Applied Behavioral Cognitive Analysis
Name: ______Instructor: ______Red Grade: ______Black Grade: ______
TODAY’S ASSIGNMENT:
1st draft of your final fiesta paper: Read the last two pages of this packet carefully, and check out the template disk. (WMU STUDENTS: Things may have changed since the last time you did this assignment.)
Instructions start on page 6
Today’s Review Quiz:
„ Be able reproduce the chart: Tools for a Behavioral World View[1] and give a definition (where applicable) or clear example of each. This chart is located on page 2.
„ Be able to write out the definitions in this chapter, as well as apply or give an example of each. You have flashcards for each definition.
„ Be able to reproduce the chart: TYPES OF RULES AND THEIR CONTINGENCIES.
„ THIS QUIZ CANNOT BE REPLACED WITH OAPs.
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Happy Man
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Applied Behavioral Cognitive Analysis
It's 5:37 a.m., Tuesday, February 1, 1994. I'm staring at my computer screen, looking at the table of contents of this book. And I am Happy Man. Why am I Happy Man? Maybe because I got up from a solid 6.5 hours sleep after pulling an all nighter to prepare the previous chapter, almost in time to hand out to my Psy 460 class. Maybe it's because of the drugs, the second cup of caffeine speeding through my body and soul. However, I’d like to think it's because of what we've accomplished so far.
We've laid the foundations for a behavioral world view. The student who masters the preceding chapters can master the universe. You now have:
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Applied Behavioral Cognitive Analysis
The Tools for a Behavioral World View:
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Applied Behavioral Cognitive Analysis
Be able to list and reproduce all these following tools and to give a definition (where applicable) and a clear example of each. (On the quiz, we will ask you to list all these tools for a behavioral world view and to provide an example of some).
¨ Eight direct-acting contingencies
§ Reinforcement
§ Escape
§ Avoidance of loss of reinforcer
§ Avoidance of aversive condition
§ Punishment
§ Penalty
§ Punishment by prevention of reinforcer
§ Punishment by prevention of removal of aversive
§ condition
¨ Eight indirect-acting contingencies (analogs to the
above)
¨ Rule governance
§ Rules that are easy to follow
§ Rules that are hard to follow
¨ The three steps of performance management
§ Specification
§ Observation
§ Consequation
¨ The three-contingency model of performance management
§ Ineffective natural contingency
§ Performance management contingency
§ Inferred direct-acting contingency
¨ Goal-directed systems design model:
§ First you select the ultimate goal of the system,
§ then you select various levels of intermediate goals
§ needed to accomplish that ultimate goal,
§ finally you select the initial goals needed to
§ accomplish those intermediate goals.
¨ The six steps of behavior systems analysis
§ Analyze the natural contingencies.
§ Specify the performance objectives.
§ Design an intervention.
§ Implement the intervention.
§ Evaluate the intervention.
§ Recycle through the previous steps until you achieve
§ your objectives.
¨ The cultural change model.
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Applied Behavioral Cognitive Analysis
The Big Picture
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When you become an expert in the use of these tools, you will become an expert behavior analyst. You will understand all of the psychological world and how to cope with it. You will understand that most of the problems of the physical world have their roots in problems of the psychological world. Once you have mastered these concepts, models, and strategies, you will be ready to head toward the Noble goal of behavior analysis—to work toward saving the world with behavior analysis. You will know how to understand the world and how to save it. (Don't worry, you will be able to make valuable contributions to saving the world while you're logging in the 10,000 hours of deliberate practice you'll need to become a true expert.)
Have I had too much caffeine? Don't be too quick with your yes. Is there more to life than what we've covered in these first chapters? Maybe a little. There are still gaps in those chapters. BUT, when you master only what we've covered so far, you will still be master of the universe.
What about the remaining chapters? Important applications of the fundamentals. Chapters on delinquency, problem children, problem infants, developmentally disabled and autistic children, institutionalized adults, drug abuse, behavioral medicine, and more. Applications of The tools for a behavior-analytic world view. So what's wrong with an occasional hysterical high? Signed, Happy Man
Two Goals for Today's Review:
q To increase your fluency in using the tools for a behavioral world view
q To increase your appreciation that we really do have a comprehensive set of tools for a behavioral world view, that you really are learning the big picture. In other words, I want you to be Happy Student.
Experimental research indicates that periodic reviews such as these greatly increase the extent to which the material reviewed will be in the students’ repertoire when needed on later occasions. That's why I put so much emphasis on reviews throughout this course. Anecdotal data from other faculty who have students from these courses in later courses indicate that this review pays off, because the graduates of these courses show an impressive mastery and retention of the concepts of behavior analysis as well as an ability to use those concepts effectively. So go for it! You're on the road to expertise.
Review Definitions and
Diagrams
Definition:
Reinforcement contingency (Chapter 1)
o The immediate,
o response-contingent,
o presentation of
o a reinforcer
o resulting in an increased frequency of that response.
Definition:
Escape contingency (Chapter 1)
o The immediate,
o response-contingent,
o removal of
o an aversive condition
o resulting in an increased frequency of that response.
Definition:
Punishment contingency (Chapter 1)
o The immediate,
o response-contingent,
o presentation of
o an aversive condition
o resulting in a decreased frequency of that response.
Definition:
Penalty contingency (Chapter 1)
o The immediate,
o response-contingent,
o removal of
o a reinforcer
o resulting in a decreased frequency of that response.
Definition:
Avoidance contingency (Chapter 1)
o The immediate,
o response-contingent,
o prevention of
o an aversive condition
o resulting in an increased frequency of that response.
Definition:
Avoidance-of-loss contingency (Chapter 1)
o The immediate,
o response-contingent,
o prevention of loss
o of a reinforcer
o resulting in an increased frequency of that response.
Definition:
Punishment-by-prevention-of-removal
contingency (Chapter 1)
o The immediate,
o response-contingent,
o prevention of removal
o of an aversive condition
o resulting in a decreased frequency of that response.
Definition:
Punishment-by-prevention-of-a reinforcer
contingency (Chapter 1)
o The immediate,
o response-contingent,
o prevention
o of a reinforcer
o resulting in a decreased frequency of that response.
Definition:
Rule (Chapter 2)
o A description of a behavioral contingency.
Definition:
Rule control (Chapter 2)
o The statement of a rule
o controls the response
o described in that rule.
Definition:
Contingency control (Chapter 2)
o Direct control of behavior by a contingency,
o without the involvement of rules.
Definition:
Immediate reinforcement and punishment (Ch. 2 and 3)
o Delivery of a reinforcer or aversive condition
o no more than one second after the response.
Definition:
Delayed reinforcement and punishment (Ch. 2 and 3)
o Delivery of a reinforcer or aversive condition
o between one and sixty seconds after the response.
Definition:
Delayed delivery of a reinforcer or aversive condition (Ch. 2 and 3)--
o Delivery of a reinforcer or aversive condition
o more than sixty seconds after the response.
Definition:
Rules that are easy to follow (Ch. 3)
o Describe contingencies with outcomes that are
o both sizable
o and probable.
o The delay isn't crucial.
Definition:
Rules that are hard to follow (Ch. 3)
o Describe contingencies with outcomes that are
o either too small (though often of cumulative significance)
o or too improbable.
o The delay isn't crucial.
Definition:
Types of Rules & Their Contingencies:
(Final Fiesta Terms Start Below)
Definition:
The mythical cause of poor self-management (false principle) (Ch. 3)
o Poor self-management occurs
o because we can’t delay our gratification,
o because immediate outcomes control our behavior
o better than delayed outcomes do.
o So we fail to act
o in our long-run best interest.
Definition:
The real cause of poor self-management (true principle) (Ch. 3)
o Poor self-management results from
o poor control by rules describing
o outcomes that are either
o too small (though of cumulative significance)
o or too improbable.
o The delay isn’t crucial.
Definition:
Victim blaming (Ch. 10)
o Saying the victim of the problem
o is the cause of the problem.
Definition:
The Performance-Management Model of Cultural Change (Ch. 10)
o To manage and change the behavior
o of members of a culture,
o you must manage and change the behavior
o of all levels within that culture.
Definition:
Performance management--—(Ch. 11)
o The addition,
o removal
o or changing of a behavioral contingency
o with the intent to change or maintain performance.
Definition:
Traditional performance-management procedures (Ch. 10)
o Provide a rule describing the natural contingency and
o use establishing operations
o and antecedents
o to affect a direct-acting, inferred theoretical contingency based on the natural contingency.
Definition:
Performance-Management Contingency—(Ch. 4 and 5)
o A contingency that does not occur in nature
o and is designed by a performance manager
o to control behavior.
(Be sure you understand the difference between those previous three definitions.)
Definition:
Cultural change model
o Client
o Supervisor
o Administrator
o Legislator
o Public
o Lobby (special interest) group
Definition:
The four main organizational outcome measures (Ch. 9)
o Quantity
o Quality
o Timeliness
o Cost
Definition:
Two crucial process measures (Ch. 9)
o Engagement—amount or percentage of time on task
o Safety—freedom from danger or risks
Definition:
Natural Contingency (Ch. 4)
o A contingency that occurs in nature,
o without being designed by a performance manager
o to control behavior.
Definition:
Theoretical contingency (Ch. 6)
o An inferred,
o direct-acting contingency
o that explains the effectiveness of the
o indirect-acting performance-management contingency.
Definition:
The noble organization (Ch. 11)
o The organization that works for the well-being of humanity.
Definition:
The noble goal of behavior analysis (Ch. 11)
o To save the world with behavior analysis.
Definition:
Front-end analysis (Ch. 11)
o A determination of instructional objectives
o based on the performance of experts
o where the learned repertoire is to be used.
Definition:
Performance contract (behavioral contract or contingency contract) (Ch. 11)
o A written rule statement describing
o the desired or undesired behavior,
o the occasion when that behavior should or should not occur,
o and the added outcome for that behavior.
Homework
(Check your course syllabus. This homework is divided into two separate assignments over two classes. First, you turn in JUST YOUR DIAGRAMS. Then, after you receive corrections from your TA, make the corrections to your diagrams and turn them in along with the rest of your text as described below)
Now, prepare a paper where you apply as many of these concepts as you can to a performance-management problem that interests you, either real or hypothetical, but it is much better if real. It can be a company or business where you work or have worked, it can be a practicum site; it can be this course or it might be some setting where someone you know works. It would be even greater if it were a place where you could get some real data on the performance of interest. And it would be super-great, if you could actually implement your proposed intervention. Some students are really doing that, and it’s working well. This paper should be the first draft of your Final Fiesta Paper. You can also think of this paper as a midterm exam.
Here are some examples from past student papers.
q Servers using proper procedures in a restaurant.
q Employees arriving on time at a restaurant, where before, nothing happened if they arrived late.
q Carpeting company, where the workers laying carpet don’t call in to the office reliably enough.
q A new fraternity isn’t getting the jobs done and there are no consequences (jobs like meetings, recruiting, and volunteer services). The fraternity is also going to set up fines for failing to show or showing late for meetings. They’ve been playing with it and find they may need to raise the fines. The final goal is to achieve chapter status, which requires more members, more community services, and more cultural events.
q Fancy restaurant. Biggest problems: Lack of menu knowledge on the part of the servers. Servers not up-selling (e.g., Would you like a super-expensive bottle of wine with your meal and a high-fat, high-sugar dessert after your meal?). They will give quizzes over the menu.
q Sorority members not cleaning up their rooms before the house check will get fined. The student doing this project is the manager, but she’s not monitoring as she should so the manager and president need to be brought into the cultural-change model.
q Grocery store, where the student worked as a manager. The stock boys would take goods off the truck and put them directly on the customers’ shelves, whereas the shelves should be stocked by the reserves and then the goods from the truck should be put in the reserves, otherwise, the reserves get out of date and spoil, because they sat there too long and didn’t get on the shelves.
q The computer disk provided in this course contains a MS Word template for this paper. It is encouraged that you follow the guidelines and format provided in general. Use your MS Word document template to prepare your paper.
Warning: Please notice that the template and examples are just job aids that help you to complete this paper easier; it is absolutely NOT a substitute of your final product. Surprise us with your great, original work.