P4600 Course Procedures

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P4600 Course Procedures

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

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