Download EDF6224 Supervision Final Exam: Positive Change Culture and more Exams Behavioural Science in PDF only on Docsity!
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SUPERVISION FINAL EDF6224 EXAM QUESTIONS WITH
CORRECT VERIFIED SOLUTIONS 100% GUARANTEED PASS
Creating a culture that drives behavior change through positive change through positive reinforcement result in: - ANS ✓Staff who are open to change, better relationships b/t management & staff, fewer MO issues, & increases job satisfaction What did Johnson & Dickinson discover on their sturdy on "Check Processor of the Week?" - ANS ✓Little-to-no change in behavior, & even decrease in performance after receiving it Less talk in Supervsion & OBM about punishment & why should be obvious to behavior analyst: - ANS ✓You cannot punish your way into better performance, only reinforcement can do that Punishment is often used because: - ANS ✓It works quickly, that is reinforcing for person who is implementing punishment, they don't need to be delivered as often as reinforcment Negative impacts of punishment at work - ANS ✓Creates escape/avoidance behavior, decreases desired behavior, do NOT increase performance, increases aggression, difficult to use effectively, recovery Considerations for use of punishment - ANS ✓Sometimes punishment is necessary particularly for unsafe or unethical behavior, an appropriate alternative must be programmed for & reinforced, determine what is maintaining behavior
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Negative reinforcement - ANS ✓"You better show up to work on time or you're going to be demented", "This project better be good or else you might not get that promotion" this is fear-based management Has dits place- getting beahviors started, gaining compliance when its mandatory Extinction - ANS ✓Often appropriate for nuisance behaviors but not appropriate for unsafe ethical behaviors that must be stopped immediately Often unintentionally used in workplace when staff members often are not acknowledged for doing good things daily For increasing creative behaviors can be an effective strategy Pair extinction with__ - ANS ✓Reinforcement for an appropriate alternative response Do not ignore behaviors you want to see Coercion - ANS ✓Fear leads to compliance to avoid the undesired consequences, employees will escape the threats by quitting other times they may engage in unethical behavior (lying) to avoid consequences Extinction burst - ANS ✓Results in leaders abandoning change efforts due to aversive reactions from staff early on When paired with reinforcement procedures burst are rare Relying on threats to improve performance in workplace can result in: - ANS ✓Increased turnover rate, bare-minimum performance, unethical behavior & increased workload on management Extinction frequently occurs in business when we: - ANS ✓Fail to reinforce people for doing what they need to do on a daily basis
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For supervisors- engagement with professional communities - ANS ✓Explore ABAIs special interest groups, connect with local & state ABA groups, social media facilities connections as well For supervisees & trainees- engagement with professional communities - ANS ✓Being teaching networking skills (how to give an elevator pitch), sponsor trainees in networking situations helping make connections, provide challenges & feedback for professional interactions For supervisors- pursing training & mentorship in new areas - ANS ✓Engage in peer-review, seek out colleagues for consultation, attend workshops/conferences, maintain certification For supervisees & trainees- pursing training & mentorship in new areas - ANS ✓Discuss scope of practice vs, scope of competence & teach them to identify current scope, create list of topics & interest they can attend training & workshops for Professional development plan (long term goals & interest can help increase work enjoyment) - ANS ✓Identifying strengths & assists that your team members can bring to table can ensure they can contact reinforcement doing task that will contribute to long-term goals, provide a basic planner to supervisees & trainees & check in on action steps regularly to create accountability for continuous professional progress In order to continue professional development, during Supervsion & beyond, the BAACB recommends all the following: - ANS ✓Maintaining contact with scientific literature, engagment with professional communities & pursing training & mentorship in new areas (NOT obtaining other unrelated credentials) Self care defined: - ANS ✓As a multidimensional, multifaceted process of purposeful engagement in strategies that promote healthy functioning & enhance well-being
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Professional support in Self-Care - ANS ✓Develop & strengthening relationships among colleagues in order to help mitigate job-related stressors Professional development in Self-Care - ANS ✓Participating in education & training that expands an individuals scope of competence, including enjoyable work-related events & trainings Life balance in Self-Care - ANS ✓Having an identify outside of work, engaging in non-work activities & building social supports outside of the workplace Cognitive awareness in Self-Care - ANS ✓Engaging in self-monitoring, self- exploration & self-awareness to identify feelings, emotions & needs especially during stressful times Daily balance in Self-Care - ANS ✓Using small, everyday strategies (regular breaks, monitoring commitments) that reduce stress & emotion al exhaustion Engaging in self-care & encouraging others to do so as well is not only necessary for professional & personal well-being but is also an__ - ANS ✓Ethical requirement (violation of ethic code related to identifying barriers to adequate client care, maintaining commitments & providing effective services) Strategies for supervisors to encourage self-care - ANS ✓1. Include info within supervision experiences related to managing burnout help supervisee/traineees to establish personal & professional self-care plans
- Serve as role-models for supervisee/trainees, model self-care, share stories related to own struggles with maintaining healthy work-life balance
- Establish a formal processes & practice to help develop a sense of self- awareness related to their well-being, provide positive reinforcment for engaging in self-care strategies Self-care looks__from person to person - ANS ✓Very different, there is no one- size-fits-all solution
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Assessments allows us to: - ANS ✓"Generate quicker-acting & long-lasting effects" in our interventions & should be considered best practices Without assessments: - ANS ✓A supervisor may or may not correctly identify the key variables for influencing supervisee/trainee performance Types of staff performance assessments: - ANS ✓Historical, indirect/informant, direct/descriptive, experimental analysis Historical assessments - ANS ✓A lot of data exist in organizations including info on employee behaviors, quality & quantity of services & long term business results Reviewing data can help determine current state of supervisee/trainee performance even past interventions that weren't successful NOT recommended for use as a sole assessment Indirect/Informant Assessments - ANS ✓Conducted through either structured or unstructured interviews with various stakeholders These types of assessments are very popular in OBM literature with 57% of studies published (Surveys, rating scales) easy & quick, require minimal training, yield desirable intervention outcomes Direct/Descriptive Assessments - ANS ✓Conducting direct observations can be a source of highly reliable info related to barriers of performance Some trainees/supervisees can't share accurate info related to state of their work (this confirms info shared during indirect observation) Narrative recording - ANS ✓Directly observing behavior & writing down antecedents, behaviors & consequences as they occur in environment (different from ABC because supervisor is observing behavior not relying on interviews) this strategy especially useful when trying to identify exemplar behaviors & assess for barriers
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Direct observation data collection - ANS ✓Watching supervisees/trianees & collecting data directly on various dimensions of behavior (frequently, latency, IRT) while correlating with environmental variables can lead to effective interventions (# of DTT ran by staff, when observed trials increase) Disadvantages of direct observation/descriptive assessments - ANS ✓Require more time & training than indirect methods, do not demonstrate a functional relationship without variable manipulation, will NOT work for certain behaviors of concern that are prone to reactivity or are infrequent Experimental analysis - ANS ✓Involves manipulating variables to establish causal relationships between environmental events & performance issues, only 5 % of studies published (in great contrast to clinical ABA) Why contrast? (Experimental analysis) - ANS ✓Less experimental analysis in OBM compared to clinical ABA:
- Often disruptive to business operations
- Resource (time, people) intensive
- Many variables in business can't be manipulated or controlled
- Rule-governed behavior cannot/shouldnt be manipulated A supervisor wants to determine if the communication expectations (within 244 hrs) are realistic. Which of the following would be good to review during historical assessment? - ANS ✓Current communication-related policies in employee handbook, past communication latency (from email system), systems used to communicate (text, email, phones) & onboarding training A supervisor is writing down antecedent & consequences of interruptions occurring during staff meetings. Which type of assessment is this? - ANS ✓Descriptive/direct
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Fluency - ANS ✓Performing quickly accurately & without hesitation, requires more practice, this necessitates the addition of timing the responses during rehearsal not just measuring accuracy, not all skills require fluency Trainee struggling to respond to caregiver concerns in the moment. Handling these issues require training to: - ANS ✓Fluency Indicated interventions: Antecedents - ANS ✓Environmental changes that occur before a behavior that contain information about reinforcement available for behavior & increase likelihood of behavior occurring. They do NOT cause behavior, they will NOT maintain behavior (examples- policies & procedures, job descriptions & goals) (can be effective in locations in which population is in constant flux) Role of antecedents in workplace- SDs - ANS ✓Signal that consequences are available, likely reliant on rule-governed behavior due to delays in contacting consequences Role of antecedents in workplace- MOs - ANS ✓Increase the value of engaging in work behavior Task clarification - ANS ✓Often used when additional instruction may be needed but doesn't warrant the intensity of training, describes job duties & expectations for specific job task as well as rationale, typically does NOT utilize practice components included in full training intervention (which saves resources) (examples- memos, instructional postings, process maps, manuals & checklist) Job aids - ANS ✓Act as prompts for individual aspects of a job to occur rather than longer chains of behavior, must draw attention of employees to be effective, these are rarely used as independent interventions but commonly used as components, employees must be able to do the task required & have the motivation in place to do so but are missing the opportunity (examples- signage, announcements, email reminders, sticky notes)
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Considerations for using antecedent interventions - ANS ✓When desired behavior is NOT happening, an assessment has been indicated that a lack of antecedents are contributing to issue, antecedents are tied to consequences OR individuals being exposed to intervention change frequently A document is provided to staff that includes all components necessary to confirm before submitting an insurance re-authorization. This is an example of: - ANS ✓Task clarification A calendar reminder pops up on the computer every other Friday to remind staff to submit their timesheets. This is an example of: - ANS ✓A job aid Indicated intervention: Resources - ANS ✓Having well-designed materials easily accessible to staff is essential for ensuring certain work tasks occur, this includes: having sufficient staff available to cover cases, easily accessible stimuli, reinforcers, & other task related materials as well as ultimate resource TIME Indicated intervention: Ergonomics - ANS ✓Ensuring materials in workplace arrangement makes sense for work being conducted is critical for ensuring task get done, they should be readily available well-designed organized & should be ergonomically appropriate for those using them (comfortable & effective) Indicated intervention: Process analysis - ANS ✓A process is a series of steps that produce a product or service. BCBA think of this as a complex task analysis (cross functional process mapping- visually lays out processes to allow for analysis to troubleshoot systemic & individual performance issues) Employee is responsible for tracking inventory at the clinic. Their past few reports have not been accurate, due in part to staff returning stimuli late in the day on inventory day. This is an issue with: - ANS ✓Process Indicated intervention: Consequences - ANS ✓In many ABA companies attempts to influence behavior are often heavily antecedent-focused however
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Intermittent, in moment praise from supervisor - ANS ✓PIU Paycheck - ANS ✓PFC (barring getting fired, but not contingent) The most powerful consequences for increasing behaviors, according to Dr.Aubrey Daniel's are: - ANS ✓Positive, immediate, certain BCBA is responsible for onboarding staff, recruiting new staff & maintains her own clinical caseload. She has NOT been recruiting because of a likely issue with: - ANS ✓Competing contingencies After collecting PDC-HS data - ANS ✓Prioritize the questions for which a "No" was indicated, you will be implementing multiple interventions & youll want to identify items that act as total "roadblocks" for performers to fix immediately PDC-HS next steps - ANS ✓Identify & implement individual performance improvement plans, identify & implement small group interventions or process changes, aggregate data across multiple performers for more systematic interventions, monitor performance & collect data to determine if intervention was effective Employee reports they have no idea where to find checklist developed for their job task. What category of PDC-HS would this issue fall into? - ANS ✓Task clarification & prompting When describing the onboarding process, and employee mentions they did practice the task for their job, but only a few times. What category of the PDC-HS would this issue fall into? - ANS ✓Training Staff report that feedback in organization is delivered inconsistently & often not objective or focuses only on mistakes. What category of the PDC-
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HS would this issue fall into? - ANS ✓Performance consequences, effort & competition Taking a __ approach to resolving behavioral issue is the gold standard of our field, & the expectation is no different when it comes to supervisee/trainee behavior. We do not blame the __ we look for issues with the __ instead. - ANS ✓Functional assessment, behavior, environment Supervision is not a process that we go through, but as a __ we create with others (LeBlanc, Selelrs, & Alai) - ANS ✓Relationships 4 factors of building & maintaining relationships in Supervision: - ANS ✓Rapport, culture, feedback & conflict Rapport acts as a "__ __" an antecedent for much of what needs to occur in a supervisory relationship - ANS ✓Setting event Types of rapport-building behaviors: - ANS ✓Verbal- positive statements related to person not just their work, indicating interest in person Nonverbal- eye contact, smiling, nodding Curry et al. (2019) tested for increased ___ participation in tasks that weren't required (completing an optional survey afterward) - ANS ✓Discretionary effort Providing positive feedback & building rapport are the same behaviors - ANS ✓False Cultural competence - ANS ✓Determining whether we have the education, supervised training, & practical experience to practice ABA with specific populations
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Using feedback functions, how do we use in our organization? - ANS ✓Start with appreciation, move into coaching, when people seek it- ASK, be clear Delivering feedback - ANS ✓Continue to be conceptually systematic- referencing behavioral science literature & upholding basic behavioral principles Sandwich method- Feedback Myths - ANS ✓Proven ineffective empirically, the constructive criticism is b/t two positive statements 4 :1 Ratio- Feedback Myths - ANS ✓No evidence only general guideline, known as positive to negative ratio (every piece of negative feedback you should provide 4 pieces of positive feedback) There is a perfect frequency for feedback - ANS ✓Not universal Feedback during performance (Myths) - ANS ✓Distracting Timing feedback - ANS ✓Antecedent- behavior- positive- constructive- next behavior- positive Following behaviors are recommended when receiving feedback: - ANS ✓Arriving prepared for meetings, committing to make changes when warranted, asking follow-up questions, active listening behavior Conflict is - ANS ✓Natural & healthy, which leads to increased creativity & positive debates. When we don't know how to positively manage conflict is when things get tricky Different types of conflict: - ANS ✓Task- what needs to be done?what are our goals?
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Process- how should it be done? Status- who is in charge?who is doing what? Relationship- perception of disrespected, often starting with other types of conflict Example of non-productive conflict: - ANS ✓Gossip & rumor Preventing gossip - ANS ✓Align mission, values & systems Transparent communication Consider the function (reduce MO) Staff who lack rapport with their supervisors may: (Turner, Fischer & Luiselli) - ANS ✓Be unwilling to report issues to their supervisors, seek feedback from under qualified individuals instead of How to mitigate conflicts at work? - ANS ✓Have a positive rapport Managing conflict- step 1 - ANS ✓It isnt a "one person" issue, they may be bullying others, unqualified to do their job (peter principle) Consider coaching, training and assessing behavior of individual to determine an individualized intervention Managing conflict- step 2 - ANS ✓Separate people from problem, you are dealing with people not robots 3 "people" issues: - ANS ✓Perception, emotion & communication Managing conflict- step 3 - ANS ✓Defining the problem, determine needs of each person, explore issues before presenting solutions, "look forward, not back", encourage flexibility
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Favoritism/Nepotism - ANS ✓Favor is given to an employee because their relationship to a leader Other leaders use aversive control - ANS ✓Leaders demand the use of punishment as an example to other staff External events impact motivation - ANS ✓Negative press directed at organization decreases staff work enjoyment (example- inappropriate staff activities in the news) Situations that decrease staff motivation - ANS ✓Authority interference, favoritism/nepotism, other leaders use aversive control, external events impact motivation Increasing __ frequency during difficult situations is essential, including info & reasonings for why things occur the way they do - ANS ✓Meeting Performance issues related to teaching - ANS ✓Teaching procedures are not carried out proficiently or they are not carried out frequently enough (lack of Supervsion activities, supervisor should take responsibility & action to correct) Formal teaching issues - ANS ✓If clients aren't making progress we may sure programs written are high quality, then check for adequate competence-based training & motivation Naturalistic teaching issues - ANS ✓Often staff will perform tasks FOR clients instead of teaching them to do things (not provided instruction in effective way). This required multiple exemplar & generalization training for staff AFTER formal teaching strategies have been taught Staff are most often at fault for their performance issues - ANS ✓False
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If client data are not going the direction that the behavior prgoram was designed for, the 1st action of the supervisor should be to: - ANS ✓Review the plans itself to determine its quality Nonwork behavior - ANS ✓Indicated there is a Supervsion issue! Lack of monitoring, feedback & reinforcement. Direct approaches (punishment) often result in increased covert nonwork behavior so indirect approach is recommended Strategies for reducing nonwork behavior - ANS ✓Activity schedules, supervisory monitoring, feedback on desired work performance, staff breaks, flexibility after outlier situations, some nonwork behavior is to be expected- focus on outcomes, handle on a case-by-case basis There is no acceptable amount of non-work behavior in workplace - ANS ✓False Burnout - ANS ✓Syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed. 3 dimensions: feelings of exhaustion, increase mental distance from ones job or negative thoughts, reduced professional efficacy Trouble with burnout - ANS ✓63% more likely to take sick day, half as likely to discuss performance goals with leaders, 23% more likely to visit ER, 2.6 x more likely to leave current employer, 13% less confident in their performance Estimates of voluntary turnover in behavior analysis annually are over__ which is higher than national average & __ above similar industries - ANS ✓50% & 17% A major area of influence over intent to turnover, burnout & job satisfaction most studies was - ANS ✓Supervisor support
