_______________________
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 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.
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.
_______________________
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 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.
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.
_______________________
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
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 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.
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.
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.
_______________________
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
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 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.
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.
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.