This document contains homework assignments from a class on procrastination. It includes exercises where the student must identify personal goals and apply behavior change techniques like making contracts. Checklists evaluate flossing, writing, and social skills. The student is asked to design performance management plans and have a friend provide feedback on their strengths and weaknesses. Overall, the assignments focus on applying self-management strategies to address common procrastination problems.
This document contains homework assignments from a class on self-management. It instructs students to complete homework questions after reading each chapter and to write a paragraph summarizing how the material applies to their lives. The first assignment asks students to identify a goal and explain how achieving it would fulfill criteria related to health, helpfulness, happiness, and harmlessness. The second assignment involves creating a self-management contract to increase flossing. The third assignment addresses procrastination and writing tasks, asking students to identify challenges and solutions.
Children Dream Big And I Capture It With My Camera
The photographer began taking pictures of their children after their second child was born. They enjoy capturing not just what children look like physically, but also who they are in that moment through their favorite toys, books, and dreams. Taking pictures of children is easy for the photographer because the children provide constant inspiration - from riding dinosaurs to fighting dragons.
Optional Activity Points (OAPs) are points students can earn through extra academic assignments that can be used to excuse themselves from assignments, quizzes, or an entire day's worth of points in Dr. Malott's courses. Students can use OAPs to make up for absences, being unprepared, or missing assignments. OAPs can also be transferred to other courses and accumulated in large amounts to earn a guaranteed A in a 1-2 credit Super A course. Students can earn OAPs by writing definitions, answering questions, attending conferences, participating in research, or finding errors in course materials. The document warns that there are no excused absences and the absence policy still applies when using O
1. The document discusses key concepts and principles in behavior analysis including reinforcement, punishment, shaping, discrimination training, and verbal behavior.
2. Key terms are defined such as discriminative stimulus, motivating operation, and different types of reinforcers and contingencies.
3. General rules and principles of behavior analysis are outlined including reinforcing behavior not people, checking for true reinforcers, and using the least complex analysis.
This document provides an assignment guide for an introductory psychology course covering important dates, assigned readings, homework due dates, quizzes, and other events. It includes:
1) A schedule of assigned readings from the textbook and other sources, corresponding homework assignments, and quizzes covering the reading material for each class date.
2) Reminders about course policies including purchasing the required course pack, procedures for the course, and warnings to study enrichment sections to earn an A.
3) Details of supplemental materials available on the instructor's CD and information on special lectures, presentations, and review quizzes to be given throughout the course.
Bella and Oscar help train a puppy named Bridget who jumps on the dinner table to steal food. Through observing Bridget's behavior, they determine she is doing this to get attention from her family. They realize Bridget's jumping is being unintentionally reinforced by her family giving her attention after. Bella and Oscar then train Bridget to hop on her hind legs instead to get treats and attention, using differential reinforcement. This replacement behavior is successfully trained, and Bridget stops jumping on the table to get the positive attention she craves through her new trick.
This survey asks students about their post-graduation goals and plans. It inquires about their plans to attend graduate school or pursue other degrees, where they may attend graduate school, what specialty or field they wish to study, what type of work they plan to do after school such as practitioner, professor, or researcher, and what populations they are interested in working with such as specific clinical populations or business/industry.
1. The document discusses concepts and principles from behavior analysis including reinforcers, baselines, contingencies, and experimental designs.
2. Key concepts covered include reinforcement, punishment, extinction, and different types of contingencies. General rules discussed include checking for true reinforcers and reinforcing behavior rather than people.
3. Experimental designs summarized include multiple baseline designs, reversal designs, and forgetting procedures. Principles like the law of effect and spontaneous recovery are also mentioned.
This document contains homework assignments from a class on self-management. It instructs students to complete homework questions after reading each chapter and to write a paragraph summarizing how the material applies to their lives. The first assignment asks students to identify a goal and explain how achieving it would fulfill criteria related to health, helpfulness, happiness, and harmlessness. The second assignment involves creating a self-management contract to increase flossing. The third assignment addresses procrastination and writing tasks, asking students to identify challenges and solutions.
Children Dream Big And I Capture It With My Camera
The photographer began taking pictures of their children after their second child was born. They enjoy capturing not just what children look like physically, but also who they are in that moment through their favorite toys, books, and dreams. Taking pictures of children is easy for the photographer because the children provide constant inspiration - from riding dinosaurs to fighting dragons.
Optional Activity Points (OAPs) are points students can earn through extra academic assignments that can be used to excuse themselves from assignments, quizzes, or an entire day's worth of points in Dr. Malott's courses. Students can use OAPs to make up for absences, being unprepared, or missing assignments. OAPs can also be transferred to other courses and accumulated in large amounts to earn a guaranteed A in a 1-2 credit Super A course. Students can earn OAPs by writing definitions, answering questions, attending conferences, participating in research, or finding errors in course materials. The document warns that there are no excused absences and the absence policy still applies when using O
1. The document discusses key concepts and principles in behavior analysis including reinforcement, punishment, shaping, discrimination training, and verbal behavior.
2. Key terms are defined such as discriminative stimulus, motivating operation, and different types of reinforcers and contingencies.
3. General rules and principles of behavior analysis are outlined including reinforcing behavior not people, checking for true reinforcers, and using the least complex analysis.
This document provides an assignment guide for an introductory psychology course covering important dates, assigned readings, homework due dates, quizzes, and other events. It includes:
1) A schedule of assigned readings from the textbook and other sources, corresponding homework assignments, and quizzes covering the reading material for each class date.
2) Reminders about course policies including purchasing the required course pack, procedures for the course, and warnings to study enrichment sections to earn an A.
3) Details of supplemental materials available on the instructor's CD and information on special lectures, presentations, and review quizzes to be given throughout the course.
Bella and Oscar help train a puppy named Bridget who jumps on the dinner table to steal food. Through observing Bridget's behavior, they determine she is doing this to get attention from her family. They realize Bridget's jumping is being unintentionally reinforced by her family giving her attention after. Bella and Oscar then train Bridget to hop on her hind legs instead to get treats and attention, using differential reinforcement. This replacement behavior is successfully trained, and Bridget stops jumping on the table to get the positive attention she craves through her new trick.
This survey asks students about their post-graduation goals and plans. It inquires about their plans to attend graduate school or pursue other degrees, where they may attend graduate school, what specialty or field they wish to study, what type of work they plan to do after school such as practitioner, professor, or researcher, and what populations they are interested in working with such as specific clinical populations or business/industry.
1. The document discusses concepts and principles from behavior analysis including reinforcers, baselines, contingencies, and experimental designs.
2. Key concepts covered include reinforcement, punishment, extinction, and different types of contingencies. General rules discussed include checking for true reinforcers and reinforcing behavior rather than people.
3. Experimental designs summarized include multiple baseline designs, reversal designs, and forgetting procedures. Principles like the law of effect and spontaneous recovery are also mentioned.
The document discusses how children develop and learn new skills as they grow. It notes that babies can initially only sleep, feed, kick, roll and crawl, but as they grow their muscles strengthen and they learn to sit, stand, and eventually walk. Toddlers can walk or run short distances and some can feed themselves. The document also discusses how older children from ages 2-7 can do more activities and are more coordinated in their movements. It concludes that as children grow older, they are capable of participating in more complex activities.
This document contains an assignment on designing self-management plans. It includes examples of students' performance management contracts focused on improving behaviors around diet, exercise, studying, communication skills, and substance use. The assignment asks students to identify a behavior they want to change and design a contract to manage their own performance, including contingencies for monitoring and consequences.
The document discusses critical reading skills and provides lessons to help readers identify imperfect or incomplete information in texts. It explains that critical reading involves detecting inadequate, inaccurate, exaggerated, or illogically presented information. Examples are provided of passages containing imperfect information due to missing details, conflicting statements, or unnecessary comparisons. Readers learn to recognize these issues and understand how they impact comprehension. The goal is to develop the ability to evaluate a text's reliability and identify passages that require clarification.
The document provides an overview of Module 8 which covers refuting arguments. It describes the different sections within the module like the module number and title, introduction, learning objectives, how to work through the module, pre-assessment quiz, activities, key points, post-assessment quiz and answer key. It explains that the activities aim to help students develop skills in listening, speaking, vocabulary, reading, grammar, literature and writing. It also provides examples of icons used to introduce each type of activity.
The document discusses the use of simple present verbs to describe normal conditions, facts, and everyday activities. It provides examples of using simple present verbs and discusses how to form negatives and questions. Guidelines are given for using different verb tenses and adding suffixes correctly based on subjects.
The document discusses developing self-awareness and personal effectiveness skills during adolescence, including determining one's strengths and weaknesses, setting goals, and taking responsibility for one's future by writing the script for one's own life rather than just watching passively or acting based on another's script. It emphasizes the value of journal writing for self-reflection, creative problem-solving, and becoming the architect of one's own journey.
Compilation of 3rd Quarter Activities for Grade 7 Health topic.
The topic is about mental and emotional health. taken from the Physical education and health book released by deped.
The document provides instructions and tasks for a lesson on recognizing roles in life. The lesson aims to help students understand the value of recognizing and performing roles effectively while also developing language and literacy skills. Students are asked to discuss roles they have played or hope to play, analyze a poem about the stages of life, and complete tasks like identifying rhyme schemes and imagery in the poem. The final task is to create a brochure about community services.
Here are the steps to make an operational definition of terms for your research paper:
1. Write down your research topic at the top of the page.
2. List down the key terms related to your research topic. These terms should be the ones you identified using the spider map activity.
3. Provide a clear and concise definition for each term. The definitions should be written in your own words and should not be copied from dictionaries or other sources.
4. The definitions should be written in a way that helps the reader understand how you will be operationalizing or measuring the concept in your research.
5. Number each term and definition for easy reference.
6. Leave enough space under each definition
Learning About Money Madness For The 21st Century Can Have Amazing Benefits For Your Life And Success. Achieve financial prosperity in the land of opportunity and wealth. If You Want To Skyrocket Your Success With Maney And Improve Your Overall Life. You Need To Have A Look At Money Madness For The 21st Century.
Taking effective notes is important for academic success. While doing homework is crucial, understanding course material and performing well on tests and quizzes is key to getting good grades. Note-taking helps with this in several ways. It allows students to identify important concepts, comprehend material, and easily review vast amounts of information. The presentation outlines five common note-taking methods: the Cornell method, using visual elements, switching mediums to laptops, using shorthand, and recording lectures. It emphasizes focusing notes on main ideas, new vocabulary, and repeated topics which will likely appear on tests and quizzes. Mastering an effective note-taking approach is essential for students who want to improve their grades.
- The document is a weekly learning plan for Grade 7 and 10 students at Libudon National High School covering the topic of Mental Health and Psychosocial Support over 5 days.
- On Day 1, students will identify personal, social, and emotional sources of strength and distinguish internal and external sources through drawing an analogy to parts of a tree. Day 2 focuses on goal setting and identifying goals and steps to achieve them.
- On Day 3, students describe physical stress reactions, acknowledge that stress reactions are normal, and learn relaxation techniques. Day 4 teaches how thoughts affect feelings and behaviors and introduces reframing negative thoughts. Day 5 reviews reframing thoughts, feelings, and behaviors through a flower-drawing activity.
This document provides a time management worksheet to help students analyze how they spend their time and identify priorities. It includes exercises to track daily activities, calculate weekly time spent on various tasks, list life priorities, and compare priorities to time spent. The worksheet then guides students in creating a new schedule to better match priorities by identifying changes needed, activities to reduce or remove, and additions to include. Tips are provided on effective studying, saying no, rewarding accomplishments, and planning time.
This document provides a time management worksheet to help students analyze how they spend their time and identify priorities. It includes exercises to track daily activities, calculate weekly time spent on various tasks, list life priorities, and compare priorities to time spent. The worksheet then guides students in creating a new schedule to better match priorities by identifying changes needed, activities to reduce or remove, and additions to include. Tips are provided on effective studying, saying no, rewarding accomplishments, and planning time.
BTLEd HE 221 .Time Managementpdf.pdffdsaAntonSolon2
This document provides a time management worksheet to help students better manage their time. It includes sections to track how time is currently spent, identify life priorities, and compare current time usage to priorities. The worksheet then guides students in creating a new schedule to better match their priorities by reducing low priority activities and protecting time for important tasks and self-care. Tips are provided on effective studying, saying no, rewarding accomplishments, and planning time using a calendar. The overall goal is to help students identify time misalignments and strategize a schedule supporting academic and personal goals.
Most people have beliefs that hold them back from financial success, such as believing others have better opportunities or are smarter. However, one's beliefs shape one's reality. Writing down current beliefs about money and identifying which are hindering versus supportive can help recognize patterns that don't support wealth creation. Developing new, supportive beliefs about one's own ability to be financially prosperous and visualizing them can help imprint a new, more positive reality.
This document contains a survey for parents to help their children fill out as part of a "My Personal Profile" school project. The survey asks for information such as the child's birthday, parents' jobs, family members' birthdays and Chinese zodiac signs. It also asks about the child's daily routine including wake up time, breakfast time, school start time, after school activities, homework time, bedtime, favorite color, subject, sport and food. Sample responses are provided in Chinese for each question. Parents are asked to return the completed survey paper to school by Friday August 24th.
English 6-dlp-1-distinguishing-changes-in-meanings-of-sentences-cauAlice Failano
This document is an English language learning module that discusses distinguishing changes in meaning caused by stressing different words in sentences. It provides examples of sentences where shifting the stressed word changes the intended meaning. The module contains exercises for learners to practice identifying these meaning changes based on stress. It encourages learners to pay attention to emphasis in interviews and dialogs as stress can influence the expressed meaning. The goal is to help learners understand and effectively use stress in English communication.
This document is a post-survey for psychology students that asks about their plans after graduation, interest in graduate school, desired specialty or field of work, and population they want to work with. It includes multiple choice and short answer questions to gauge if and how their goals and interests have changed since completing an earlier, pre-survey.
1) The author decided to use their final fiesta project to teach their dog Comet a new trick, rolling over, using behavior analysis principles.
2) The author broke down rolling over into smaller steps, used total task presentation while prompting Comet through each step, and reinforced Comet with treats when he completed steps.
3) Comet learned to roll over in 9 tries. The author then used discrimination training and differential reinforcement to ensure Comet only rolled over when given the specific command.
The document discusses how children develop and learn new skills as they grow. It notes that babies can initially only sleep, feed, kick, roll and crawl, but as they grow their muscles strengthen and they learn to sit, stand, and eventually walk. Toddlers can walk or run short distances and some can feed themselves. The document also discusses how older children from ages 2-7 can do more activities and are more coordinated in their movements. It concludes that as children grow older, they are capable of participating in more complex activities.
This document contains an assignment on designing self-management plans. It includes examples of students' performance management contracts focused on improving behaviors around diet, exercise, studying, communication skills, and substance use. The assignment asks students to identify a behavior they want to change and design a contract to manage their own performance, including contingencies for monitoring and consequences.
The document discusses critical reading skills and provides lessons to help readers identify imperfect or incomplete information in texts. It explains that critical reading involves detecting inadequate, inaccurate, exaggerated, or illogically presented information. Examples are provided of passages containing imperfect information due to missing details, conflicting statements, or unnecessary comparisons. Readers learn to recognize these issues and understand how they impact comprehension. The goal is to develop the ability to evaluate a text's reliability and identify passages that require clarification.
The document provides an overview of Module 8 which covers refuting arguments. It describes the different sections within the module like the module number and title, introduction, learning objectives, how to work through the module, pre-assessment quiz, activities, key points, post-assessment quiz and answer key. It explains that the activities aim to help students develop skills in listening, speaking, vocabulary, reading, grammar, literature and writing. It also provides examples of icons used to introduce each type of activity.
The document discusses the use of simple present verbs to describe normal conditions, facts, and everyday activities. It provides examples of using simple present verbs and discusses how to form negatives and questions. Guidelines are given for using different verb tenses and adding suffixes correctly based on subjects.
The document discusses developing self-awareness and personal effectiveness skills during adolescence, including determining one's strengths and weaknesses, setting goals, and taking responsibility for one's future by writing the script for one's own life rather than just watching passively or acting based on another's script. It emphasizes the value of journal writing for self-reflection, creative problem-solving, and becoming the architect of one's own journey.
Compilation of 3rd Quarter Activities for Grade 7 Health topic.
The topic is about mental and emotional health. taken from the Physical education and health book released by deped.
The document provides instructions and tasks for a lesson on recognizing roles in life. The lesson aims to help students understand the value of recognizing and performing roles effectively while also developing language and literacy skills. Students are asked to discuss roles they have played or hope to play, analyze a poem about the stages of life, and complete tasks like identifying rhyme schemes and imagery in the poem. The final task is to create a brochure about community services.
Here are the steps to make an operational definition of terms for your research paper:
1. Write down your research topic at the top of the page.
2. List down the key terms related to your research topic. These terms should be the ones you identified using the spider map activity.
3. Provide a clear and concise definition for each term. The definitions should be written in your own words and should not be copied from dictionaries or other sources.
4. The definitions should be written in a way that helps the reader understand how you will be operationalizing or measuring the concept in your research.
5. Number each term and definition for easy reference.
6. Leave enough space under each definition
Learning About Money Madness For The 21st Century Can Have Amazing Benefits For Your Life And Success. Achieve financial prosperity in the land of opportunity and wealth. If You Want To Skyrocket Your Success With Maney And Improve Your Overall Life. You Need To Have A Look At Money Madness For The 21st Century.
Taking effective notes is important for academic success. While doing homework is crucial, understanding course material and performing well on tests and quizzes is key to getting good grades. Note-taking helps with this in several ways. It allows students to identify important concepts, comprehend material, and easily review vast amounts of information. The presentation outlines five common note-taking methods: the Cornell method, using visual elements, switching mediums to laptops, using shorthand, and recording lectures. It emphasizes focusing notes on main ideas, new vocabulary, and repeated topics which will likely appear on tests and quizzes. Mastering an effective note-taking approach is essential for students who want to improve their grades.
- The document is a weekly learning plan for Grade 7 and 10 students at Libudon National High School covering the topic of Mental Health and Psychosocial Support over 5 days.
- On Day 1, students will identify personal, social, and emotional sources of strength and distinguish internal and external sources through drawing an analogy to parts of a tree. Day 2 focuses on goal setting and identifying goals and steps to achieve them.
- On Day 3, students describe physical stress reactions, acknowledge that stress reactions are normal, and learn relaxation techniques. Day 4 teaches how thoughts affect feelings and behaviors and introduces reframing negative thoughts. Day 5 reviews reframing thoughts, feelings, and behaviors through a flower-drawing activity.
This document provides a time management worksheet to help students analyze how they spend their time and identify priorities. It includes exercises to track daily activities, calculate weekly time spent on various tasks, list life priorities, and compare priorities to time spent. The worksheet then guides students in creating a new schedule to better match priorities by identifying changes needed, activities to reduce or remove, and additions to include. Tips are provided on effective studying, saying no, rewarding accomplishments, and planning time.
This document provides a time management worksheet to help students analyze how they spend their time and identify priorities. It includes exercises to track daily activities, calculate weekly time spent on various tasks, list life priorities, and compare priorities to time spent. The worksheet then guides students in creating a new schedule to better match priorities by identifying changes needed, activities to reduce or remove, and additions to include. Tips are provided on effective studying, saying no, rewarding accomplishments, and planning time.
BTLEd HE 221 .Time Managementpdf.pdffdsaAntonSolon2
This document provides a time management worksheet to help students better manage their time. It includes sections to track how time is currently spent, identify life priorities, and compare current time usage to priorities. The worksheet then guides students in creating a new schedule to better match their priorities by reducing low priority activities and protecting time for important tasks and self-care. Tips are provided on effective studying, saying no, rewarding accomplishments, and planning time using a calendar. The overall goal is to help students identify time misalignments and strategize a schedule supporting academic and personal goals.
Most people have beliefs that hold them back from financial success, such as believing others have better opportunities or are smarter. However, one's beliefs shape one's reality. Writing down current beliefs about money and identifying which are hindering versus supportive can help recognize patterns that don't support wealth creation. Developing new, supportive beliefs about one's own ability to be financially prosperous and visualizing them can help imprint a new, more positive reality.
This document contains a survey for parents to help their children fill out as part of a "My Personal Profile" school project. The survey asks for information such as the child's birthday, parents' jobs, family members' birthdays and Chinese zodiac signs. It also asks about the child's daily routine including wake up time, breakfast time, school start time, after school activities, homework time, bedtime, favorite color, subject, sport and food. Sample responses are provided in Chinese for each question. Parents are asked to return the completed survey paper to school by Friday August 24th.
English 6-dlp-1-distinguishing-changes-in-meanings-of-sentences-cauAlice Failano
This document is an English language learning module that discusses distinguishing changes in meaning caused by stressing different words in sentences. It provides examples of sentences where shifting the stressed word changes the intended meaning. The module contains exercises for learners to practice identifying these meaning changes based on stress. It encourages learners to pay attention to emphasis in interviews and dialogs as stress can influence the expressed meaning. The goal is to help learners understand and effectively use stress in English communication.
This document is a post-survey for psychology students that asks about their plans after graduation, interest in graduate school, desired specialty or field of work, and population they want to work with. It includes multiple choice and short answer questions to gauge if and how their goals and interests have changed since completing an earlier, pre-survey.
1) The author decided to use their final fiesta project to teach their dog Comet a new trick, rolling over, using behavior analysis principles.
2) The author broke down rolling over into smaller steps, used total task presentation while prompting Comet through each step, and reinforced Comet with treats when he completed steps.
3) Comet learned to roll over in 9 tries. The author then used discrimination training and differential reinforcement to ensure Comet only rolled over when given the specific command.
A Behavioral Analysis of Cosmopolitan Magazinek3stone
The document analyzes advice provided in Cosmopolitan magazine using behavioral principles. It finds that the advice primarily describes escape, avoidance, and punishment contingencies rather than positive reinforcement. This includes advice on improving a boyfriend's kissing technique through differential penalizing contingencies, and de-escalating fights using escape contingencies. The document also notes an article establishing intoxication as an motivating operation, increasing attractiveness of potential partners.
Self-Management Intervention to Increase Physical Activityk3stone
This document outlines a self-management intervention to increase physical activity. It begins by noting that 20-50% of fatalities are caused by sedentary lifestyles. The intervention uses behavioral principles to help people increase weekly physical activity. The first step is to define the target behavior of increasing physical activity by setting a goal of one hour of power walking at least three times per week. The second step is to plan the intervention by gradually increasing the intensity of workouts over 12 weeks to decrease the aversiveness of physical activity and make it more reinforcing. Reinforcement contingencies can also be added where individuals reward themselves after each workout session to further increase the behavior.
The document provides a checklist for a student to complete for their final fiesta paper. It lists requirements such as including 8 terms from the book with definitions, 5 contingency diagrams, writing 3-5 single spaced pages, and using correct terminology, spelling and grammar. Students must check off each completed item, sign at the bottom, and can earn up to 50 points total plus potential bonus points.
This document provides terms from chapters in a Principles of Behavior textbook to study for upcoming quizzes. It includes 120 terms across 4 review quizzes covering 28 chapters, organized by chapter. Students are warned that the quizzes will cumulatively cover all previous review terms. The high-level information is that this study guide lists key concept and vocabulary terms from a textbook on principles of behavior to prepare for comprehensive quizzes over multiple chapters.
The student is petitioning to use optional activity points (OAPs) to opt out of certain academic requirements on a given date. They would like to use a specified number of OAPs to be exempted from a rat lab, seminar participation, homework assignments, and/or quizzes. The form must be signed by the student and submitted to their graduate student instructor, and notes that OAPs can only be used once per academic category but may be used for multiple categories on the same or different occasions.
This document contains a course evaluation form for PSY 1400, 3600, 6100 that asks students to rate various aspects of the course on a scale of 1 to 5. It explains that the highest grade a student can earn is based on their quiz performance and that they must perform well on all components to earn an A. Students are asked to evaluate features like the frequency of quizzes, the value of flashcards and seminars, and the workload. They are also asked to rate the textbook and provide comments on the best and worst aspects of the course and text as well as suggestions for improvement.
This document is a lecture evaluation form for students to provide feedback on special lectures throughout the semester. It asks students to write the name and date of the lecture, provide suggestions for improvement, say what they liked best, and rate the educational value, entertainment value, informativeness, and whether the lecture should be kept for the course on scales of 1 to 5.
The document provides information about seminar schedules, rat lab policies, and grading policies for psychology courses.
The key points are:
1) Seminar schedules are provided for PSY 360, PSY 100H/140, and boot camp. Rat lab policies state that students can lose points for being late, unprepared, or not cleaning up.
2) The grading system is complex, with students needing to score at least 92% on quizzes and 92% in other areas like labs and homework to earn an A. Getting 87% on quizzes earns a BA.
3) The frequent quizzes and emphasis on daily work is meant to keep students accountable and ensure they
This document discusses feedback from reviewers and students on the textbook "Principles of Behavior". Reviewers praise the book for its numerous examples, clear explanations of complex concepts, thorough coverage of topics, and adherence to a single theoretical framework. Students rate the book as very valuable and appreciate its real-world examples and case studies. The author aims to appeal to both undergraduate and graduate students by structuring the book with core "Fundamentals" sections and optional advanced enrichment material. Overall, feedback indicates the book is effective at teaching behavior analysis concepts to students at different levels.
This document is a dedication to Donald L. Whaley in memory of his passing. It describes Whaley as a loud, extroverted man who was passionate about behavior analysis and helping his students succeed. It highlights how he would go above and beyond for his students, from financial support to flying across the country to help those in crisis. However, it also notes that Whaley struggled with his health due to an addiction to sugar and junk food. Despite efforts to get his diet and health on track, he ultimately passed away from a heart attack at age 49.
The document discusses goal-directed systems design and how it relates to moral and legal control. It suggests that the purpose of life for human beings should be selecting the well-being of all life as our goal. It argues that goal-directed systems design is needed to guide humanity towards that goal, as natural contingencies alone may lead to undesirable outcomes. Moral and legal rules aim to establish added contingencies, like religious consequences or legal punishments, to influence behavior in ways that support the well-being of life even when no one is watching. Examples are given of both moral and legal rule control systems.
Sid Fields, a psychology teacher, meets with Bobbie Brown, an 18-year-old student who identifies as a transgender woman trapped in a man's body. Bobbie is depressed and has considered suicide. Sid agrees to help Bobbie using behavior modification techniques to help Bobbie learn masculine behaviors and potentially become more comfortable living as a man. They break behaviors down into small, measurable components and use praise and feedback to reinforce Bobbie practicing masculine ways of sitting, walking, and standing. After several weeks of intensive practice sessions, Bobbie has learned the physical "moves of a man" but remains uncertain if this will resolve his identity issues or make him happy in the long run.
This document provides guidance to students on career options and graduate programs in fields related to behavior analysis. It discusses several professional fields involving behavior analysis, including applied behavior analysis and behavioral psychology. It recommends graduate programs in behavior analysis for those interested in this approach. It warns against traditional psychology programs that do not incorporate behavior analysis. The document provides tips on finding appropriate master's and doctorate programs, and discusses the roles and salaries associated with different degrees.
The document summarizes two case studies where behavior analysts used extinction procedures to reduce problematic behaviors in individuals with developmental disabilities:
1) In the first case study, the analysts used extinction to reduce a boy's aggressive behavior towards teachers that was reinforced by escaping instructions. They gradually exposed him to instructions without allowing escape until his aggression was extinguished.
2) In the second case study, the analysts used extinction to reduce a nonverbal girl's vomiting behavior that occurred in class. They hypothesized it was reinforced by escaping the class and gaining attention. Extinction involved no longer removing her from class or providing extra attention after vomiting until the behavior was extinguished.
Bella and Oscar help train a puppy named Bridget who jumps on the dinner table to steal food. Through observing Bridget's behavior, they determine she is doing this to get attention from her family. They realize Bridget's jumping is being unintentionally reinforced by her family giving her attention after. Bella and Oscar then train Bridget to hop on her hind legs instead to get treats and attention, using differential reinforcement. This replacement behavior is successfully trained, and Bridget stops jumping on the table to get the positive attention she craves through her new trick.
This document contains homework assignments from a class on procrastination. It includes exercises where the student must identify a goal they want to achieve, ways to improve flossing habits, overcoming writing procrastination, increasing exercise, and improving interpersonal skills. The student is asked to complete self-evaluations and have another person evaluate them. The overall document provides strategies and accountability methods to help students address common procrastination problems.
This document contains homework assignments from a class on procrastination. It instructs students to complete homework questions after reading each chapter and to write a paragraph summarizing their thoughts. The assignments address goals for improving health, relationships with others, and academic performance. Students are asked to develop specific, measurable plans using behavior management techniques like setting deadlines and consequences. The overall summary is that the document provides procrastination students with exercises to help them identify goals, create accountability, and develop strategies for achieving those goals through behavior change.
This document provides instructions for a homework assignment on self-management. It asks students to identify bad habits they want to change, areas of their environment they want to be more tuned into, academic problems they face, and potential self-management projects. It then prompts students to complete performance management contracts to help decrease unwanted behaviors or increase productive behaviors through the use of contingencies.
1. Your name:___________________________________ Red grade:_________ Black grade_________
I’ll Stop Procrastinating When I Get Around to It
Homework Objectives
Chapter 1: Introduction
INSTRUCTIONS: After reading each chapter, complete the homework questions for that chapter. Also
type a paragraph for each chapter. Your paragraph could be about how this applies to your life or the life of
someone you know, about how you would or would not use this and why, or about why it would or wouldn’t work, or
new ideas of your own or from other sources that are relevant, like how to diet or stop smoking or deal with
“writer’s block.” So when you read each chapter, make notes in the margins or wherever, and mark parts that
will help you with your paragraphs.
1. What’s an evasive goal you’d really like to achieve, one that would contribute to your living the good life?
(Real student examples: mailing Christmas cards to all friends and family; reading the Bible. A diabetic
student wanted to use not eating sugar as the behavior, but that fails the deadman test; so she rolled over
the deadman and changed it to decreasing the behavior of eating sugar. I want to decrease saying rude
things to my husband. I have vitamins but I don’t take them, and I really want to do that, and I don’t know
why I don’t. I want to stop drinking so much at parties, because I don’t want to feel bad the next day. I
want to exercise to decrease the effect of my asthma.)
Check off the 4 H’s that would be better fulfilled if you achieved that goal and explain why they each would be
better fulfilled. (Recall that you might affect more than one H. Also note that you will usually not affect all four
H’s. For example, normally the Harmless goal will apply only to behaviors you want to decrease, like you want to
decrease saying snotty little things to people, so that you will do less harm to them, so you will be more
Harmless. Normally, the Harmless goal will not apply to behaviors you want to increase, like you want to increase
your exercise, so that you will be more Healthy, not more Harmless.) Don’t strain to meet all four H’s.
i. Healthy (reading the Bible might increase your spiritual health, if that’s a concept
with which you’re comfortable; and reading the Bible might also apply to all the
following categories, as well)
ii. Helpful
iii. Happy (Not everything you do is to make you more happy, so you don’t always use
this. The Christmas card might apply here in that it makes other people happy,
even though we tend to usually apply this to just making ourselves more happy.)
Students say: Exercise makes me happy and makes me feel better about myself.
Achieving evasive goals makes me happy.
iv. Harmless (This is normally for harmful behaviors you want to decrease. I don’t
think harmless applies to mailing Christmas cards; but you can increase behaviors
that will have a spin off of helping you decrease harmful behaviors, e.g., reading
the Bible may cause you to decrease the frequency of behaviors that hurt others,
and increasing your exercise might help you decrease your frequency of smoking,
as a little spin off toward being more harmless to yourself.)
2. Don’t forget to type your paragraph (see instructions at beginning of homework).
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2. Your name:___________________________________ Red grade:_________ Black grade_________
Chapter 2: How to Keep those Pearly Whites
Do you floss more or less every day?
i. Yes. (now tell the truth)
ii. No.1 ( By the way, even most people who have had serious dental problems still have a
hard time getting themselves to floss. Incidentally, one student flossed her teeth
regularly, as a preschooler, because she thought the Tooth Fairy would leave her more
money if her tooth was shiny when she put it under her pillow; she even brushed it after
it had fallen out to get it lookin’ good for the TF.)
Fill in part of this self-management contract to get yourself to floss every day. (Or a friend or family member,
if you’ve already got it personally wired).
Performance-Management Contract
Who is the person whose behavior is being managed?____________________________________________
Who is helping manage the behavior?_______________________________________________________
What’s the behavior?___________________________________________________________________
If you will show your performance manager some sort of permanent proof of accomplishment, what will it be (e.g.,
weight on the scales, a completed homework, a weekly postcard)?______________________________
How will changing the behavior affect the 4 H’s?
Healthy___________________________________________________________________________
Helpful___________________________________________________________________________
Happy____________________________________________________________________________
Harmless_________________________________________________________________________
If you want to increase your behavior, what is the deadline (e.g., 5:00 pm Mon-Fri)?_____________________
What’s the outcome if you fail to do the behavior by the deadline (e.g., lose $1)?_______________________
1
Real data: Psy 610, summer 2000. None of the nine grad students flossed regularly.
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3. Your name:___________________________________ Red grade:_________ Black grade_________
Just for practice, plot these data on the following year-at-a-glance graph and label the vertical (Y) axis.
iii. Yes
No
Days when I flossed
Week 1 Week 2 Week 3 Week 4
Monday 1 1 1 0
Tuesday 1 1 1 1
Wednesday 1 0 1 1
Thursday 1 1 1 1
Friday 1 1 1 0
Saturday 1 1 0 1
Sunday 1 1 0 0
3. Don’t forget to type your paragraph (see instructions at beginning of homework).
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4. Your name:___________________________________ Red grade:_________ Black grade_________
Chapter 3: How to Get Yourself to Write
Do you have trouble writing the letters or emails you should write?2
ii. Yes
iii. No
4. To whom?
Do you have trouble writing the postcards you should write when you’re on vacation?3
iv. Yes
v. No
vi. Don’t go on vacation
Do you have trouble with procrastination on writing term papers?4
vii. Yes
viii. No
5. What term papers do you have to write this semester?
Are you so naive as to think you won’t have just as much trouble this term?
ix. Yes, because this term really is different, don’t you see. Right! Remember this
fundamental general rule of behavior analysis: The best predictor of future behavior is
past behavior.
x. No, I may be a procrastinator, but I’m not stupid.
What are you going to do about it?
xi. Implement a rock-solid performance-management (PM) contract.
xii. Nothing, I’m naive and a little stupid.
xiii. Nothing, I’m the kind of degenerate who really wants to flunk out of college and teach
Mom and Dad that they can’t force me to go to college against my free will.
2
Real data: Psy 610, summer 2000. Five of nine grad students have trouble writing letters.
3
Real data: Psy 610, summer 2000. Four of five grad students have trouble writing vacation postcards. The remaining four don’t go on vacation.
4
Real data: Psy 610, summer 2000. All nine grad students procrastinate writing term papers.
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5. Your name:___________________________________ Red grade:_________ Black grade_________
Select some sort of writing task you or someone you know is having trouble with and fill out this P-M Contract.
Performance-Management Contract
Who is the person whose behavior is being managed?____________________________________________
Who is helping manage the behavior?_______________________________________________________
What’s the behavior?___________________________________________________________________
If you will show your performance manager some sort of permanent proof of accomplishment, what will it be (e.g.,
weight on the scales, a completed homework, a weekly postcard)?______________________________
How will changing the behavior affect the 4 H’s?
Healthy (probably not applicable)________________________________________________________
Helpful (like you write to help you learn to write or you write to help others by giving them some valuable
info)_______________________________________________________________________________
Happy (or feel less quilty, e.g., when you write that letter to Aunt Linda)__________________________
Harmless(probably not applicable)_______________________________________________________
If you want to increase your behavior, what is the deadline (e.g., 5:00 pm Mon-Fri)?_____________________
What’s the outcome if you fail to do the behavior by the deadline (e.g., lose $1)?_______________________
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6. Your name:___________________________________ Red grade:_________ Black grade_________
Please plot these hypothetical writing data on the graph and fill in the label on the y-axis (the ordinate).
Number of hours spent writing
Week 1 Week 2 Week 3 Week 4
Monday 2 2 3 2
Tuesday 3 3 0 2
Wednesday 0 4 0 2
Thursday 1 5 0 2
Friday 2 0 5 2
Saturday 1 0 2 2
Sunday 3 3 1 2
Don’t forget to type your paragraph (see instructions at beginning of homework).
**NOTE ABOUT NEXT ASSIGNMENT: Find a friend or family member who knows you well enough to give you
feedback on your behavior. Be prepared to complete a section of an SDI form with that person for Chapter 5.
For more details, look ahead to the Chapter 5 assignment.
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7. Your name:___________________________________ Red grade:_________ Black grade_________
Chapter 4: How to Exercise
6. What’s a type of physical exercise you’d like to increase? (Real student examples: About half our students
select exercise as their final project. Sit-ups are a common one, as is jogging.)
Think of a performance-management contingency and then apply the three-contingency model to this problem.
The Three-Contingency Model of
Performance Management
Ineffective Natural Contingency
Before Behavior After
Performance-Management Contingency
SD (Deadline): .
Before Behavior After
Inferred Direct-Acting Contingency
Before Behavior After
Don’t forget to type your paragraph (see instructions at beginning of homework).
**NOTE ABOUT CHAPTER 5: If you’ve already read the Cool Coed and Sheldon Stone stories, feel free to
skip them when reading Chapter 5.
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8. Your name:___________________________________ Red grade:_________ Black grade_________
Chapter 5: How to Get Along with Others
Fill out a copy of the Self-Development Interview Performance Evaluation Form (included in your course pack)
on yourself (evaluate your own performance). Then transfer to this page the last two sets of items from your
self-development checklist.
What are your greatest areas of strength?
What are your greatest areas of weakness?
What performance management will you implement to improve your weaknesses?
Now conduct an SDI interview with someone who knows you well enough to give you worthwhile feedback on your
performance. Have someone fill out at least one section of the Self-Development Interview Performance
Evaluation Form on you. Then have them go over it with you. How’d it go?
How valuable was it? Why?
Any new insights? What?
Improved your relationship? How?
For OAP’s: Conduct an SDI interview where you fill out a Self-Development Interview Performance Evaluation
Form on the other person. Find someone you know well enough for you to give worthwhile feedback on his or her
performance. If you did this optional one, how’d it go?
How valuable was it? Why?
Any new insights? What?
Improved your relationship? How?
7. Don’t forget to type your paragraph (see instructions at beginning of homework).
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