1. Psychology 460 (Dr. Malott’s Sections):
Survey of Behavior Analysis Research
COURSE DESCRIPTION:
THE PURPOSE OF PSY 460 IS TO TRAIN UNDERGRADUATES IN THE APPLICATION OF THE BASIC PRINCIPLES OF
BEHAVIOR LEARNED THROUGH PSY 360 WHILE CONTINUING WITH THE TRAINING OF MORE ADVANCED
PRINCIPLES OF BEHAVIOR. THROUGH THIS TRAINING, THE STUDENTS STUDY SUCH AREAS AS THE ADVANCED
PRINCIPLES OF RULE GOVERNED BEHAVIOR, BEHAVIOR SYSTEMS ANALYSIS, AND A GOAL-DIRECTED SYSTEMS
APPROACH TO ORGANIZATIONAL CHANGE.
GRADING:
STUDENTS TAKE DAILY QUIZZES OVER THE CONCEPTS IN THAT DAY’S APPLICABLE HOMEWORK CHAPTER(S)
WHICH ALSO INCLUDE A SECTION FOR WRITING OUT THE DEFINTIONS COVERED IN THE HOMEWORK. ALONG
WITH THE DAILY CHAPTER QUIZZES THERE ARE ALSO PERIODIC REVIEW QUIZZES THAT PERTAIN TO EITHER THE
PRINCIPLES OF BEHAVIOR DEFINITIONS LEARNED IN PSY 360, THE CRITERIA FOR A CORRECT BEHAVIORAL
CONTINGENCY, THE CRITERIA FOR AN EFFECTIVE PERFORMANCE MANAGEMENT CONTINGENCY, OR REVIEW
CONCEPTS AND DEFINTIONS PERTAINING TO PSY 460 CONCEPTS. STUDENTS MUST EARN A 92% IN EACH OF
FOUR TARGET AREAS (PARTICIPATION, HOMEWORK, AND QUIZZES) TO RECEIVE AN
“A” IN THE COURSE.
COURSE PROJECTS:
THE STUDENTS COMPLETE TWO PROJECTS THROUGHOUT THE COURSE. THE SELF-MANAGEMENT PROJECT
CONSISTS OF EACH STUDENT DESIGNING AND COMPLETING A PROJECT DESIGNED TO IMPROVE A DESIRED
BEHAVIOR OR DECREASE AN UNDESIRED BEHAVIOR WHILE REPORTING THESE PERFORMANCE DATA WEEKLY TO
THEIR RESPECTIVE CLASS. THE FINAL FIESTA PROJECT CONSISTS OF COMPLETING EITHER A HYPOTHETICAL OR
A REAL PERFORMANCE IMPROVEMENT PROJECT AT AN ORGANIZATION USING THE SIX STEPS OF BEHAVIOR
SYSTEMS ANALYSIS. BOTH PROJECTS REQUIRE A WRITTEN PAPER AND A PRESENTATION GIVEN AT THE END OF
THE SEMESTER.
TEXT BOOKS:
1.) I’LL STOP PROCRASTINATING WHEN I GET AROUND TO IT
THIS BOOK PERTAINS TO SELF-MANAGEMENT CONCEPTS AND IS READ DURING THE BEGINNING OF THE
SEMESTER PRIOR TO THE STUDENT BEGINNING THEIR OWN SELF-MANAGEMENT PROJECT.
2.) PSY 460 CONCEPTUAL WORKTEXT
THE WORKTEXT COMBINES BOTH A TEXTBOOK AND A WORKBOOK INTO A TEXT THAT CONTAINS CONCEPTUAL
INFORMATION, APPLICABLE EXAMPLES, AND OPPORTUNITIES FOR STUDENTS TO PROVIDE THEIR OWN ORIGINAL
EXAMPLES.
THE TOPICS DISCUSSED IN EACH OF THE CHAPTERS ARE AS FOLLOWS:
CHAPTER 1:

2. THE EIGHT BASIC BEHAVIORAL CONTINGENCIES
CHAPTER 2:
INDIRECT-ACTING CONTINGENCIES AND RULE-GOVERNED BEHAVIOR
CHAPTER 3:
INDIRECT-ACTING CONTINGENCIES AND RULES THAT ARE HARD TO FOLLOW
CHAPTER 4:
THE THREE-CONTINGENCY MODEL OF PERFORMANCE MANAGEMENT: THE INEFFECTIVE NATURAL
CONTINGENCY
CHAPTER 5:
THE THREE-CONTINGENCY MODEL: THE PERFORMANCE MANAGEMENT CONTINGENCY
CHAPTER 6:
THE THREE-CONTINGENCY MODEL OF PERFORMANCE MANAGEMENT: THE THEORETICAL CONTINGENCY
CHAPTER 7:
GOAL DIRECTED SYSTEMS DESIGN 1
CHAPTER 8:
GOAL-DIRECTED SYSTEMS DESIGN 2
CHAPTER 9:
BEHAVIORAL SYSTEMS ANALYSIS AND
ORGANIZATIONAL BEHAVIOR MANAGEMENT
CHAPTER 10:
CULTURAL CHANGE MODEL
CHAPTER 11:
EDUCATION
CHAPTER 12:
TOOLS FOR A BEHAVIORAL WORLD VIEW PART 1
CHAPTER 13:
PARENTING
CHAPTER 14:
THE PROBLEM CHILD
CHAPTER 15:
DELINQUENCY
CHAPTER 16:
DEVELOPMENTALLY DISABLED AND AUTISTIC CHILDREN
CHAPTER 17:
INSTITUTIONALIZED ADULTS
CHAPTER 18:
BRAIN INJURED AND DEVELOPMENTALLY DISABLED ADULTS
CHAPTER 19:
NON-INSTITUTIONALIZED ADULTS
CHAPTER 20:
DRUG USE AND ABUSE
CHAPTER 21:
BEHAVIORAL MEDICINE