_______________________
Telephone: ______________________
Email: __________________________
Your Buddy: _____________________
Phone: _________________________
Email: _________________________
General Point System
The point system is designed to maximize your learning and participation. Points will be awarded for a variety of activities including:
- Class participation (asking and answering questions, contributing to discussions)
- Completing homework assignments
- Completing optional learning activities
- Attending extra help sessions
- Completing special projects
- Doing well on quizzes and exams
- Helping other students
The total points possible will be around 1000 points. Points will be updated regularly
This document outlines the course procedures for Psychology 4600: Survey of Applied Behavior Analysis Research. It provides details on course points, grading, assignments, and policies. The key points are:
- The course is worth a total of approximately 1800 points, with points earned through seminar participation, homework assignments, and quizzes.
- An A requires getting at least 92% of the total points in each assessment category: seminar, homework, and quizzes.
- Students can earn optional activity points through additional academic activities, which can be used to exempt absences or assignments but not grades.
- Course policies cover issues like late assignments, absences, and academic integrity.
This document outlines the course procedures for Psychology 4600 Survey of Applied Behavior Analysis Research including contact information for the course supervisor, systems manager, and teaching apprentices. It provides details on seminar format, grading policies, attendance policies, and materials needed for the course.
This document outlines the course procedures for Psychology 4600: Survey of Applied Behavior Analysis Research. It provides information on the course supervisor, seminar structure, grading system, attendance policies, homework procedures, and materials needed for the course. The course is designed and managed by Dr. Richard W. Malott, and students should contact him by phone or email with any questions.
This document provides the course procedures and schedule for Psychology 6710: Survey of Applied Behavior Analysis. Key information includes:
- The course is taught by Dr. Richard Malott during the summer term.
- Students are assigned a "buddy" to obtain missed materials from if they are absent.
- Participation in weekly seminar classes is worth 20 points and students must actively engage in discussion to earn full points.
- The total points possible for the course is around
_______________________
Telephone: ______________________
Email: __________________________
Your Buddy: _____________________
Phone: _________________________
Email: __________________________
General Point System
The point system is designed to maximize your learning and participation. Points will be awarded for a variety of activities including:
- Class participation (asking and answering questions, contributing to discussions)
- Completing homework assignments
- Completing optional learning activities
- Attending extra study sessions
- Completing special projects
- Helping other students
- Demonstrating mastery on quizzes and exams
The total points possible are distributed as follows:
Class Particip
This document outlines the course procedures for Psychology 4600: Survey of Applied Behavior Analysis Research. It provides details on course points, grading, assignments, and policies. The key points are:
- The course is worth a total of approximately 1800 points, with points earned through seminar participation, homework assignments, and quizzes.
- An A requires getting at least 92% of the total points in each assessment category: seminar, homework, and quizzes.
- Students can earn optional activity points through additional academic activities, which can be used to exempt absences or assignments but not grades.
- Course policies cover issues like late assignments, absences, and academic integrity.
This document outlines the course procedures for Psychology 4600 Survey of Applied Behavior Analysis Research including contact information for the course supervisor, systems manager, and teaching apprentices. It provides details on seminar format, grading policies, attendance policies, and materials needed for the course.
This document outlines the course procedures for Psychology 4600: Survey of Applied Behavior Analysis Research. It provides information on the course supervisor, seminar structure, grading system, attendance policies, homework procedures, and materials needed for the course. The course is designed and managed by Dr. Richard W. Malott, and students should contact him by phone or email with any questions.
This document provides the course procedures and schedule for Psychology 6710: Survey of Applied Behavior Analysis. Key information includes:
- The course is taught by Dr. Richard Malott during the summer term.
- Students are assigned a "buddy" to obtain missed materials from if they are absent.
- Participation in weekly seminar classes is worth 20 points and students must actively engage in discussion to earn full points.
- The total points possible for the course is around
_______________________
Telephone: ______________________
Email: __________________________
Your Buddy: _____________________
Phone: _________________________
Email: __________________________
General Point System
The point system is designed to maximize your learning and participation. Points will be awarded for a variety of activities including:
- Class participation (asking and answering questions, contributing to discussions)
- Completing homework assignments
- Completing optional learning activities
- Attending extra study sessions
- Completing special projects
- Helping other students
- Demonstrating mastery on quizzes and exams
The total points possible are distributed as follows:
Class Particip
A prompt is a stimulus used to elicit a desired response when the regular discriminative stimulus fails. Prompts are not themselves discriminative stimuli. Prompts are used to quickly bring about the desired behavior rather than slowly shaping it. There are several types of prompts including physical, gestural, verbal, and modeling prompts. At the KAC, procedures typically use least-to-most prompting to prevent prompt dependence, gradually fading prompts to put the response under control of the discriminative stimulus alone. Prompted responses should be reinforced to strengthen the behavior.
This document provides guidelines for professionalism when working at a child development center (CDC). It emphasizes the importance of punctuality, not using phones or talking negatively during shifts, and correctly collecting and validating data to ensure children receive the best treatment. Staff are told to be respectful of CDC rules and not discuss client information outside of work. When talking to parents, the document advises using objective language to describe behaviors and procedures, and alerting supervisors of any changes.
The document discusses the importance of technology in education to improve student achievement and engagement. It notes that technology can help make learning more relevant to prepare students for their future careers. When used effectively, technology has been shown to increase standardized test scores, broaden the curriculum, and allow for greater collaboration. The document also mentions several resources on the topics of technology access, adequacy, and equity in schools.
This document provides an assignment guide and schedule for a P4600 Fall 2011 course. It outlines the weekly reading assignments, essays, quizzes, and other due dates. Key assignments include chapter essays on a procrastination book, a student self-management project involving collecting data on a target behavior and giving presentations on progress, and a final fiesta paper and presentation analyzing the contingencies maintaining a hypothetical behavior. Important reminder dates are provided for withdrawing from classes and submitting assignment drafts and final papers. Special lectures and recruitment events are also noted.
This document outlines the course procedures for Psychology 4600: Survey of Applied Behavior Analysis. It provides details on the course supervisor, systems manager, buddy system, seminar schedule and location, general point system for grades, optional activity points, policies on missed classes and lateness, and guidelines for homework, projects, quizzes and class participation. The point totals and grade scale are complex, aiming for students to achieve mastery in all areas to earn an A.
This document discusses incidental teaching and appropriate play. Incidental teaching is a naturalistic teaching method where new behaviors are taught during typical everyday events and activities. Examples of when incidental teaching can be used include during structured play, outside, mealtimes, and transitions. Verbal prompts that can be used include asking the child to label objects, actions, colors. Incidental teaching can also be used during mastered tasks by getting multiple learning opportunities from preferred items and toys. Appropriate play means a child engages with toys, activities, and others in age-appropriate ways such as pretend play and interacting with peers.
Three types of functional assessments are described: functional analysis determines the function of problem behaviors through different conditions to isolate attention, tangible, escape, or automatic reinforcement; descriptive assessment identifies antecedents and consequences without direct manipulation; indirect assessment uses rating scales and interviews. A functional analysis establishes the maintaining consequences for problem behaviors to design targeted interventions like teaching requests for attention-seeking behaviors or non-contingent reinforcement.
Incidental Teaching and Appropriate Play Presentation with Questionstjwg44
This document discusses incidental teaching and appropriate play. Incidental teaching is a naturalistic teaching method that uses learning opportunities from a child's natural environment and interests to teach new behaviors. Examples of when and how to use incidental teaching include during play, meals, transitions, and anywhere opportunities arise. Appropriate play means a child engages with toys, activities, and others in age-appropriate ways. Incidental teaching can be used to expand on a child's interests and make additional learning opportunities from their natural environment and play.
This document provides guidelines for professional conduct when working at a child development center (CDC). It emphasizes the importance of punctuality, correct data collection, respectful communication, and maintaining privacy and objectivity. Key points include only using children's first names within the center, invalidating incorrect data, calling supervisors about scheduling changes or missing materials, and providing objective descriptions of behaviors to parents rather than subjective judgments.
Verbal behavior refers to language from a behavioral perspective. There are several types of verbal behaviors including echoics, mands, tacts, and intraverbals. Echoics are verbal responses that exactly match the verbal stimulus, like repeating a word. Mands are requests. Tacts are labels for stimuli in the environment. Intraverbals involve responses to verbal questions or statements. Each type of verbal behavior is evoked by a different stimulus and reinforced in its own way.
This document provides guidance for applying to Ph.D. programs in computer science. It discusses what a Ph.D. entails, including an emphasis on research over courses and working closely with an advisor. The application process involves submitting transcripts, GRE scores, letters of recommendation, and a personal statement describing research experience. Fellowships can provide funding but require additional application materials. Students must determine if they are suited for the rigors and challenges of research versus taking courses.
Intro to Forensic Psychology Syllabus final 2016 Sara Roldan
This document provides an overview of the Psychology 496: Introduction to Forensic Psychology course. It outlines the instructor and teaching assistant contact information, course description, objectives, content, assignments, exams, attendance policy, and schedule. The course will introduce students to forensic psychology through lectures, discussions, videos and assigned readings. It will examine how psychology relates to and informs the legal system in areas like police work, investigations, threat assessment and legal cases. Students will complete daily reading quizzes, a case analysis paper, lab assignments, and three exams over the course of the semester.
Assessment & feedback for learning module inductionNeil Currant
This document outlines an assessment module that uses a problem-based learning (PBL) approach. It includes the following:
- The module focuses on assessment and feedback theories and practices in higher education.
- Students will participate in 3 PBL scenarios over the semester in small groups facilitated by a tutor.
- Assessment includes two group reports analyzing PBL scenarios and an individual report and reflection.
- The PBL process involves 5 steps: exploring the problem, discovering knowns/unknowns, research, application, and presentation.
- Scenarios provide an introduction and issues for groups to research and propose solutions for in their reports.
This document discusses feedback from doctoral reviewers and examiners. It provides examples of what constitutes acceptable, good, or outstanding doctoral work. It also discusses common critiques and areas for improvement in doctoral dissertations. The document offers advice on developing internal consistency, specificity, validity of analysis, and properly interpreting the role of research. It suggests that doctoral candidates receive coaching to support the decisions of their supervisors and provide timely feedback in a supportive environment.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
This workshop provided guidance on converting a research paper into a manuscript for publication. It began with an introduction that addressed common fears around publishing and emphasized the importance of starting the writing process. The workshop then outlined objectives to provide answers to typical publication questions, guidelines for manuscript preparation, and demonstrations of conversion steps.
Participants were asked to introduce themselves and their publication needs. The workshop reviewed sources of publishing information and questions to consider when writing. It then demonstrated a 6 step process for converting a research paper: 1) selecting a journal, 2) reviewing results, 3) outlining research questions and hypotheses, 4) extracting relevant literature, 5) aligning literature with methodology and results, and 6) drafting discussion, conclusion, abstract
This document provides an overview of a Consumer Buying Behavior course taught in the fall of 2008. The course is an introduction to consumer behavior taught by Professor Kevin Bradford. It will cover theories and empirical research in consumer decision-making through lectures, case studies, and assignments. Students will be evaluated based on their performance on 4 case analyses, a written position paper, an oral presentation of the position paper, and class participation. The course aims to help students understand how consumer behavior insights can be applied to marketing strategies and decisions.
A prompt is a stimulus used to elicit a desired response when the regular discriminative stimulus fails. Prompts are not themselves discriminative stimuli. Prompts are used to quickly bring about the desired behavior rather than slowly shaping it. There are several types of prompts including physical, gestural, verbal, and modeling prompts. At the KAC, procedures typically use least-to-most prompting to prevent prompt dependence, gradually fading prompts to put the response under control of the discriminative stimulus alone. Prompted responses should be reinforced to strengthen the behavior.
This document provides guidelines for professionalism when working at a child development center (CDC). It emphasizes the importance of punctuality, not using phones or talking negatively during shifts, and correctly collecting and validating data to ensure children receive the best treatment. Staff are told to be respectful of CDC rules and not discuss client information outside of work. When talking to parents, the document advises using objective language to describe behaviors and procedures, and alerting supervisors of any changes.
The document discusses the importance of technology in education to improve student achievement and engagement. It notes that technology can help make learning more relevant to prepare students for their future careers. When used effectively, technology has been shown to increase standardized test scores, broaden the curriculum, and allow for greater collaboration. The document also mentions several resources on the topics of technology access, adequacy, and equity in schools.
This document provides an assignment guide and schedule for a P4600 Fall 2011 course. It outlines the weekly reading assignments, essays, quizzes, and other due dates. Key assignments include chapter essays on a procrastination book, a student self-management project involving collecting data on a target behavior and giving presentations on progress, and a final fiesta paper and presentation analyzing the contingencies maintaining a hypothetical behavior. Important reminder dates are provided for withdrawing from classes and submitting assignment drafts and final papers. Special lectures and recruitment events are also noted.
This document outlines the course procedures for Psychology 4600: Survey of Applied Behavior Analysis. It provides details on the course supervisor, systems manager, buddy system, seminar schedule and location, general point system for grades, optional activity points, policies on missed classes and lateness, and guidelines for homework, projects, quizzes and class participation. The point totals and grade scale are complex, aiming for students to achieve mastery in all areas to earn an A.
This document discusses incidental teaching and appropriate play. Incidental teaching is a naturalistic teaching method where new behaviors are taught during typical everyday events and activities. Examples of when incidental teaching can be used include during structured play, outside, mealtimes, and transitions. Verbal prompts that can be used include asking the child to label objects, actions, colors. Incidental teaching can also be used during mastered tasks by getting multiple learning opportunities from preferred items and toys. Appropriate play means a child engages with toys, activities, and others in age-appropriate ways such as pretend play and interacting with peers.
Three types of functional assessments are described: functional analysis determines the function of problem behaviors through different conditions to isolate attention, tangible, escape, or automatic reinforcement; descriptive assessment identifies antecedents and consequences without direct manipulation; indirect assessment uses rating scales and interviews. A functional analysis establishes the maintaining consequences for problem behaviors to design targeted interventions like teaching requests for attention-seeking behaviors or non-contingent reinforcement.
Incidental Teaching and Appropriate Play Presentation with Questionstjwg44
This document discusses incidental teaching and appropriate play. Incidental teaching is a naturalistic teaching method that uses learning opportunities from a child's natural environment and interests to teach new behaviors. Examples of when and how to use incidental teaching include during play, meals, transitions, and anywhere opportunities arise. Appropriate play means a child engages with toys, activities, and others in age-appropriate ways. Incidental teaching can be used to expand on a child's interests and make additional learning opportunities from their natural environment and play.
This document provides guidelines for professional conduct when working at a child development center (CDC). It emphasizes the importance of punctuality, correct data collection, respectful communication, and maintaining privacy and objectivity. Key points include only using children's first names within the center, invalidating incorrect data, calling supervisors about scheduling changes or missing materials, and providing objective descriptions of behaviors to parents rather than subjective judgments.
Verbal behavior refers to language from a behavioral perspective. There are several types of verbal behaviors including echoics, mands, tacts, and intraverbals. Echoics are verbal responses that exactly match the verbal stimulus, like repeating a word. Mands are requests. Tacts are labels for stimuli in the environment. Intraverbals involve responses to verbal questions or statements. Each type of verbal behavior is evoked by a different stimulus and reinforced in its own way.
This document provides guidance for applying to Ph.D. programs in computer science. It discusses what a Ph.D. entails, including an emphasis on research over courses and working closely with an advisor. The application process involves submitting transcripts, GRE scores, letters of recommendation, and a personal statement describing research experience. Fellowships can provide funding but require additional application materials. Students must determine if they are suited for the rigors and challenges of research versus taking courses.
Intro to Forensic Psychology Syllabus final 2016 Sara Roldan
This document provides an overview of the Psychology 496: Introduction to Forensic Psychology course. It outlines the instructor and teaching assistant contact information, course description, objectives, content, assignments, exams, attendance policy, and schedule. The course will introduce students to forensic psychology through lectures, discussions, videos and assigned readings. It will examine how psychology relates to and informs the legal system in areas like police work, investigations, threat assessment and legal cases. Students will complete daily reading quizzes, a case analysis paper, lab assignments, and three exams over the course of the semester.
Assessment & feedback for learning module inductionNeil Currant
This document outlines an assessment module that uses a problem-based learning (PBL) approach. It includes the following:
- The module focuses on assessment and feedback theories and practices in higher education.
- Students will participate in 3 PBL scenarios over the semester in small groups facilitated by a tutor.
- Assessment includes two group reports analyzing PBL scenarios and an individual report and reflection.
- The PBL process involves 5 steps: exploring the problem, discovering knowns/unknowns, research, application, and presentation.
- Scenarios provide an introduction and issues for groups to research and propose solutions for in their reports.
This document discusses feedback from doctoral reviewers and examiners. It provides examples of what constitutes acceptable, good, or outstanding doctoral work. It also discusses common critiques and areas for improvement in doctoral dissertations. The document offers advice on developing internal consistency, specificity, validity of analysis, and properly interpreting the role of research. It suggests that doctoral candidates receive coaching to support the decisions of their supervisors and provide timely feedback in a supportive environment.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
This workshop provided guidance on converting a research paper into a manuscript for publication. It began with an introduction that addressed common fears around publishing and emphasized the importance of starting the writing process. The workshop then outlined objectives to provide answers to typical publication questions, guidelines for manuscript preparation, and demonstrations of conversion steps.
Participants were asked to introduce themselves and their publication needs. The workshop reviewed sources of publishing information and questions to consider when writing. It then demonstrated a 6 step process for converting a research paper: 1) selecting a journal, 2) reviewing results, 3) outlining research questions and hypotheses, 4) extracting relevant literature, 5) aligning literature with methodology and results, and 6) drafting discussion, conclusion, abstract
This document provides an overview of a Consumer Buying Behavior course taught in the fall of 2008. The course is an introduction to consumer behavior taught by Professor Kevin Bradford. It will cover theories and empirical research in consumer decision-making through lectures, case studies, and assignments. Students will be evaluated based on their performance on 4 case analyses, a written position paper, an oral presentation of the position paper, and class participation. The course aims to help students understand how consumer behavior insights can be applied to marketing strategies and decisions.
School of Social Sciences1Course title Research Methods (C3.docxjeffsrosalyn
School of Social Sciences
1
Course title: Research Methods (C39RE)
Professor Rania Kamla [email protected]
Dr Bing Xu [email protected]
Dr Esinath Ndiweni [email protected]
Course Introduction
Research Methods develops research skills which are essential for your dissertation and for a career in accounting, finance or research. It is designed to help you to prepare for the dissertation by allowing you the opportunity to learn about approaches to research and how to use them.
To research is to methodically search for new knowledge and/or practical solutions in the form of answers to specific questions. Developing skills in providing robust, convincing answers to different questions is critical to success in many professional, as well as, academic settings. This course will provide you the opportunity to understand how to gather relevant data/evidence, how to analyse and interpret evidence, how to make sense of complex situations, how to draw conclusions or make recommendations and how to communicate your finding.
A series of lectures will provide you with a sound grounding in social science research methods and guide you through the assigned readings. This will be complemented with tutorials/workshops to develop a range of practical research skills. The assessments provide you with an opportunity to apply the knowledge and provide a sound foundation for the honours year, in particular the dissertation.
Aims and Objectives
· To provide the knowledge and skills required to conduct a sizeable piece of independent research
· To generate an understanding of the social science research process
· To develop an appreciation of the nature of accountancy and finance research
· To enable students to practice their skills and test their understanding of aspects of the research process
Learning Outcomes
· Understand differences between qualitative and quantitative research
· Select and develop a research topic in accountancy or finance
· Identify, access and evaluate literature relevant to the research topic
· Select an appropriate research methodology
· Obtain relevant data
Personal Abilities
· Work independently
· Analyse and interpret research results
· Communicate and present ideas effectively by written and verbal means
Teaching Overview
This course comprises of lectures and tutorials, detailed in the table below. The lectures will last for up to 2 hours and the tutorials are an hour long.
Week
Topic
Tutorial
1
Purpose of Research & An introduction to the dissertation
2
What to Research and how to select YOUR research Question
3
Literature Review - using other peoples’ research – reviewing literature, plagiarism and referencing.
Finding a research question
4
How to research – using library resources
Setting your dissertation aims & objectives
5
Content Analysis /Interviews most popular qualitative methods
Planning your sources of evidence
6
Reading Week Coursework Preparation
None
7
Descriptive statistics.
This document is a newsletter from a course tutor providing updates on an online university course. [1] It introduces the assignment which asks students to analyze the HSBC money laundering case and consider whether Kaplan's Balanced Scorecard would have helped. [2] It provides details on the format of the assignment which includes a 2000 word written piece and a 10 minute video presentation with 4 slides. [3] It encourages students to research the HSBC case using various resources and to familiarize themselves with the university's academic databases and library guides.
This document provides an overview and review of the requirements and structure for the Critical Review assignment for the BAPP WBS3760 Module 3 course. It discusses the four main sections that should be included: Introduction, Evaluation of the Inquiry Process, Analysis of Findings, and Critical Reflection. Guidelines and considerations are provided for each section, including evaluating the analysis tools used, analyzing different types of data collected, relating findings to literature, and critically reflecting on the learning journey. The document also addresses formatting requirements, use of evidence and appendices, citation styles, and upcoming deadlines.
This document provides details about an assignment for a research methodology course. It includes 6 questions related to key concepts in research methods, such as focus group discussions, testing hypotheses, exploratory research design, research report structure, scales, and identifying the research problem. Students are asked to answer each question in 300-400 words. The assignment is available from an online service for Rs. 125 per question. Contact information is provided to access the solved assignments.
PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docxpotmanandrea
PSYCHOLOGY 10200 (Psychology in the Modern World)
Mondays & Wednesdays (11:50-12:40 or 1:00-1:50 in AR 1)
Discussion Sections (various times and locations)
Spring 2018
Instructor: Brett Silverstein. Write your teaching assistant’s name here ________________________
Introduction and Course Description
I've designed this course to give you a basic understanding of each of the different fields that collectively make up the science of psychology. One field is concerned with how the brain is organized; another with how children mature; still another with why people become anxious or depressed and how to help them. Psychology is concerned with each of these areas, and much more. In psychology we are interested in why people think and feel and act the way that they do. By the end of this course, you should have a good understanding of what psychologists study, and some of their most important research findings.
Because so many different fields are involved, I will divide the course into sections: neuroscience, development, psychological disorders, and so forth. In lecture, I will survey what psychologists know about each field. This information is reinforced and expanded upon in the textbook and in weekly discussion sessions. To evaluate how well you understand the textbook material, in each section I will ask several questions on the lectures and readings. You will have an opportunity to apply the issues to your own lives during weekly recitation sessions. I also have assigned four papers to develop your written expression of psychology. Finally, there will be a cumulative in class final exam given during finals week.
Course Objectives
After taking PSY 102, you should be better able to:
1. Apply critical thinking skills to research designs and practical problems in psychology.
2. Understand basic psychological theories, principles, and concepts in the areas of human development, social interaction, psychopathology, cognitive processes, and the biological bases of behavior.
3. Evaluate hypotheses, research designs, research findings, and theories.
4. Understand how statistical significance is used in research
5. Understand the difference between pseudo-science and science and apply such understanding to media reports about psychology.
6. Apply psychological concepts and principles to understanding social and cultural phenomena.
7. Communicate your ideas orally and in writing.
8. Apply psychological concepts to you own life and experiences.
PSY 102 satisfies the Individual and Society general education requirement of the CUNY Pathways Common Core. The course also enhances proficiency in writing, information literacy, and quantitative reasoning. In exercising writing proficiency, you will have multiple experiences to communicate your ideas in writing and speaking, including at least 3500 words of writing in specific assignments. For information literacy, you will have multiple opportunities to critically and con ...
NUR799 Capella Preoperative Education Using Counseling Peer Review Assignment...bkbk37
This document provides guidance for peer review of a capstone paper on preoperative education using one-on-one counseling. It lists 5 prompts for reviewers to consider, including checking that each chapter has an introduction, that all required components are included, writing is clear with minimal errors, the paper follows APA guidelines, and provides overall comments. Reviewers are instructed to provide detailed feedback using track changes and comments in Word and return feedback by a specified deadline.
The document provides an overview of academic support resources and strategies for academic success at the Northeast Center of Empire State College. It discusses the mission and services of the Office of Academic Support, including learning coaches, workshops, tutoring resources and time management tools. Key strategies for students include understanding learning styles, applying learning to experiences, asking questions, being self-directed, and understanding requirements and goals.
This document provides information about an Algebra course including the course description, location, meeting times, contact information, syllabus, learning philosophy, policies, and grading structure. The Algebra course introduces students to skills, properties, uses, and representations of algebra. It is designed to help students think symbolically and acquire skills needed for future coursework. The course meets Monday through Thursday and is located in room 410 of the 400 building. Students can contact the teacher, Mr. Joslin, via email or phone.
Pearson CiTE 2011 - Things i've learned in my online course so farPatrick Lowenthal
A few years ago, renowned graphic designer and typographer Stefan Sagmeister shared his list of 20 things he had learned in his life so far, such as “Helping other people helps me,” “Assuming is stifling,” and “Having guts always works out for me.” Stefan’s list inspired us to create a list of things we have learned in our online courses so far. During this session, we will share our top 10 lessons learned with examples from our online courses. We will then involve the audience in guided brainstorming to determine 10 additional lessons learned that should be included in the list.
This document provides information about the speaker Paula Moeller. She has been the Conference Chair for the past 15 years and has spoken at the national level for 20 years, developing and delivering professional development for teachers both in-person and online. The document encourages attendees to consider speaking at the conference, noting that doing so can help gain respect as a speaker, get free registration, and be invited back next year if the session is well received.
This document provides an overview of the COMM 1010-11 Intro to Communication course for Spring 2016 at Southern Utah University. The course will be taught by Quinn Thurman and meet on Tuesdays and Thursdays from 8-9:50am in room ED 103. Students will learn about communication theories and concepts through readings, activities, and assignments including speeches, quizzes, and papers. The course aims to help students improve their communication skills, particularly public speaking. Major assignments include an informative speech, persuasive speech, Myers-Briggs personality paper, and Ted Talk analysis paper.
Functional analysis is a method used to determine the function of problem behaviors through descriptive assessment, indirect assessment, and direct observation of behavior under different conditions. There are typically four functions of problem behavior - attention, access to reinforcers, automatic reinforcement, and escape from demands. Understanding the function allows for targeted interventions, such as teaching an alternative to escape or providing non-contingent reinforcement to reduce attention-seeking behavior.
This checklist provides instructions for students to follow when preparing a self-management presentation. It outlines the required components of the presentation and the point values assigned to each slide. Students must initial each component they have completed, and the instructor will verify and award points during the presentation. The checklist ensures presentations are comprehensive and graded consistently by having students address topics like the problem, intervention plan, results and challenges.
The document provides a checklist for students to use when drafting a self-management paper. It lists the key components that must be included in the paper and the points allocated to each. Students initial next to each completed component. Their instructor will then check off completed parts and allocate points. The checklist covers elements like the title page, problem analysis, intervention design, implementation, evaluation, and performance data presentation. Bonus points are available for additional materials like benefit measure graphs or performance contracts.
Verbal behavior refers to language from a behavioral perspective. Components of verbal behavior include echoics, mands, tacts, and intraverbals. An echoic is verbal behavior evoked and reinforced by another's verbal behavior with point-to-point correspondence. A mand is a request reinforced by obtaining the requested object or activity. A tact is a label evoked by a nonverbal stimulus and reinforced by praise. An intraverbal is verbal behavior evoked and reinforced by other verbal behavior through questions, comments, and conversation.
This document provides an assignment guide and schedule for a spring 2012 course. It includes the following key information:
- Assignment due dates for chapter essays, quizzes, and special projects like a behavior analytic autobiography and self-management plan draft.
- Important reminder dates for adding/dropping classes, withdrawals, and refund deadlines.
- Dates for special lectures, guest speakers, and presentations related to practicum experiences and self-management projects.
- Weekly reading assignments from the procrastination manual and work-text, along with related chapter objectives and homework examples to be presented.
The document describes using behavior analysis to address a problem in a rare books department of a university library. Specifically:
1) Books were not being repaired at the desired rate due to lack of supervision after the department head retired.
2) A performance management system was designed and implemented using a written performance contract outlining repair expectations and monthly bonuses for meeting goals.
3) This intervention successfully increased the rate of book repairs from a low baseline. Additional employees were onboarded with adjusted goals to ensure quality work.
This document proposes an intervention to increase employee safety at a doughnut shop by increasing proper glove usage when handling doughnuts near hot fryers. Currently employees only wear gloves about 60% of the time, risking injury from temperatures up to 360 degrees. The intervention uses a performance management technique where supervisors monitor and record glove usage, with employees receiving extended breaks for wearing gloves 100% of the time. After implementing this, glove usage increased to 94% but later dropped, so the intervention was recycled by requiring supervisor sign-off before working by the fryers. This further increased glove usage to near 100%.
This document contains checklists for students to complete for an OBM presentation and paper. The presentation checklist contains requirements for the presentation slides such as a title slide, setting description, reason for intervention, and evaluation. Students must check off each requirement and sign the checklist. The paper checklist similarly contains requirements for sections of the paper like definitions, models, and data graphs. Students must check off completed sections and sign to receive points. Failure to submit required files on a disk at the final deadline will result in lost points.
This document outlines a behavior change project conducted at Pet Town USA. It describes a hypothetical setting and intervention to increase the percentage of employees offering treats to customers' pets. Baseline data showed low rates that increased significantly after introducing a performance management contingency. Additional improvements occurred in a second phase before rates remained stable in a final hypothetical recycle phase. The document provides the necessary sections and graphs to describe the full process from baseline to evaluation.
This document outlines the six steps to conduct a behavior systems analysis for an organizational intervention project:
1. Analyze the ineffective natural and competing contingencies currently influencing the target behavior.
2. Specify the desired performance objectives.
3. Design an intervention to establish new contingencies to increase the target behavior to meet objectives.
4. Implement the intervention and analyze how it may influence the cultural change model within the organization.
5. Evaluate the intervention using data to determine if objectives were met and the intervention was successful or requires changes.
6. Recycle through the steps to refine the intervention if needed, adding new components to further influence the target behavior.
The document outlines a 14 week training schedule that includes weekly presentations and reading assignments. Each week covers a topic related to professionalism, pacing, incidental teaching, prompting, verbal behavior, functional assessments, and recovery from autism. Students are expected to complete ELOs/LOs forms and presentation assignments. The schedule concludes with final presentations and a final exam week.
Verbal behavior refers to language from a behavioral perspective. There are several types of verbal behaviors including echoics, mands, tacts, and intraverbals. Echoics are verbal responses that exactly match the verbal stimulus, like repeating a word. Mands are requests. Tacts are labels for stimuli in the environment. Intraverbals involve responses to verbal stimuli like answering questions. Understanding the functions of different types of verbal behaviors is important for promoting language acquisition.
Working in Threes Presentation with Quesitonstjwg44
When working with children, it is most efficient to work in groups of three - two tutors and one child or one tutor and two children. With two tutors and a child, the tutors should communicate to decide who runs which procedures, with one tutor running procedures while the other prepares materials and takes data. When one tutor works with two children, similar children should be paired, procedures run together, and social skills encouraged while keeping children occupied and behavior problems addressed.
Pacing and Mix Trialing Presentation with Questionstjwg44
Mixed trialing involves running more than one procedure at a time to help keep a child attending and increase responding. Easy tasks should be mixed with more difficult ones. Preferred procedures can be mixed with aversive ones to provide more reinforcement opportunities. Consider the materials used and mix procedures that use different materials. Novelty through new pictures or toys can also help maintain attention. Good pacing is important to avoid problems like the child sitting idle or losing behavioral momentum. The reinforcer should be delivered immediately after a correct response to avoid inadvertently reinforcing other behaviors.
This document provides an assignment schedule and important reminders for a P4600 Fall 2011 course. It includes due dates for chapter essays, quizzes, student self-management projects, and special lectures. Key assignments include essays for each chapter of the procrastination book, a behavior analytic autobiography, work on a self-management project, chapter quizzes, and exams. Important dates are noted such as the last day to withdraw from classes without penalty.
This document discusses incidental teaching and appropriate play. Incidental teaching is a naturalistic teaching method where new behaviors are taught during typical everyday events and activities. Examples of when incidental teaching can be used include during structured play, outside, mealtimes, and transitions. Verbal prompts like "say" and "do" can be used. Appropriate play means a child engages with toys, activities, and others in an age-appropriate manner through actions like pretend play, ball rolling, and hugging classmates.
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Fall 2011 Course Procedures
1. Class Schedule &
Course Procedures
Psychology 4600
Survey of Applied
Behavior Analysis
Research
Fall 2011
All sections are designed and managed by
Dr. Richard W. Malott
1
2. Table of Contents
PSY 4600 COURSE PROCEDURES................................................................................5
Course Supervisor..........................................................................................................................5
Course Systems Manager..............................................................................................................5
Your Buddy....................................................................................................................................5
Information for Your Buddy........................................................................................................5
Seminar...........................................................................................................................................5
General Point System....................................................................................................................5
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.................................................................................................................................10
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
Adding Insult to Injury...............................................................................................................12
2
3. 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..........................................................................................................................17
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. 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. 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? No
Dr. Richard W. Malott problem, you just call up your reliable
Telephone - 372-1268 buddy whose name and phone number
Best time to call is in the morning; and you’ve listed here and get the info. Your
the best strategy is to call until you get a buddy was of course reliable enough to
live Dr. Malott on the other end, though have picked up an extra copy of the
you should also leave a voice mail. handouts for you, especially since you
Email Address – had notified your buddy of your pending
DickMalott@dickmalott.com absence. So get a student name and
For questions about P460 in general number, and don’t even think of bugging
please contact P460@dickmalott.com me (or the TA’s) for something you
failed to get.
If you need to make an appointment
with Dr, Malott, please contact Kelli
Perry at: kelli.l.perry@wmich.edu
Information for Your Buddy
Get more information at dickmalott.com
Course Systems Manager Name: _______________________
Telephone: 387-4491 (BATS Lab) Phone: ______________________
Lisa Brown: lisa.m.brown@wmich.com
Email: _______________________
Seminar
All TAs are available at 387-4491.
Please try this number first. The TA’s Seminar: M W 3:30-4:45 PM
are given the option of giving out their
home phone numbers during class. Location: Sangren 3217, Sangren
2219, Sangren 3103, and
Office Hours Wood 1710
Monday: 2:00 p.m. – 3:00 p.m.
Wednesday: 2:00 p.m. – 3:00 p.m.
Location: BATS Lab (2506/2536)
General Point System
TA NAME: ______________________
PHONE #: ______________________ To get an A in psychology courses, you
should allocate about 4 hours per week
EMAIL: ______________________ in class combined with out of class time
per credit hour. That’s about 12 hours
5
6. 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! There is absolutely
points for each hour of activity in figuring no make-ups allowed!
the course grade, so the total points will
be around 1800. Here’s a break down (it But now back to happier issues: 40
may change somewhat throughout the points for a combination of written
term.) 20 points for each seminar answers to conceptual objectives,
class, for conscientious participation in essays, and the occasional quiz. In
seminar discussion. I will expect you to other words, you should invest about 4
recite in each class, especially in hours on each homework assignment,
answering conceptual questions, including reading the chapters, doing
thoughtfully. This means you will need the contingency diagrams and writing
to show considerable evidence of any brief essays, as well as preparing
having thought about the homework for the occasional quiz. However,
assignment. because we’re still developing the
What does conscientious mean? In the course materials, you may not need to
seminar: You must listen carefully to the put in quite that much time.
presentations of the other students and
be prepared to comment, so as to earn Point Totals
all participation points. So studying for a All these points count toward your
quiz, finishing your homework, reading course grade. The total points for the
and 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 for
points for the seminar class. On the homework analyzing contingencies,
other hand, feel free to improve your quizzes, etc., plus 100 for the final fiesta
homework, as we clarify tough concepts write-up, 40 for self-management write
throughout the seminar session. ups (2x20) equaling a total of 1180
Also, to make sure that you will get full points in this category
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
Please be aware that you will lose 5
participation points for missing any
of the above items.
Special note for your Quiz grade:
6
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. used to do it. But then some students lowest quiz scores; there is no way to
would 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 to
wouldn’t have really learned an exempt yourself from any already
important 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 mediocre
My friend Dr. Stephen Graf puts it this performance, but you can use them to
way: Suppose you’re training surgeons. cut yourself some slack. Along the same
And to perform a successful surgery, the line, you can’t come to class, scope out
student/surgeon must scrub down, put the quiz, and then decide to use your
on the gloves, make a proper incision, optional activity points (OAPs) for that
properly remove the right organ, avoid quiz; the OAPs are to help you with
flipping cigarette ashes in the open necessary future absences etc., not to
wound, 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 or
say. I did 19 out of the 20 steps lack of interest, that’s OK. You can still
correctly; that’s 95%. I want my A. The earn 100% of the required points and
fact that I took out the heart instead of earn your A. The optional activities are
the hemorrhoids and the patient died just to give you flexibility, if you can work
shouldn’t overshadow my 95 average. them into your schedule and if you want
to.
We take behavior analysis really
seriously and don’t want to graduate any Alternate activities that will warrant you
students who don’t know it well. So for more OAPS will include completing an
us to certify you as an A student, you’ve additional self-management project on
got to hit at least 92% in each category studying for the GRE (which we highly
in 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, and
points for optional alternate activities of finding errors in any of the course
academic value scheduled outside the materials. And for those who can’t
regular classes. To encourage you to participate in these activities, because of
participate, you will receive points for schedule conflicts, we can arrange for
participating in those activities and special reading and conceptual
providing appropriate proof of homework (this way everyone has a
accomplishment. Those points can chance to earn optional points, whatever
count toward your course grade, but their work schedule).
you cannot use them for any review
quizzes or to make up for missed Often the quizzes are the toughest part
points (for example, you cannot use of this course. You can use your OAPs
optional activity points to eliminate your in place of one quiz that you haven’t
8
9. taken, even if you do come to class. no excuses, no whining, no mercy. We
But you can only do it once. You take no prisoners. But if you haven’t
can’t blow off four quizzes and pay spent too many of your optional-activity
for them with OAPs. points (OAPs), you could substitute
them for the day you were in the
You can exchange OAPs for only one hospital. The wise student saves those
day’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 requires
review quiz, pink sheet quiz, purple two days instead of one. No heart
sheet quiz, Ch. 12 quiz and Ch. 12 surgery? Great, you can blow off the last
review quiz. couple of classes, quizzes, and
homework and concentrate on starting
Important – OAPS and your grade to sweat finals in our other courses; but
Just to reiterate, you may use up to 80 you can’t blow off your final paper or
OAPs this semester for one missed the Final Fiesta.
class period, one day worth of quizzes,
and one day worth of homework Tough Contingencies
assignments. You MAY NOT use Return Your Homework
OAPS for writing assignments, review To retain full credit for your
quizzes, or the class projects (final fiesta homework, please turn it all in at the
or 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 the
addition, your TA WILL NOT add the books and the course. It will also give us
points straight to your grade sheet. ideas about materials to add. In
When you use OAPs, on your grade addition, this way your answers won’t
sheet you will see ** instead of a point fall into the hands of future students, in
value. 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 Cheating
those OAPs where the ** previously Cheating Means Sudden Death!!!
appeared on your grade sheet. The If we catch you cheating or
reason for this is that many students use plagiarizing in this course, we will
OAPs that they haven’t earned. That’s recommend to the Student Judicial
fine but we need to keep track of how Committee that YOU RECEIVE AN E
many OAPs each student has vs. how FOR THE COURSE, no matter how
many 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. 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
9
10. the occasion for someone else to do any handful of students who need even
of these forms of cheating, then you too tighter contingencies than that, to get
are cheating and will also get the ax! their act together. These are students
whose behavior is not under the
Plagiarizing adequate control of rules describing
This means turning in written work that small but cumulatively significant
includes material taken from someone outcomes (we’ll discuss this in class). In
else, without using quote marks or essence, they say to themselves, “Just
otherwise giving proper credit to the true one more absence won’t matter.” And
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. No make- much better grade in the course. So
ups are given! It doesn’t work out for us here’s our special get-tough policy:
to try to distinguish between excused
and unexcused absences. So once the PSY 100 comments: “Enforces
opportunity has passed, it’s gone. This learning.” “People should have a right to
means you should keep your point decide about attendance. It’s our
average comfortably above the 92% money.” “It doesn’t bother me, but it
level in all categories; so you can blow helps to make others go to class.” “All
off a class or two, if need be without profs. should do it. Some people need
losing you A (assuming that’s what it.” “I’m a devoted class attendee, and I
you’re shooting for). If you miss more think you can’t learn unless you go to
than two classes, you’re probably down class.” “Depends on the excuse ‘cause
one half letter grade. there is 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 and earn and
“A”. But there are always a half a
10
11. Absences Grade are open). Ouch! You can slide your
0 to 3 A homework under the assistant’s office
4 to 6 BA door (Wood Hall 2536, inside 2506); be
7 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 after
This policy helps most students avoid the beginning of the class when your
the hopeless hassle of coming around homework is due. Don’t try to finish your
at the end of the semester, desperately, homework during class; we’ll count that
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
they will 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
11
12. up for the quiz, you will not be earning managers in business and industry, one
any participation points, but we will let of my most popular modules dealt with
you take the quiz.) Once you are in social skills. When introducing this
class there are a couple of things that module, I’d say, “Fifty percent of a
we expect of our students. These things person’s success in an organization has
affect whether or not students keep the to do with social skills and other skills
participation points earned for showing that have little to do with the person’s
up. For each problem, the student job description.” If those managers ever
will 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 of
If a student uses a non-red pencil or pen social skills: no one ever tells you how
to correct their homework as we give the important those social skills are or what
answers in class. THIS IS NOT they are, let alone, how well you are
ACCEPTABLE! 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 tells
another 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 a
Studying flashcards during class is not raise, get promoted, or don’t get fired. If
acceptable. If you study during class you lose, if you don’t get the raise or the
time, 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 much
Sorry for all the preceding nonsense, hassle. So many people go through life
but we’ve found that if we get all these clueless about what determines their
ugly 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 this
So that you’ll learn the most, get the course, we’ll make a small attempt to
best grade, and have the most fun, and correct the clueless problem. We’re
the least hassles in this course, it’s going to tell you some of the subtle
important that you understand and things that will help you be a good
remember these Mickey Mouse rules. member of this organization, how to
This means you should study them succeed in this organization, how to get
between now and the next class and be this organization to give you strong
prepared 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 to
When I used to do organizational- learn how to be successful in other
behavior-management workshops for
12
13. organizations, like where you will be Provide corrective feedback in a non-
working when you graduate. Here’s a punitive style (i.e. specify appropriate
general list of skills for succeeding in desired behavior, don’t be critical of
almost any organization, with comments people). Never say how stupid the
about 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 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.
13
14. 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 the
brown nosing are not the same thing. end of the course.
Be properly assertive in disagreeing with Quality: produce a good product with
others, 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 the
rational, 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 a
point on a quiz, assume you were Don’t be late.
wrong, smile and respectfully ask for
help in getting your error clarified, even Technical Skills
if 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, then
decide 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 chill
out. But if it’s a bigger deal, politely and Use good systems-analysis skills:
gently ask permission to discuss the Effectively detect, analyze and clearly
issue with the professor, and so on. But specify problems within the system and
always be cool, smile and end each then suggest and implement good
discussion 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 all
Do not dominate discussions at these dimensions; and you’ll not only
meetings and seminars (i.e. speak succeed in the organization, you’ll
during no more than your appropriate become president of the organization!
share of the class time).
So, we’re taking the time to go through
Carry your share of the discussion in all this for two reasons. One is to help
meetings and seminars (don’t just sit you succeed in this organization (this
there 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 future
ideas, 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
15. really have to do this?,” under-breath The Legend of Sheldon Stone
“this really sucks,” constantly One of the coolest cats (woops, excuse
challenging student can bring a whole me), the coolest dudes I ever knew was
class down and make the whole Sheldon Stone.
semester a drag for the other students
and the TA or teacher. And running Years ago, I used to be real important; I
about 8 seminars a semester, with used to teach our 1000-student
about 20 students in a seminar, there’s introductory psychology course. And
a good chance that 1 out of those 160 Sheldon was an undergrad teaching
students will be clueless about the bad apprentice; the only thing lower in our
karma, vibes, or feelings they’re course hierarchy was to be a tuition-
accidentally polluting the classroom paying student (the ones who pay our
environment with. But mama never told salary). Well, Sheldon was unhappy
me. And we’ll come down pretty heavy about some teaching-apprentice policy I
on preventing a whole course from had; so he took a group of the
getting messed over in that way – now undergrads with him to the WMU
and in the future. I don’t want anyone in ombudsman (an even more important
my future classes, practica, or graduate person than I was, the person who
school programs who’s going to be a settles squabbles between students and
constant pain in the rear or screw up teachers).
future courses, practica, or grad
programs. Wow! Heavy. Yes. But I just Now the ombudsman’s an option the
rolled my eyes a little. I didn’t really wise student saves for only the most
mean anything by it. Right. But that’s the extreme emergency, because no
stuff that makes and breaks you. professor likes being called before the
ombudsman; and the wise student
Now don’t panic. If you screw up, we’ll knows better than to risk angering the
let you know, but we try to practice our professor; and there’s no way the
preaching; we start with just a little professor isn’t going to be very angry
gentle feedback, a little gentle guidance. with such a public challenge to authority.
We want you to go away from the
discussion feeling really happy that you But here’s how cool Sheldon was. He
got that info and eager to give the new, stated his case to me and the
cool 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 way
you so you don’t eye-roll yourself out of that I caved in immediately, rather than
the opportunity to save the world with getting my hackles up and drawing a
behavior analysis. And that world does line in the sand. Not only that, over the
need a savin’. And you can do it. Oops, next few years, he rose through our
did I hear a little, under-breath, “who-do- hierarchy to be one of my undergrad
they-think-they-are” sigh of teaching assistant ($), to be one of my
exasperation? MA student, to be one of my grad
teaching assistant (more $), to be a
professional organizational behavior-
management consultant (much more $),
15
16. and to be manager of the worlds largest polite, so respectful that I’m so
retail store (mucho, mucho mas $), in impressed with her I want to share this
Hawaii, of all paradisiacal places. incident with you, that I’m so impressed
with her that I hope she gets the faith by
Of course, that Sheldon started out as a the end of the semester and joins us in
60-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 with
week! Ugh, a book head! Who wants to the help of cool people like her that we’ll
be a book head!? What the slackers have a chance of even getting the world
don’t know is that it’s the 60-hour-per- to know we exist.
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
16
17. will want him spreading karmic pollution to the aggressor a day or so after that
in their environment. person has had a chance to cool down,
conducting a self-development
The One Pointer interview, perhaps with further follow
More common is the high-achieving through, in an effort to salvage a soul
student who is such a high achiever who might otherwise lose many of life’s
because she gets completely bent out of opportunities because of being socially
shape every time she loses a point on a clueless.
quiz. The good side of this compulsive
neurosis is that the fear of losing a Professor’s Vita
single point in the game of life is what Dr. Richard Malott received his Ph.D. at
motivates high achievers to achieve so Columbia University in New York City
highly. One of the bad sides of this where he did research in the
compulsive neurosis is that they’re experimental analysis of behavior and
constantly so up tight about point studied with William Cumming, Nat
losses, that they have a hard time Schoenfeld, and Fred Keller. For the last
asking for a re-grade in the manner of 30 years, he has taught at Western
Sheldon Stone and the Cool Coed, in a Michigan University, a major center for
non-emotional, non-hysterical, non- the teaching of behavior analysis. He
threatening, non-challenging, respectful, has had two Fulbright Senior Scholar
sympathetic way, in a way that will make Awards, one to Peru and one to
us want to interact with them more Uruguay. He is one of the founders of
often, rather than less often. In the Association for Behavior Analysis
emotionally going for that single, lost (ABA), the founder and co-chair of the
quiz point, they lose 10 life points, even Teaching Behavior Analysis Special
if 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, and
down-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 97
to carefully prepare what you’re going to articles and has made 141
say and how you’re going to say it, and presentations at professional meetings
mull it over for a day before engaging in and 127 invited presentations in other
the 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 (earlier
cool, on our side, that we don’t get up versions have been translated into
tight and escalate confrontations, but Portuguese, Spanish, and Japanese)
rather we de-escalate them, helping and is now working on the book I’ll Stop
everyone to chill, and then getting back
17
18. Procrastinating When I Get Around To behavior. This work also attempts to
It. explain why some types of important
contingencies fail to reliably control
He 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 this
technology and performance term, 'cause we’re all going to have a
management in university-level great time.
education, staff management, and self- You are responsible for making yourself
management. He teaches courses at aware of and understanding the policies and
the undergraduate and graduate level procedures in the Undergraduate and
on the principles of behavior and applied Graduate Catalogs that pertain to Academic
behavior analysis, as well as a Honesty. These policies include cheating,
practicum on the use of behavior fabrication, falsification and forgery, multiple
analysis to help autistic children. submission, plagiarism, complicity and
Philosophically, Dr. Malott is a radical computer misuse. [The policies can be
found at http://catalog.wmich.edu
behaviorist – he consistently tries to
<http://www.wmich.edu/catalog> under
understand all psychological Academic Policies, Student Rights and
phenomena in terms of the principles Responsibilities.] If there is reason to
and concepts of behavior analysis. believe you have been involved in academic
Practically, he is a thoroughgoing dishonesty, you will be referred to the Office
behaviorist – he consistently tries to of Student Conduct. You will be given the
apply the principles and concepts of opportunity to review the charge(s). If you
behavior analysis to all aspects of his believe you are not responsible, you will
life, personal as well as professional. have the opportunity for a hearing. You
His interests in performance should consult with your instructor if you are
management and self-management in uncertain about an issue of academic
honesty prior to the submission of an
particular have grown from his
assignment or test.
orientation as a thoroughgoing
behaviorist. An example of this work is
the development of performance-
management technology to help
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
18