA’s) for something you failed to get.If you need to make an appointmentwith Dr, Malott, please contact KelliPerry at: kelli.l.perry@wmich.edu Information for Your BuddyGet more information at dickmalott.com Course Systems Manager Name: _______________________Telephone: 387-4491 (BATS Lab) Phone: ______________________Lisa Brown: lisa.m.brown@wmich.com Email: _______________________ SeminarAll TAs are available at 387-4491.Please try this number first. The TA’s Seminar: M W 3:30-4:45 PMare given the option of giving out theirhome phone numbers during class. Location: Sangren 3217, Sangren 2219, Sangren 3103, andOffice Hours Wood 1710Monday: 2:00 p.m. – 3:00 p.m.Wednesday: 2:00 p.m. – 3:00 p.m.Location: BATS Lab (2506/2536) General Point SystemTA NAME: ______________________PHONE #: ______________________ To get an A in psychology courses, you should allocate about 4 hours per weekEMAIL: ______________________ in class combined with out of class time per credit hour. That’s about 12 hours 5
  • per week for this course or 180 for the Quiz answers must be legible to be15-week semester. I assign about 10 counted as correct! There is absolutelypoints for each hour of activity in figuring no make-ups allowed!the course grade, so the total points willbe around 1800. Here’s a break down (it But now back to happier issues: 40may change somewhat throughout the points for a combination of writtenterm.) 20 points for each seminar answers to conceptual objectives,class, for conscientious participation in essays, and the occasional quiz. Inseminar discussion. I will expect you to other words, you should invest about 4recite in each class, especially in hours on each homework assignment,answering conceptual questions, including reading the chapters, doingthoughtfully. This means you will need the contingency diagrams and writingto show considerable evidence of any brief essays, as well as preparinghaving thought about the homework for the occasional quiz. However,assignment. because we’re still developing theWhat does conscientious mean? In the course materials, you may not need toseminar: You must listen carefully to the put in quite that much time.presentations of the other students andbe prepared to comment, so as to earn Point Totalsall participation points. So studying for a All these points count toward yourquiz, finishing your homework, reading course grade. The total points for theand writing letters, sleeping etc. means, course will be about:when you see your scores for that week,you’ll find less than the total possible 26x40 points = 1040 points forpoints for the seminar class. On the homework analyzing contingencies,other hand, feel free to improve your quizzes, etc., plus 100 for the final fiestahomework, as we clarify tough concepts write-up, 40 for self-management writethroughout the seminar session. ups (2x20) equaling a total of 1180Also, to make sure that you will get full points in this categoryparticipation points for each class, youneed to have the following ready foreach class. 1) Required transparencies filled up 2) Self-Management graphs on presentation day 3) Have Response Cards with you 4) Special Lecture Evaluation forms 5) Be on time to classPlease be aware that you will lose 5participation points for missing anyof the above items.Special note for your Quiz grade: 6
  • Lowest % of Points in ANY of the Remaining Areas 8 8 7 7 6 6 5 <5 want you to learn as much as you can, 92 7 and to have as much fun as you can. 7 2 7 2 7 2 7 92 A B B C C D D E E But to hit all three goals we need a A B C D complex set of contingencies. Look at 87 BA B C C D D E E the following grade scale and you’ll see B C D just how complex. 82 B C C D D E E B C D% of 77 CB C D D E EQuiz C DPoint 72 C D D E E If you get at least 92% of the totals C D points in the quiz area, and 87%of the 67 DC D E E total points in all other areas, you get at D least a BA. Almost all of you will do 62 D E E that. For example, in the winter term of D 1991, 95% of the students in PSY 460 57 ED E worked really hard, learned a lot, and cracked the 92% / 87% mark to earn at <57 E least a BA. Wonderful, but how do you get that 10x20 points = 200 points for review magic A? To do that you have to crack quizzes the 92% mark in each area of the course: (1) seminar, colloquia, and final 27x20 points = 400 points for fiesta participation; (2) conceptual conscientious participation in seminar homework combined with the final project & paper; and the quizzes, and 1x100 points = 100 points for your final (3) the regular and review quizzes. paper (counts as part of your homework) You’re almost guarantied to earn a BA, which is well above the campus 1x20 = 20 points for conscientious average; and you’ll have learned participation in Final Fiesta (attendance enough about behavior analysis that you required, counts as seminar can hold your head high. But if you do participation) earn the A, you’ll leave this course so sharp; we’ll have to register you as a 2040 points = 100% of the total points lethal weapon. for the course (approximate) Grades I know this seems like a strange way to Now you know how you can earn 100’s evaluate a student’s mastery and assign of points (learned reinforcers?) in this a letter grade. Why not just add up all course. So the next question is, how do the points and assign a letter grade those points convert into a final grade based on the total number of points, no (backup reinforcer)? The answer is, matter which component of the class complexly. Here’s why it’s so complex: they come from? That’s the way we We have three goals for this course: we 7
  • used to do it. But then some students lowest quiz scores; there is no way towould get an A based on their work eliminate your lowest quiz scores);in everything but the quizzes and they instead you can use these points towouldn’t have really learned an exempt yourself from any alreadyimportant part of the course, the previously agreed upon assignments.concepts tested on the quizzes. In other words, you cannot use them to compensate for a mediocreMy friend Dr. Stephen Graf puts it this performance, but you can use them toway: Suppose you’re training surgeons. cut yourself some slack. Along the sameAnd to perform a successful surgery, the line, you can’t come to class, scope outstudent/surgeon must scrub down, put the quiz, and then decide to use youron the gloves, make a proper incision, optional activity points (OAPs) for thatproperly remove the right organ, avoid quiz; the OAPs are to help you withflipping cigarette ashes in the open necessary future absences etc., not towound, remove all surgical tools from help you avoid the hard ones.inside the patient, sew up the incision,etc. Now suppose the student/surgeon All these activities are optional,did everything correctly except taking however; so if you don’t participate,out the right organ. The student might either because of schedule conflicts orsay. I did 19 out of the 20 steps lack of interest, that’s OK. You can stillcorrectly; that’s 95%. I want my A. The earn 100% of the required points andfact that I took out the heart instead of earn your A. The optional activities arethe hemorrhoids and the patient died just to give you flexibility, if you can workshouldn’t overshadow my 95 average. them into your schedule and if you want to.We take behavior analysis reallyseriously and don’t want to graduate any Alternate activities that will warrant youstudents who don’t know it well. So for more OAPS will include completing anus to certify you as an A student, you’ve additional self-management project ongot to hit at least 92% in each category studying for the GRE (which we highlyin this course. recommend) or a class, participating in official departmental social functions Optional Activity Points (OAPs) such as colloquia or conferences,You can earn and use a total of 80 participating in research projects, andpoints for optional alternate activities of finding errors in any of the courseacademic value scheduled outside the materials. And for those who can’tregular classes. To encourage you to participate in these activities, because ofparticipate, you will receive points for schedule conflicts, we can arrange forparticipating in those activities and special reading and conceptualproviding appropriate proof of homework (this way everyone has aaccomplishment. Those points can chance to earn optional points, whatevercount toward your course grade, but their work schedule).you cannot use them for any reviewquizzes or to make up for missed Often the quizzes are the toughest partpoints (for example, you cannot use of this course. You can use your OAPsoptional activity points to eliminate your in place of one quiz that you haven’t 8
  • taken, even if you do come to class. no excuses, no whining, no mercy. WeBut you can only do it once. You take no prisoners. But if you haven’tcan’t blow off four quizzes and pay spent too many of your optional-activityfor them with OAPs. points (OAPs), you could substitute them for the day you were in theYou can exchange OAPs for only one hospital. The wise student saves thoseday’s worth of quizzes except for OAPs until the very end of the semester,Review Quizzes which include POB just in case the heart surgery requiresreview quiz, pink sheet quiz, purple two days instead of one. No heartsheet quiz, Ch. 12 quiz and Ch. 12 surgery? Great, you can blow off the lastreview quiz. couple of classes, quizzes, and homework and concentrate on starting Important – OAPS and your grade to sweat finals in our other courses; butJust to reiterate, you may use up to 80 you can’t blow off your final paper orOAPs this semester for one missed the Final Fiesta.class period, one day worth of quizzes,and one day worth of homework Tough Contingenciesassignments. You MAY NOT use Return Your HomeworkOAPS for writing assignments, review To retain full credit for yourquizzes, or the class projects (final fiesta homework, please turn it all in at theor self management). To use your Final Fiesta.OAPs submit an OAP petition to your This way we can look at it in more detail,TA. Your TA will save this form. In as we evaluate the effectiveness of theaddition, your TA WILL NOT add the books and the course. It will also give uspoints straight to your grade sheet. ideas about materials to add. InWhen you use OAPs, on your grade addition, this way your answers won’tsheet you will see ** instead of a point fall into the hands of future students, invalue. At the end of the semester (and spite of your best security efforts. OK?if you have earned enough OAPs)your TA will fix your grade by adding Cheatingthose OAPs where the ** previously Cheating Means Sudden Death!!!appeared on your grade sheet. The If we catch you cheating orreason for this is that many students use plagiarizing in this course, we willOAPs that they haven’t earned. That’s recommend to the Student Judicialfine but we need to keep track of how Committee that YOU RECEIVE AN Emany OAPs each student has vs. how FOR THE COURSE, no matter howmany each student uses. small or trivial was the cheating or plagiarizing. Missed Classes This includes, but is not limited to,You can substitute a maximum of 80 copying from your neighbor, your notes,optional-activity points for missed or whatever, during a test or quiz. Thisclasses, quizzes not taken, and also involves talking during a test orhomework not turned in. Suppose you quiz. Cheating also means copyinghad heart surgery on a Tuesday. You’d someone else’s homework and turning itlose 20 participation points and 20 quiz in as your own. On the other hand, ifpoints---down the tubes, gone for ever, you are knowingly involved in providing 9
  • the occasion for someone else to do any handful of students who need evenof these forms of cheating, then you too tighter contingencies than that, to getare cheating and will also get the ax! their act together. These are students whose behavior is not under the Plagiarizing adequate control of rules describingThis means turning in written work that small but cumulatively significantincludes material taken from someone outcomes (we’ll discuss this in class). Inelse, without using quote marks or essence, they say to themselves, “Justotherwise giving proper credit to the true one more absence won’t matter.” Andauthor, in other words, your presentation they’re right, until they finallyof someone else’s material in a way that accumulate so many that they drift fromthe material might be mistaken as your an “A” to a BA” to a “B” and on and on.own. They need rules that specify Missed Classes contingencies where one more absenceIf you miss a class, you don’t get points will matter. They will have less troublefor participation and you lose the following such rules and thus will get aopportunity to take that quiz. No make- much better grade in the course. Soups are given! It doesn’t work out for us here’s our special get-tough policy:to try to distinguish between excusedand unexcused absences. So once the PSY 100 comments: “Enforcesopportunity has passed, it’s gone. This learning.” “People should have a right tomeans you should keep your point decide about attendance. It’s ouraverage comfortably above the 92% money.” “It doesn’t bother me, but itlevel in all categories; so you can blow helps to make others go to class.” “Alloff a class or two, if need be without profs. should do it. Some people needlosing you A (assuming that’s what it.” “I’m a devoted class attendee, and Iyou’re shooting for). If you miss more think you can’t learn unless you go tothan two classes, you’re probably down class.” “Depends on the excuse ‘causeone half letter grade. there is already large loss of points by not attending.”If you do miss a class, you can usuallypick up any handouts from the envelope Every time you exceed threeoutside my office. And you can also turn absences, your next absences willyour homework in the next day. You’re results into half a letter grade downresponsible for having a reliable buddy on your final grade!!who will take notes and pass them on toyou, so you can find out the details of Here is the way it works. (In thisthe next assignments. example, we assume you would get an A, if you had no absences. But, of course, if you had several absences, Special Get-Tough Policy on you probably would already have lost Absences too many points to get an A; so ourMost students have no problem with the penalty of a half a letter grade or sopreceding absence policies. Instead, it would be beyond the lowering due to thehelps them get their act together, so point loss.)they’ll do well in the class and earn and“A”. But there are always a half a 10
  • Absences Grade are open). Ouch! You can slide your0 to 3 A homework under the assistant’s office4 to 6 BA door (Wood Hall 2536, inside 2506); be7 to 9 B sure to put on the name of the course,Etc. Etc. the name of your grad. assistant, and your name. Late means anytime afterThis policy helps most students avoid the beginning of the class when yourthe hopeless hassle of coming around homework is due. Don’t try to finish yourat the end of the semester, desperately, homework during class; we’ll count thatbut vainly, pleading for some way to as late. If you know you’re going to haveraise their final grade. Now they’ll have to miss class, you can turn in yourthat A in the bag, when the end of the homework in advance.semester rolls around. But even withthis policy, a small number of students Self Management and Finalmanaged to get less than a BA. Always, Fiesta Projectsthis was because of absences or failing This semester you will complete 2to turn in homework. projects: self management and finalSometimes students have a time fiesta. THESE ARE NOT THE SAMEconflict, so that they want to come to PROJECT!!! If it is not already in yourclass, take the quiz (depending on when course pack, you will receive a sheetit’s given), turn in their homework, and that explains the difference betweenleave. That’s O.K. They don’t receive these two projects and provides youmany or possibly any participation with some guidelines for completing thepoints, but this does not count as an projects. But for now we will give youabsence that would contribute to the the very basics. For each project youpenalty contingency. will complete a paper using Microsoft Lateness Word and a presentation with Microsoft Students PowerPoint. Using these programs IS AIf you are late for class or leave class MANDATORY REQUIREMENT for eachearly, you will lose 5 participation project. However, we realize that not allpoints, and possibly more. (BY the way, of our students are proficient in usingif you’re doing other homework, writing these programs. But don’t worry! Weletters, etc. in class, you won’t get full will help you through it as much asparticipation points either.) possible. We even give you a template disk! On this disk you will find – Professor & Teaching Apprentices  Sample student papers andOn the other hand, each time a presentationsgraduate assistant or Dr. Malott is late,  Skeleton outlines/templates forthey will reluctantly contribute $5 to the your projectclass party fund. Ouch!  Instructions for using the programs. Late Homework How to keep your participationYou lose 5 points per business day points(business days are normally those days, Attending the entire class is the onlyMonday through Friday, when classes way to earn your participation points,are scheduled and the university offices unless you use OAPs. (If you just show 11
  • up for the quiz, you will not be earning managers in business and industry, oneany participation points, but we will let of my most popular modules dealt withyou take the quiz.) Once you are in social skills. When introducing thisclass there are a couple of things that module, I’d say, “Fifty percent of awe expect of our students. These things person’s success in an organization hasaffect whether or not students keep the to do with social skills and other skillsparticipation points earned for showing that have little to do with the person’sup. For each problem, the student job description.” If those managers everwill lose 5 participation points. disagreed, it was to say, “No, 50% is an underestimate.” Studying and correcting your homework Now here’s something that’s even with a non-red pen during class weirder than this extreme importance ofIf a student uses a non-red pencil or pen social skills: no one ever tells you howto correct their homework as we give the important those social skills are or whatanswers in class. THIS IS NOT they are, let alone, how well you areACCEPTABLE! Students are required doing in that crucial area.to use the red pen to make corrections.Each time your TA sees you using So you’re playing a game; no one tellsanother type of pen/pencil you will lose you the rules; no one tells you the score;5 participation points. and you don’t even know you’re playing. All you know is eventually you get aStudying flashcards during class is not raise, get promoted, or don’t get fired. Ifacceptable. If you study during class you lose, if you don’t get the raise or thetime, you will lose 5 participation points. promotion or if you do get fired, no one will tell you the real reasons about Mickey Mouse Rules where you screwed up—too muchSorry for all the preceding nonsense, hassle. So many people go through lifebut we’ve found that if we get all these clueless about what determines theirugly little details straight, up front, then professional success.you’ll have an almost hassle-free term. This course is much the same sort of Adding Insult to Injury organization as a business is. But in thisSo that you’ll learn the most, get the course, we’ll make a small attempt tobest grade, and have the most fun, and correct the clueless problem. We’rethe least hassles in this course, it’s going to tell you some of the subtleimportant that you understand and things that will help you be a goodremember these Mickey Mouse rules. member of this organization, how toThis means you should study them succeed in this organization, how to getbetween now and the next class and be this organization to give you strongprepared for a brief written quiz over letters of recommendation for practica,them. assistantships, grad school, and jobs; and also how to contribute to this organization, in a positive manner. How To Avoid Being A Social Now, if you’re cool, you’ll use being in Disaster this organization as an opportunity toWhen I used to do organizational- learn how to be successful in otherbehavior-management workshops for 12
  • organizations, like where you will be Provide corrective feedback in a non-working when you graduate. Here’s a punitive style (i.e. specify appropriategeneral list of skills for succeeding in desired behavior, don’t be critical ofalmost any organization, with comments people). Never say how stupid theabout how they apply in this course. teacher was to assign a quiz on Thanksgiving Day. Just ask if they How to be way cool realized that the fourth Thursday ofConcerning "compulsive neuroses," I do November was T-Day. Then tactfullyobserve that highly productive and point out the implications of that, if needsuccessful people are irrationally fearful be, but, in private, of course.that they are going to fail in every Respond in a socially appropriateendeavor they undertake, such as a manner to positive or negative feedbackcourse they might be taking or an exam (i.e. say “thank you”, withoutthey might be taking. And to somewhat disagreement). If the TA or instructorreduce their fear or anxiety; they work marks something off on a quiz ortheir tails off, for example, starting to homework, say “thank you” and thenprepare for the exam as soon as the think about how you can use thatinstructor announces it. As a result they feedback to do better next time. Betterget the top score in the class, though, to lose a point on a quiz, even if youironically that does little to reduce their know you’re right and the rest of thefear the next time a text is announced. world is wrong, than to lose a friend,Whereas, the cool, "mentally healthy" especially if that friend is your TA orpeople, dont start studying until right teacher. Win the war, not the battle.before the exam, because they have awonderfully positive self-image; but as a React in a rational, as opposed to anresult they wait a little too late to really emotional manner, when faced withget enough studying done and do well to problems. Control emotions effectivelypass the exam, let alone ace it. (e.g. do not cry or yell) in frustrating situations (i.e. under extinction or Interpersonal Style and Skills aversive conditions), in professional,Give corrective feedback in appropriate school, and peer settings. Never, eversituations (not in the presence of lose your cool.others). If you’re unhappy about somefeature of the course, discuss it with Smile: during good times and bad times.your TA or instructor privately before or The grinners shall inherit the earth, notafter class. Never embarrass your TA or the meek.instructor by pointing out in front of theclass some really stupid thing they did Be pleasant in interactions (i.e. zeroor some really dumb or unjust feature of negative comments, well mannered). Bethe course. Your TA or instructor will just the kind of person your TA and yourget up tight and defensive, dig in the classmates want to be around.heels, be even dumber or more unjust –like anyone else would. We’re dealing Speak in respectful ways—with peers.with people here, and people are easilyembarrassed and upset. 13
  • Speak in respectful ways—with TAs and have plenty of time to reject them later,professors. Speaking respectfully and if you still find them to strange by thebrown nosing are not the same thing. end of the course.Be properly assertive in disagreeing with Quality: produce a good product withothers, including other students, your TA good results.and your professor. That means: Smile,be tactful, be private, be cool, be Timely (reliable): complete tasks by therational, be polite, be pleasant. But that deadline.does not mean you should be a “yes”person. That does not mean you have to Don’t be absent.agree with everything. But if you lost apoint on a quiz, assume you were Don’t be late.wrong, smile and respectfully ask forhelp in getting your error clarified, even Technical Skillsif you know damned well the TA Use good speaking skills: grammar,screwed up. If, after discussion it looks clear descriptions, loudness,to you like the TA really is wrong, then enunciation, confidence, articulateness,see if you can gently guide him or her to and fluency.your way of seeing it. If you can’t, thendecide how important it is. If it’s only one Use good writing skills: grammar,point and you’re already way above spelling, and organization.you’re A, consider bagging it. Just chillout. But if it’s a bigger deal, politely and Use good systems-analysis skills:gently ask permission to discuss the Effectively detect, analyze and clearlyissue with the professor, and so on. But specify problems within the system andalways be cool, smile and end each then suggest and implement gooddiscussion with a sincere thank you. solutions.Actively listen when spoken to (i.e. good Use high-quality behavior-analytic skills.eye contact) where appropriate. Now, you get your act together along allDo not dominate discussions at these dimensions; and you’ll not onlymeetings and seminars (i.e. speak succeed in the organization, you’llduring no more than your appropriate become president of the organization!share of the class time). So, we’re taking the time to go throughCarry your share of the discussion in all this for two reasons. One is to helpmeetings and seminars (don’t just sit you succeed in this organization (thisthere listening). class) and to succeed in future organizations (your job, your family,Appear appropriately receptive to others your church).values and viewpoints. In this course,you’re going to run up on some strange The other is to help this class and futureideas, like maybe what you’re reading organizations succeed. One negative,now. Relax and check ‘em out. You’ll whiney, eye-rolling, sighing, “do we 14
  • really have to do this?,” under-breath The Legend of Sheldon Stone“this really sucks,” constantly One of the coolest cats (woops, excusechallenging student can bring a whole me), the coolest dudes I ever knew wasclass down and make the whole Sheldon Stone.semester a drag for the other studentsand the TA or teacher. And running Years ago, I used to be real important; Iabout 8 seminars a semester, with used to teach our 1000-studentabout 20 students in a seminar, there’s introductory psychology course. Anda good chance that 1 out of those 160 Sheldon was an undergrad teachingstudents will be clueless about the bad apprentice; the only thing lower in ourkarma, vibes, or feelings they’re course hierarchy was to be a tuition-accidentally polluting the classroom paying student (the ones who pay ourenvironment with. But mama never told salary). Well, Sheldon was unhappyme. And we’ll come down pretty heavy about some teaching-apprentice policy Ion preventing a whole course from had; so he took a group of thegetting messed over in that way – now undergrads with him to the WMUand in the future. I don’t want anyone in ombudsman (an even more importantmy future classes, practica, or graduate person than I was, the person whoschool programs who’s going to be a settles squabbles between students andconstant pain in the rear or screw up teachers).future courses, practica, or gradprograms. Wow! Heavy. Yes. But I just Now the ombudsman’s an option therolled my eyes a little. I didn’t really wise student saves for only the mostmean anything by it. Right. But that’s the extreme emergency, because nostuff that makes and breaks you. professor likes being called before the ombudsman; and the wise studentNow don’t panic. If you screw up, we’ll knows better than to risk angering thelet you know, but we try to practice our professor; and there’s no way thepreaching; we start with just a little professor isn’t going to be very angrygentle feedback, a little gentle guidance. with such a public challenge to authority.We want you to go away from thediscussion feeling really happy that you But here’s how cool Sheldon was. Hegot that info and eager to give the new, stated his case to me and thecool way a shot. There ain’t enough ombudsman in such a non-emotional,good students that we can afford to non-hysterical, non-threatening, non-waste any of them. We just want to help challenging, respectful, sympathetic wayyou so you don’t eye-roll yourself out of that I caved in immediately, rather thanthe opportunity to save the world with getting my hackles up and drawing abehavior analysis. And that world does line in the sand. Not only that, over theneed a savin’. And you can do it. Oops, next few years, he rose through ourdid I hear a little, under-breath, “who-do- hierarchy to be one of my undergradthey-think-they-are” sigh of teaching assistant ($), to be one of myexasperation? MA student, to be one of my grad teaching assistant (more $), to be a professional organizational behavior- management consultant (much more $), 15
  • and to be manager of the worlds largest polite, so respectful that I’m soretail store (mucho, mucho mas $), in impressed with her I want to share thisHawaii, of all paradisiacal places. incident with you, that I’m so impressed with her that I hope she gets the faith byOf course, that Sheldon started out as a the end of the semester and joins us in60-hour-per-week undergrad didn’t hurt. our struggle to save the world with(Yeah, I know, slackers say, 60 hours a behavior analysis, because it’s only withweek! Ugh, a book head! Who wants to the help of cool people like her that we’llbe a book head!? What the slackers have a chance of even getting the worlddon’t know is that it’s the 60-hour-per- to know we exist.week book heads who win the game. On the Other HandAnd there are a lot more of those A few years ago, we had a guy in Psy.students leading highly successful 360 who was into so much eye-rolling,undergrad careers than the slackers can heavy-sighing, snotty-out-of-the-corner-even imagine.) of-his-mouth-remarks by way of displaying his displeasure with our The Legend of the Cool Coed course that the TA pulled him aside for aThird week of the semester. I’m briskly private self-development interview,walking down a Dunbar hallway. A where she explained that his behavioryoung woman comes up to me and was very disruptive for the class andasks, “Alright, if I walk with you to made it hard for her to do a good jobdiscuss something?” “Sure.” (Note how teaching. He said he understood andrespectful: She asks permission to walk/ would try to do better, but he felt like thetalk, and she’s not so presumptuous as TAs were a bunch of rats with Malottto try to stop me from going to what ever leading them along by a string.very important-person meeting I’mheaded for [actually I was headed to the Now the poor TA’s feelings were reallyJohn].) hurt. She she’d never been so insulted.She says, “I find your Psy. 360 course But here’s the point: She was sure thereally hard, and I don’t think behaviorism guy had no idea how aversive andis for me. Are all the courses in this inappropriate his comment was. He haddepartment behavioral? And are there no idea that his social insensitivity andother colleges where the psych. his inability to stay away from thosedepartments aren’t behavioral?” petty aggression reinforcers would so trash his life and career as to cost him atWell, she’s broken my heart. Not only is least $20K a year in salary, ‘cause noshe rejecting my course but also she’s one wants to be around someone who’srejecting behaviorism, my treasure, my that aversive (inter-observer reliability: inmost cherished world view, my faith. earlier courses his fellow students foundLike I really believe in my slogan, “Save his remarks so aversive that they werethe world with behavior analysis,” even constantly asking him to shut up).though I know it’s a bullshit fantasy.But here’s the point: In rejecting me and Isn’t that sad, regardless of the guy’sall I stand for, she’s so cool, so non- technical skills, his social skills are soemotional, so non-hysterical, so non- poor that he really is doomed; no onethreatening, so non-challenging, so 16
  • will want him spreading karmic pollution to the aggressor a day or so after thatin their environment. person has had a chance to cool down, conducting a self-development The One Pointer interview, perhaps with further followMore common is the high-achieving through, in an effort to salvage a soulstudent who is such a high achiever who might otherwise lose many of life’sbecause she gets completely bent out of opportunities because of being sociallyshape every time she loses a point on a clueless.quiz. The good side of this compulsiveneurosis is that the fear of losing a Professor’s Vitasingle point in the game of life is what Dr. Richard Malott received his Ph.D. atmotivates high achievers to achieve so Columbia University in New York Cityhighly. One of the bad sides of this where he did research in thecompulsive neurosis is that they’re experimental analysis of behavior andconstantly so up tight about point studied with William Cumming, Natlosses, that they have a hard time Schoenfeld, and Fred Keller. For the lastasking for a re-grade in the manner of 30 years, he has taught at WesternSheldon Stone and the Cool Coed, in a Michigan University, a major center fornon-emotional, non-hysterical, non- the teaching of behavior analysis. Hethreatening, non-challenging, respectful, has had two Fulbright Senior Scholarsympathetic way, in a way that will make Awards, one to Peru and one tous want to interact with them more Uruguay. He is one of the founders ofoften, rather than less often. In the Association for Behavior Analysisemotionally going for that single, lost (ABA), the founder and co-chair of thequiz point, they lose 10 life points, even Teaching Behavior Analysis Specialif they do get the quiz point. Interest Group of ABA, chair of the Education Board of ABA, and a member of the editorial board of the Journal of Bottom Line Organizational Behavior Management.The point is not to be a yes-person, lie- He has presented talks, workshops, anddown-and-let-them-roll-over-me kiss seminars in 12 countries – Canada,ass. The point is to choose your battles Newfoundland, Germany, Sweden,carefully and then treat them not as Mexico, Panama, Columbia, Peru,battles but rather as opportunities for Brazil, Japan, Thailand, and Hong Kong.pleasant social discourse. The point is He has published 11 books and 97to carefully prepare what you’re going to articles and has made 141say and how you’re going to say it, and presentations at professional meetingsmull it over for a day before engaging in and 127 invited presentations in otherthe battle. settings.And the point for those of us in authority He just completed the fourth edition of(TA’s, teachers, etc.) is to be so socially the book Principles of Behavior (earliercool, on our side, that we don’t get up versions have been translated intotight and escalate confrontations, but Portuguese, Spanish, and Japanese)rather we de-escalate them, helping and is now working on the book I’ll Stopeveryone to chill, and then getting back 17
  • Procrastinating When I Get Around To behavior. This work also attempts toIt. explain why some types of important contingencies fail to reliably controlHe specializes in the theoretical analysis behavior.of behavior, applied behavior analysis,and behavioral systems analysis. He Let the good times roll!does research on instructional We look forward to working with you thistechnology and performance term, cause we’re all going to have amanagement in university-level great time.education, staff management, and self- You are responsible for making yourselfmanagement. He teaches courses at aware of and understanding the policies andthe undergraduate and graduate level procedures in the Undergraduate andon the principles of behavior and applied Graduate Catalogs that pertain to Academicbehavior analysis, as well as a Honesty. These policies include cheating,practicum on the use of behavior fabrication, falsification and forgery, multipleanalysis to help autistic children. submission, plagiarism, complicity andPhilosophically, Dr. Malott is a radical computer misuse. [The policies can be found at http://catalog.wmich.edubehaviorist – he consistently tries to <http://www.wmich.edu/catalog> underunderstand all psychological Academic Policies, Student Rights andphenomena in terms of the principles Responsibilities.] If there is reason toand concepts of behavior analysis. believe you have been involved in academicPractically, he is a thoroughgoing dishonesty, you will be referred to the Officebehaviorist – he consistently tries to of Student Conduct. You will be given theapply the principles and concepts of opportunity to review the charge(s). If youbehavior analysis to all aspects of his believe you are not responsible, you willlife, personal as well as professional. have the opportunity for a hearing. YouHis interests in performance should consult with your instructor if you aremanagement and self-management in uncertain about an issue of academic honesty prior to the submission of anparticular have grown from his assignment or test.orientation as a thoroughgoingbehaviorist. An example of this work isthe development of performance-management technology to helpgraduate students accomplish thedifficult task of completing their master’stheses and doctoral dissertations – aserious problem around the world.Malott’s theoretical work attempts toexplain the role of language and rule-governed behavior in performance-management contingencies where theoutcomes are too delayed to directlyreinforce or punish the behavior ofinterest and yet the rules describingthose contingencies reliably control that 18