PSY 671 Course Procedures Summer 2011

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PSY 671 Course Procedures Summer 2011

  1. 1. Class Schedule &Course Procedures Psychology 6710 Survey of Applied Behavior Analysis Research SUMMER II 2011All sections are designed and managed by Dr. Richard W. Malott 1
  2. 2. Table of ContentsPSY 6710 COURSE PROCEDURES .............................................................................. 5Course Supervisor..........................................................................................................................5Course Systems Managers ............................................................................................................5Teaching Apprentices ...................................................................... Error! Bookmark not defined.Your Buddy ....................................................................................................................................5Information for Your Buddy ........................................................................................................5Seminar ............................................................................................. Error! Bookmark not defined.General Point System ....................................................................................................................5Point Totals .....................................................................................................................................6Grades .............................................................................................................................................6Tough Contingencies .....................................................................................................................7 Return Your Homework ............................................................................................................7 Cheating.......................................................................................................................................7 Plagiarizing..................................................................................................................................7Missed Classes ................................................................................................................................8Special Get-Tough Policy on Absences ........................................................................................8Lateness...........................................................................................................................................9 Students .......................................................................................................................................9 Professor & Teaching Apprentices ...........................................................................................9Late Homework..............................................................................................................................9Self Management and Final Fiesta Projects ................................................................................9How to keep your participation points ....................................................................................100 Studying and correcting your homework with a non-red pen during class ......................100Mickey Mouse Rules ..................................................................................................................100Adding Insult to Injury .............................................................................................................100How To Avoid Being A Social Disaster .............................................................................100 2
  3. 3. How to be way cool ................................................................................................................111 Interpersonal Style and Skills..................................................................................................11 Technical Skills .........................................................................................................................12 The Legend of Sheldon Stone ..................................................................................................13 The Legend of the Cool Coed ..................................................................................................14 On the Other Hand ...................................................................................................................14 The One Pointer ........................................................................................................................15 Bottom Line ...............................................................................................................................15Professor’s Vita .........................................................................................................................15Let the good times roll! ...........................................................................................................16_Toc60419879 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 laterApplied Behavior Cognitive Analysis (work text Ch.1-22) In course packby Richard W. Malott and StudentsReading Assignments In course packCD 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 packP671 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 packRed ballpoint pen In course pack 4
  5. 5. PSY 671 Course Procedures Course Instructor and Supervisor Information for Your BuddyDr. Richard W. MalottTelephone :269-372-1268 Name: _______________________Best time to call is in the morning; and Phone: ______________________the best strategy is to call until you get alive Dr. Malott on the other end, though Email: _______________________you should also leave a voice mail. General Point SystemEmail Address –DickMalott@dickmalott.com To get an A in psychology courses, youIf you need to make an appointment should allocate about 4 hours per weekwith Dr, Malott, please contact Kelli in class combined with out of class timePerry at kelli.l.perry@wmich.edu and per credit hour. That’s about 12 hoursfind out more information at per week for this course or 180 for thedickmalott.com 15-week semester. I assign about 10 points for each hour of activity in figuring the course grade, so the total points will Course TA be around 1800. Here’s a break down (it may change somewhat throughout theSystem Manager: Kelly Stone term.)Email: kelly.t.stone@wmich.edu 20 points for each seminar class, for conscientious participation in seminar Your Buddy discussion. I will expect you to recite inWhat happens if you miss class and each class, especially in answeringdon’t get some vital oral or written conceptual questions, thoughtfully. Thismaterial handed out in class? No means you will need to showproblem, you just call up your reliable considerable evidence of having thoughtbuddy whose name and phone number about the homework assignment.you’ve listed here and get the info. yourbuddy being so reliable as to have What does conscientious mean? In thepicked up an extra copy of the handouts seminar: You must listen carefully to thefor you, especially since you had notified presentations of the other students andyour buddy of your pending absence. So be prepared to comment, so as to earnget a student name and number, and all participation points. So studying for adon’t even think of bugging me (or the quiz, finishing your homework, readingTAs) for something you failed to get. and writing letters, sleeping etc. means, when you see your scores for that week, you’ll find less than the total possible points for the seminar class. On the 5
  6. 6. other hand, feel free to improve your required, counts as seminarhomework, as we clarify tough concepts participation)throughout the seminar session. 2040 points = 100% of the total pointsSpecial note for your Quiz grade: for the course (approximate)Quiz answers must be legible to be Gradescounted as correct! Now you know how you can earn 100’s of points (learned reinforcers?) in thisBut now back to happier issues: 40 course. So the next question is, how dopoints for a combination of written those points convert into a final gradeanswers to conceptual objectives, (backup reinforcer). The answer is,essays, and the occasional quiz. In complexly. Here’s why it’s so complex:other words, you should invest about 4 We have three goals for this course: wehours on each homework assignment, want you to learn as much as you can,including reading the chapters, doing to earn as good a grade as you can, andthe contingency diagrams and writing to have as much fun as you can.any brief essays, as well as preparingfor the occasional quiz. However, But to hit all three goals we need abecause we’re still developing the complex set of contingencies. Look atcourse materials, you may not need to the following grade scale and you’ll seeput in quite that much time. just how complex. Lowest % of Points in ANY of the Point Totals Remaining AreasAll these points count toward yourcourse grade. The total points for the Mincourse will be about: % of Quiz 92 87 82 77 72 67 62 57 <5726x40 points = 1040 points for Pointhomework analyzing contingencies, squizzes, etc., plus 100 for the final fiesta 92 A BA B CB C DC D ED Ewrite-up, 40 for self-management writeups (2x20) equaling a total of 1180 87 BA B CB C DC D ED Epoints in this category 82 B CB C DC D ED E10x20 points = 200 points for review 77 CB C DC D ED Equizzes 72 C DC D ED E 27x20 points = 400 points forconscientious participation in seminar 67 DC D ED E1x100 points = 100 points for your final 62 D ED Epaper (counts as part of yourhomework) 57 ED E1x20 = 20 points for conscientious <57 Eparticipation in Final Fiesta (attendance 6
  7. 7. If you get at least 92% of the total points My friend Dr. Stephen Graf puts it thisin the quiz area, and 87%of the total way: Suppose you’re training surgeons.points in all other areas, you get at least And to perform a successful surgery, thea BA. Almost all of you will do that. For student/surgeon must scrub down, putexample, in the winter term of 1991, on the gloves, make a proper incision,95% of the students in PSY 671 worked properly remove the right organ, avoidreally hard, learned a lot, and cracked flipping cigarette ashes in the openthe 92% / 87% mark to earn at least a wound, remove all surgical tools fromBA. inside the patient, sew up the incision, etc. Now suppose the student/surgeonWonderful, but how do you get that did everything correctly except takingmagic A? To do that you have to crack out the right organ. The student mightthe 92% mark in each area of the say. I did 19 out of the 20 stepscourse: (1) seminar, colloquia, and final correctly; that’s 95%. I want my A. Thefiesta participation; (2) conceptual fact that I took out the heart instead ofhomework combined with the final the hemorrhoids and the patient diedproject & paper; and the quizzes, and shouldn’t overshadow my 95 average.(3) the regular and review quizzes. We take behavior analysis reallyNOTE: In order to earn an A in 671, you seriously and don’t want to graduate anyhave to get a 96% in quizzes and 92% students who don’t know it well. So forin the remaining areas. us to certify you as an A student, you’ve got to hit at least 92% in each categoryYou’re almost guarantied to earn a BA, in this course.which is well above the campusaverage; and you’ll have learned Tough Contingenciesenough about behavior analysis that you Return Your Homeworkcan hold your head high. But if you do To retain full credit for yourearn the A, you’ll leave this course so homework, please turn it all in at thesharp; we’ll have to register you as a Final Fiesta.lethal weapon. This way we can look at it in more detail, as we evaluate the effectiveness of theI know this seems like a strange way to books and the course. It will also give usevaluate a student’s mastery and assign ideas about materials to add. Ina letter grade. Why not just add up all addition, this way your answers won’tthe points and assign a letter grade fall into the hands of future students, inbased on the total number of points, no spite of your best security efforts. OK?matter which component of the classthey come from? That’s the way we Cheatingused to do it. But then some students Cheating Means Sudden Death!!!would get an A based on their work If we catch you cheating orin everything but the quizzes and they plagiarizing in this course, we willwouldn’t have really learned an recommend to the Student Judicialimportant part of the course, the Committee that YOU RECEIVE AN Econcepts tested on the quizzes. FOR THE COURSE, no matter how 7
  8. 8. small or trivial was the cheating or you, so you can find out the details of plagiarizing. the next assignments.This includes, but is not limited to,copying from your neighbor, your notes, Special Get-Tough Policy onor whatever, during a test or quiz. Thisalso involves talking during a test or Absences Most students have no problem with thequiz. Cheating also means copying preceding absence policies. Instead, itsomeone else’s homework and turning it helps them get their act together, soin as your own. On the other hand, if they’ll do well in the class an earn anyou are knowingly involved in providing “A”. But there are always a half athe 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 who’s 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. It doesn’t much better grade in the course. Sowork out for us to try to distinguish here’s our special get-tough policy:between excused and unexcusedabsences. So once the opportunity has PSY 100 comments: “Enforcespassed, it’s gone. This means you learning.” “People should have a right toshould keep your point average decide about attendance. It’s mycomfortably above the 92% level in all money.” “It doesn’t bother me but shouldcategories; 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 thinkfor). 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 isgrade. 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 to 8
  9. 9. Here is the way it works. (In this Professor & Teaching Apprenticesexample, we assume you would get an On the other hand, each time aA, if you had no absences. But, of graduate assistant or Dr. Malott is late,course, if you had several absences, he’ll reluctantly contribute $5 to theyou probably would already have lost class party fund. Ouch!too many points to get an A; so ourpenalty of a half a letter grade or so, Late Homeworkwould be beyond the lowering due to the You lose 5 points per business daypoint loss.) (business days are normally those days, Monday through Friday, when classesAbsences Grade are scheduled and the university offices0 to 3 A are open). Ouch! You can slide your4 to 6 BA homework under the assistant’s office7 to 9 B door (Wood Hall 2536, inside 2506); beEtc. Etc. sure to put on the name of the course, the name of your grad. assistant, andThis policy helps most students avoid your name. Late means anytime afterthe hopeless hassle of coming around the beginning of the class when yourat the end of the semester, desperately, homework is due. Don’t try to finish yourbut vainly, pleading for some way to homework during class; we’ll count thatraise their final grade. Now they’ll have as late. If you know you’re going to havethat A in the bag, when the end of the to miss class, you can turn in yoursemester rolls around. But even with homework in advance.this policy, a small number of studentsmanaged to get less than a BA. Always, Self Management and Finalthis was because of absences or failingto turn in homework. Fiesta ProjectsSometimes students have a time This semester you will complete 2conflict, so that they want to come to projects: self management and finalclass, take the quiz (depending on when fiesta. THESE ARE NOT THE SAMEit’s given), turn in their homework, and PROJECT!!! If it is not already in yourleave. That’s O.K.. They don’t receive course pack, you will receive a sheetmany or possibly any participation that explains the difference betweenpoints, but this does not count as an these two projects and provides youabsence that would contribute to the with some guidelines for completing thepenalty contingency. projects. But for now we will give you the very basics. For each project you Lateness will complete a paper using Microsoft Students Word and a presentation with MicrosoftIf you are late for class or leave class PowerPoint. Using these programs IS Aearly, you will lose 5 participation MANDATORY REQUIREMENT for eachpoints, and possibly more. (BY the way, project. However, we realize that not allif you’re doing other homework, writing of our students are proficient in usingletters, etc. in class, you won’t get full these programs. But don’t worry! Weparticipation points either.) will help you through it as much as possible. We even give you a template disk! On this disk you will find – 9
  10. 10.  Sample student papers and important that you understand and presentations remember these Mickey Mouse rules.  Skeleton outlines/templates for This means you should study them your project between now and the next class and be  Instructions for using the prepared for a brief written quiz over programs. them. How to keep your participation points How To Avoid Being A SocialAttending the entire class is the only Disasterway to earn your participation points. (If When I used to do organizational-you just show up for the quiz, you will behavior-management workshops fornot be earning any participation points, managers in business and industry, onebut we will let you take the quiz.) Once of my most popular modules dealt withyou are in class there are a couple of social skills. When introducing thisthings that we expect of our students. module, I’d say, “Fifty percent of aThese things affect whether or not person’s success in an organization hasstudents keep the participation points to do with social skills and other skillsearned for showing up. For each that have little to do with the person’sproblem, the student will lose 5 job description.” If those managers everparticipation 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 subtle 10
  11. 11. things that will help you be a good after class. Never embarrass your TA ormember of this organization, how to instructor by pointing out in front of thesucceed in this organization, how to get class some really stupid thing they didthis organization to give you strong or some really dumb or unjust feature ofletters of recommendation for practica, the course. Your TA or instructor will justassistantships, grad school, and jobs; get up tight and defensive, dig in theand also how to contribute to this heels, be even dumber or more unjust –organization, in a positive manner. like anyone else would. We’re dealingNow, if you’re cool, you’ll use being in with people here, and people are easilythis organization as an opportunity to embarrassed and upset.learn how to be successful in otherorganizations, 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 withyour TA or instructor privately before or 11
  12. 12. Smile: during good times and bad times. during no more than your appropriateThe grinners shall inherit the earth, not share of the class time).the meek. Carry your share of the discussion inBe pleasant in interactions (i.e. zero meetings and seminars (don’t just sitnegative comments, well mannered). Be there listening).the kind of person your TA and yourclassmates want to be around. Appear appropriately receptive to others values and viewpoints. In this course,Speak in respectful ways—with peers. you’re going to run up on some strange ideas, like maybe what you’re readingSpeak in respectful ways—with TAs and now. Relax and check ‘em out. You’llprofessors. Speaking respectfully and have plenty of time to reject them later,brown nosing are not the same thing. if you still find them to strange by the end of the course.Be properly assertive in disagreeing withothers, including other students, your TA Quality: produce a good product withand your professor. That means: Smile, good results.be tactful, be private, be cool, berational, be polite, be pleasant. But that Timely (reliable): complete tasks by thedoes not mean you should be a “yes” deadline.person. That does not mean you have toagree with everything. But if you lost a Don’t be absent.point on a quiz, assume you werewrong, smile and respectfully ask for Don’t be late.help in getting your error clarified, evenif you know damned well the TA Technical Skillsscrewed 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 onepoint 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 andgently ask permission to discuss the Use good systems-analysis skills:issue with the professor, and so on. But Effectively detect, analyze and clearlyalways be cool, smile and end each specify problems within the system anddiscussion with a sincere thank you. then suggest and implement good solutions.Actively listen when spoken to (i.e. goodeye contact) where appropriate. Use high-quality behavior-analytic skills.Do not dominate discussions at Now, you get your act together along allmeetings and seminars (i.e. speak these dimensions; and you’ll not only 12
  13. 13. succeed in the organization, you’ll cool way a shot. There ain’t enoughbecome president of the organization! good students that we can afford to waste any of them. We just want to helpSo, we’re taking the time to go through you so you don’t eye-roll yourself out ofall this for two reasons. One is to help the opportunity to save the world withyou succeed in this organization (this behavior analysis. And that world doesclass) and to succeed in future need a savin’. And you can do it. Oops,organizations (your job, your family, did I hear a little, under-breath, “who-do-your church). they-think-they-are” sigh of exasperation?The other is to help this class and future The Legend of Sheldon Stoneorganizations succeed. One negative, One of the coolest cats (woops, excusewhiney, eye-rolling, sighing, “do we me), the coolest dudes I ever knew wasreally have to do this?,” under-breath Sheldon Stone.“this really sucks,” constantlychallenging student can bring a whole Years ago, I used to be real important; Iclass down and make the whole used to teach our 1000-studentsemester a drag for the other students introductory psychology course. Andand the TA or teacher. And running Sheldon was an undergrad teachingabout 8 seminars a semester, with apprentice; the only thing lower in ourabout 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 ourstudents will be clueless about the bad salary). Well, Sheldon was unhappykarma, vibes, or feelings they’re about some teaching-apprentice policy Iaccidentally polluting the classroom had; so he took a group of theenvironment with. But mama never told undergrads with him to the WMUme. And we’ll come down pretty heavy ombudsman (an even more importanton preventing a whole course from person than I was, the person whogetting messed over in that way – now settles squabbles between students andand in the future. I don’t want anyone in teachers).my future classes, practica, or graduateschool programs who’s going to be a Now the ombudsman’s an option theconstant pain in the rear or screw up wise student saves for only the mostfuture courses, practica, or grad extreme emergency, because noprograms. Wow! Heavy. Yes. But I just professor likes being called before therolled my eyes a little. I didn’t really ombudsman; and the wise studentmean anything by it. Right. But that’s the knows better than to risk angering thestuff that makes and breaks you. professor; and there’s no way the professor isn’t going to be very angryNow don’t panic. If you screw up, we’ll with such a public challenge to authority.let you know, but we try to practice ourpreaching; we start with just a little But here’s how cool Sheldon was. Hegentle feedback, a little gentle guidance. stated his case to me and theWe 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 13
  14. 14. that I caved in immediately, rather than Well, she’s broken my heart. Not only isgetting my hackles up and drawing a she rejecting my course but also she’sline in the sand. Not only that, over the rejecting behaviorism, my treasure, mynext few years, he rose through our most cherished world view, my faith.hierarchy to be one of my undergrad Like I really believe in my slogan, “Saveteaching assistant ($), to be one of my the world with behavior analysis,” evenMA student, to be one of my grad though I know it’s a bullshit fantasy.teaching assistant (more $), to be a But here’s the point: In rejecting me andprofessional organizational behavior- all I stand for, she’s so cool, so non-management consultant (much more $), emotional, so non-hysterical, so non-and to be manager of the worlds largest threatening, so non-challenging, soretail store (mucho, mucho mas $), in polite, so respectful that I’m soHawaii, of all paradisiacal places. impressed with her I want to share this incident with you, that I’m so impressedOf course, that Sheldon started out as a with her that I hope she gets the faith by60-hour-per-week undergrad didn’t hurt. the end of the semester and joins us in(Yeah, I know, slackers say, 60 hours a our struggle to save the world withweek! Ugh, a book head! Who wants to behavior analysis, because it’s only withbe a book head!? What the slackers the help of cool people like her that we’lldon’t know is that it’s the 60-hour-per- have a chance of even getting the worldweek book heads who win the game. to know we exist.And there are a lot more of those On the Other Handstudents leading highly successful A few years ago, we had a guy in Psy.undergrad careers than the slackers can 360 who was into so much eye-rolling,even imagine.) heavy-sighing, snotty-out-of-the-corner- of-his-mouth-remarks by way of The Legend of the Cool Coed displaying his displeasure with ourThird week of the semester. I’m briskly course that the TA pulled him aside for awalking down a Dunbar hallway. A private self-development interview,young woman comes up to me and where she explained that his behaviorasks, “Alright, if I walk with you to was very disruptive for the class anddiscuss something?” “Sure.” (Note how made it hard for her to do a good jobrespectful: She asks permission to teaching. He said he understood andwalk/talk, and she’s not so would try to do better, but he felt like thepresumptuous as to try to stop me from TAs were a bunch of rats with Malottgoing to what ever very important- leading them along by a string.person meeting I’m headed for [actuallyI was headed to the John].) Now the poor TA’s feelings were reallyShe says, “I find your Psy. 360 course hurt. She she’d never been so insulted.really hard, and I don’t think behaviorism But here’s the point: She was sure theis for me. Are all the courses in this guy had no idea how aversive anddepartment behavioral? And are there inappropriate his comment was. He hadother colleges where the psych. no idea that his social insensitivity anddepartments aren’t behavioral?” his inability to stay away from those petty aggression reinforcers would so trash his life and career as to cost him at 14
  15. 15. least $20K a year in salary, ‘cause no say and how you’re going to say it, andone wants to be around someone who’s mull it over for a day before engaging inthat aversive (inter-observer reliability: in the battle.earlier courses his fellow students foundhis remarks so aversive that they were And the point for those of us in authorityconstantly asking him to shut up). (TA’s, teachers, etc.) is to be so socially cool, on our side, that we don’t get upIsn’t that sad, regardless of the guy’s tight and escalate confrontations, buttechnical skills, his social skills are so rather we de-escalate them, helpingpoor that he really is doomed; no one everyone to chill, and then getting backwill 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 141 15
  16. 16. presentations at professional meetingsand 127 invited presentations in other Malott’s theoretical work attempts tosettings. explain the role of language and rule- governed behavior in performance-He just completed the fourth edition of management contingencies where thethe book Elementary Principles of outcomes are too delayed to directlyBehavior (earlier versions have been reinforce or punish the behavior oftranslated into Portuguese, Spanish, interest and yet the rules describingand Japanese) and is now working on those contingencies reliably control thatthe book I’ll Stop Procrastinating When I behavior. This work also attempts toGet Around To It. 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-management. He teaches courses atthe undergraduate and graduate levelon the principles of behavior and appliedbehavior analysis, as well as apracticum on the use of behavioranalysis to help autistic children.Philosophically, Dr. Malott is a radicalbehaviorist – he consistently tries tounderstand all psychologicalphenomena in terms of the principlesand concepts of behavior analysis.Practically, he is a thoroughgoingbehaviorist – he consistently tries toapply the principles and concepts ofbehavior analysis to all aspects of hislife, personal as well as professional.His interests in performancemanagement and self-management inparticular have grown from hisorientation 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. 16

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