Made available in DSpace on 2016-04-29T13:17:44Z (GMT). No. of bitstreams: 1 OBM_Moreira.pdf: 2195631 bytes, checksum: f5f7679fe6497d3a52c19b30a571bcba (MD5) Previous issue date: 2005-10-14 / nenhum / Organizational Behavior Management (OBM) is considered to be an extension of the Experimental Analysis of the Behavior and has Applied Analysis of the Behavior as its technological root. Part of research conducted in the area of OBM has been published in the Journal of Organizational Behavior Management (JOBM), a periodical aimed at publishing the researches in OBM and, therefore, in applied behavior analysis in the organizational context. On the other hand, authors like Ghezzi (2001), Hayes (1999), Mawhinney (2000, 2001) and Hyten (2002) have questioned whether published material in this area, and therefore in JOBM, can be considered as a research in applied analysis of the behavior. Due to this controversy the present work was planned to try and analyse it. To be evaluated as a publication in Applied Analysis of Behavior a research report should meet dimensions proposed by Baer, Wolf and Rilsey (1968 and 1987). Two basic reasons justified this choice: 1. they are recognized by behavior analysts as criteria which applied analyst behavior should satisfy 2) JOBM defines itself as being a periodical on applied research in analysis behavior based on those dimensions. Data gathering included: 1) JOBM´s editorials and two historical articles based on this topic were read; relevant information was also obtained from Dickinson s (2000) and Mawhinney s (2000). 2) In addition, data from Balcazar, Shupert, Daniels, Mawhinney, Hopkins (1989); Poling, Smith and Braatz (1993); Nolan, Jarema, Austin (1999) and Norman, Bucklin, Austin (1999) were also analyzed. Results showed that along the time considered JOBM satisfied consistently only one of the criteria (delineating an only subject). Hence, it was not possible to state that JOBM is a periodical aimed to publishing the applied research in behavior analysis in the organizational context. Along the history of the OBM and JOBM area it was possible to notice some changes in the behavior of the editors and in the type of the articles which were submitted to the Editorial Council throughout the twenty years which were analysed, as well / A área de Organizational Behavior Management (OBM) é definida como uma extensão da Análise Experimental do Comportamento no mundo das organizações e tem como raiz tecnológica as pesquisas em análise aplicada do comportamento. Parte das pesquisas realizadas na área de OBM vem sendo publicada no Journal of Organizational Behavior Management (JOBM). Se, por um lado, o JOBM é definido como um periódico voltado para a publicação de pesquisas em OBM e, conseqüentemente, em análise aplicada do comportamento no contexto organizacional, por outro, há autores (Ghezzi, 2001, Hayes, 1999, Mawhinney, 2000 e 2001 e Hyten, 2002) que questionam se o que vem sendo produzido e divulgado nesta área, e conseqüentemente no JOBM pode ser considerado como pesquisa em análise aplicada do comportamento. Diante destas afirmações, o objetivo do presente trabalho foi analisar se o JOBM poderia ser considerado um periódico voltado para a publicação de pesquisa aplicada em análise do comportamento no contexto organizacional. Os critérios empregados para esta análise foram levantados a partir das dimensões de Baer, Wolf e Rilsey (1968 e 1987). Duas razões básicas justificaram estas escolhas: 1) os critérios empregados por Baer, Wolf e Risley (1968) são reconhecidos pela análise do comportamento como definidores do modo de trabalhar do analista do comportamento aplicado e 2) o próprio JOBM se autodenomina um periódico de pesquisa aplicada em análise do comportamento nos moldes definidos por Baer, Wolf e Risley (1968). Para a coleta de dados foi realizado: 1) o levantamento da política editorial do periódico e, para complementar as informações obtidas através dos editoriais, foram lidos dois artigos históricos sobre a área: o artigo de Dickinson (2000) e o de Mawhinney (2000); 2) foram selecionadas também as pesquisas publicadas no próprio JOBM que tiveram como propósito a análise das publicações do periódico em suas duas primeiras décadas de existência (Balcazar, Shupert, Daniels, Mawhinney, Hopkins,1989; Poling, Smith e Braatz, 1993; Nolan, Jarema, Austin, 1999; e Norman, Bucklin, Austin, 1999). Os resultados indicaram que o periódico atendeu consistentemente, ao longo do tempo, apenas a um dos critérios (delineamento de sujeito único). A partir da análise dos resultados não foi possível sustentar que o JOBM seja um periódico voltado para publicação de pesquisa aplicada em análise do comportamento no contexto organizacional. Ao se compreender a história da área de OBM e do JOBM foi possível evidenciar mudanças tanto no comportamento dos editores, quanto no caráter dos artigos submetidos ao Conselho Editorial ao longo dos 20 anos analisados

During the last decade, the number of children diagnosed with Autism Spectrum Disorders (ASD) has increased and more and more children with ASD are educated in inclusive classrooms. Although their inclusion can have several benefits, teachers face some challenges. The main reason is these students’ problem behavior or lack of a desirable behavior. The aim of this systematic literature review was to analyze interventions for behavior management of students with ASD, since the ratification of Salamanca Statement and Framework for Action (UNESCO, 1994), in inclusive preschool and primary school classrooms. The aim was also to examine the outcomes of these interventions. Four databases were searched and nine articles were included for data extraction. Results indicated the implementation of different interventions such as function-based interventions, peer support, visual cue cards, structured teaching with graduated guidance, social stories and social scripts. The target behavior was principally assessed through Functional Behavioral Assessment (FBA) or it was not assessed at all. Some interventions were provided by the researcher or the teacher only, some were provided by different people in different phases and some were provided by two or more people together. Interventions’ goals were to decrease problem behavior, to increase desirable behavior and both to decrease problem behavior and to increase desirable behavior. It was observed that all interventions reached their goals, even though at a low level in some cases. In conclusion, this literature review provided a summary of interventions and their outcomes for behavior management of students with ASD in inclusive classrooms with a further purpose to help the teachers identify the strategies most useful for their classroom.

The banquet staff at a north Texas hotel were responsible for setting up 11 different functions (e.g., buffet dinners) for conferences and meetings. The functions were often set up late and items were often omitted. An analysis suggested that performance problems were the result of weak antecedents, inefficient work procedures, inadequate training and a lack of motivating consequences. An intervention consisting of task checklists, feedback, goal setting, monetary bonuses, training and job aids was designed to enhance the accuracy and timeliness of function setups. Performance increased from an average of 68.8% on the quality measure (accuracy plus timeliness) in baseline, to 99.7% during the intervention phase. Performance decreased to 82.3% during a follow-up phase in which parts of the intervention were discontinued by hotel management. Performance increased to 99.3% with the reintroduction of the intervention phase.

Sales training and feedback is an important aspect of a successful business. Sales based businesses are dependent on effective customer relations. Implementing a training program that is focused on customer service could help increase sales revenue for the business as a whole. The purpose of this research study is to make recommendations for improving the process of initially greeting a customer in order to create a more positive experience from start to finish. It also examines the importance of feedback in regard to increasing desired behavior of a salesperson. After conducting a PDC with the owner, management and salespeople; recommendations for improving upon customer greetings was given to the management team.

O presente estudo teve como principal objetivo demonstrar o uso da análise de sistemas comportamentais, mais especificamente, o Modelo de Engenharia de Sistemas Comportamentais, no aprimoramento dos serviços prestados pelo Centro para o Autismo e Inclusão Social, da USP. Os objetivos específicos foram: definir a missão do CAIS; reorganizar os processos a partir da definição da missão; estabelecer indicadores de feedback dos principais subsistemas que compõem o sistema processador e descrever o passo a passo da aplicação das ferramentas da Análise de Sistemas Comportamentais. O método utilizado foi a pesquisa-ação, caracterizada por ser um tipo de pesquisa social, com base empírica, que é concebida e realizada em estreita associação com uma ação ou com a resolução de um problema coletivo e no qual os pesquisadores e os participantes representativos da situação ou do problema estão envolvidos de modo cooperativo ou participativo. Os principais resultados foram o estabelecimento de dados de feedback do sistema processador, que antes do estudo não existiam, como os dados de pré e pós-testes realizados pelos terapeutas antes e após as aulas, os resultados das avaliações em tentativas discretas às quais os terapeutas foram submetidos, dados sobre a frequência em aula e sua correlação com os resultados nas avaliações. Os resultados do sistema receptor foram informações sobre os egressos, quanto à atuação na área do autismo e os resultados de avaliação das crianças no VB-Mapp, antes e após o início das intervenções. Outro resultado do presente trabalho foi a criação de uma disciplina específica de graduação, intitulada Análise do Comportamento Aplicada ao Autismo, garantindo maior visibilidade e estabilidade do trabalho realizado pelo CAIS e, consequentemente, maior número de alunos de graduação matriculados semestralmente na disciplina. Conclui-se que, de todas as etapas do modelo de intervenção utilizado, a fundamental foi a definição do macrossistema e da missão do CAIS. A partir dessas definições, vários processos foram redesenhados e tarefas distribuídas, possibilitando a coleta de dados de feedback, fundamental para o planejamento e decisões tomadas a cada mudança de semestre / The main objective of the present study was to demonstrate the use of the behavioral systems analysis, more specifically, the Behavioral Systems Engineering Model, in the improvement of the services provided by the Center for Autism and Social Inclusion, (CAIS-USP). The specific objectives were: defining the mission of the CAIS; reorganize the processes from the definition of the mission; establishing feedback indicators of the main subsystems that compose the processor system and describe the step-by-step application of Behavioral Systems Analysis tools. The method applied was action research, characterized by being a type of social research, with empirical basis, that is conceived and carried out in close association with an action or with the resolution of a collective problem and in which the researchers and the representative participants (situation or problem) are involved in a cooperative or participative manner. The main results were the establishment of feedback data from the processor system, which before the study did not exist, such as the pre and post test data performed by the therapists before and after classes, the results of the discrete trial assessment to which the therapists were submitted to, data on the frequency in class and its correlation with the results of evaluations. The results of the receptor system were information about the alumni, regarding the performance in the autism area and the results of the children´s assessments in the VB-Mapp, before and after the beginning of the interventions. Another result of the present study was the creation of a specific undergraduate discipline, entitled Applied of Behavior Analysis to Autism, guaranteeing greater visibility and stability of the work carried out by CAIS and, consequently, a higher number of undergraduate students enrolled in each semester. Considering all the stages of the applied intervention model, the conclusion is that the most fundamental one was the definition of the macrosystem and the mission of the CAIS. From these definitions, several processes had been redesigned and tasks were distributed, allowing the collection of feedback data, fundamental for the planning and decisions taken in each semester

O presente estudo teve como principal objetivo demonstrar o uso da análise de sistemas comportamentais, mais especificamente, o Modelo de Engenharia de Sistemas Comportamentais, no aprimoramento dos serviços prestados pelo Centro para o Autismo e Inclusão Social, da USP. Os objetivos específicos foram: definir a missão do CAIS; reorganizar os processos a partir da definição da missão; estabelecer indicadores de feedback dos principais subsistemas que compõem o sistema processador e descrever o passo a passo da aplicação das ferramentas da Análise de Sistemas Comportamentais. O método utilizado foi a pesquisa-ação, caracterizada por ser um tipo de pesquisa social, com base empírica, que é concebida e realizada em estreita associação com uma ação ou com a resolução de um problema coletivo e no qual os pesquisadores e os participantes representativos da situação ou do problema estão envolvidos de modo cooperativo ou participativo. Os principais resultados foram o estabelecimento de dados de feedback do sistema processador, que antes do estudo não existiam, como os dados de pré e pós-testes realizados pelos terapeutas antes e após as aulas, os resultados das avaliações em tentativas discretas às quais os terapeutas foram submetidos, dados sobre a frequência em aula e sua correlação com os resultados nas avaliações. Os resultados do sistema receptor foram informações sobre os egressos, quanto à atuação na área do autismo e os resultados de avaliação das crianças no VB-Mapp, antes e após o início das intervenções. Outro resultado do presente trabalho foi a criação de uma disciplina específica de graduação, intitulada Análise do Comportamento Aplicada ao Autismo, garantindo maior visibilidade e estabilidade do trabalho realizado pelo CAIS e, consequentemente, maior número de alunos de graduação matriculados semestralmente na disciplina. Conclui-se que, de todas as etapas do modelo de intervenção utilizado, a fundamental foi a definição do macrossistema e da missão do CAIS. A partir dessas definições, vários processos foram redesenhados e tarefas distribuídas, possibilitando a coleta de dados de feedback, fundamental para o planejamento e decisões tomadas a cada mudança de semestre / The main objective of the present study was to demonstrate the use of the behavioral systems analysis, more specifically, the Behavioral Systems Engineering Model, in the improvement of the services provided by the Center for Autism and Social Inclusion, (CAIS-USP). The specific objectives were: defining the mission of the CAIS; reorganize the processes from the definition of the mission; establishing feedback indicators of the main subsystems that compose the processor system and describe the step-by-step application of Behavioral Systems Analysis tools. The method applied was action research, characterized by being a type of social research, with empirical basis, that is conceived and carried out in close association with an action or with the resolution of a collective problem and in which the researchers and the representative participants (situation or problem) are involved in a cooperative or participative manner. The main results were the establishment of feedback data from the processor system, which before the study did not exist, such as the pre and post test data performed by the therapists before and after classes, the results of the discrete trial assessment to which the therapists were submitted to, data on the frequency in class and its correlation with the results of evaluations. The results of the receptor system were information about the alumni, regarding the performance in the autism area and the results of the children´s assessments in the VB-Mapp, before and after the beginning of the interventions. Another result of the present study was the creation of a specific undergraduate discipline, entitled Applied of Behavior Analysis to Autism, guaranteeing greater visibility and stability of the work carried out by CAIS and, consequently, a higher number of undergraduate students enrolled in each semester. Considering all the stages of the applied intervention model, the conclusion is that the most fundamental one was the definition of the macrosystem and the mission of the CAIS. From these definitions, several processes had been redesigned and tasks were distributed, allowing the collection of feedback data, fundamental for the planning and decisions taken in each semester

The purpose of this study was first to determine the satisfaction level of bus drivers pertaining to school building administration, transportation department, and student behaviors, and second to identify the common behavior management strategies used by bus driver in a particular school system in east Tennessee. I also compared the common behavior management strategies used by school bus drivers who are also employed by the school system in some position in addition to this vocation with school bus drivers who are not employed by the school system other than driving the school bus. I also compared behavior management strategies in the following categories: age, years of experience, and gender. For this quantitative element of the study, I requested bus drivers who met the criteria complete an anonymous survey. The survey had 20 items that focus on the bus drivers' satisfaction in areas of school building administration, transportation department, and student behavior. Bus drivers responded to each item by selecting responses on a 5-point scale from extremely dissatisfied to extremely satisfied, with neutral being the middle point. A single sample t-test was conducted and the results showed bus drivers were satisfied to a significant extent with school building administration and transportation department, while bus drivers were neither satisfied or dissatisfied with student behavior. Bus drivers also ranked their top five behavior management strategies. Results were categorized by age, years of experience, gender, and whether they were employed by the school system in another position. The overall top five behavior management strategies by bus drivers were 1) Assigning a student to a particular seat, 2) Reporting students to school building administration, 3) Moving a student to a particular seat during the bus route, 4) Use of video surveillance, and 5) Discussing a student's behavior with a parent or guardian. I also interviewed 10 school building administrators in the same school system for their perspective on student behavior management strategies recommended for bus drivers to use on school buses and also their perspective on the impact student behavior on a school bus has on a student at school. Responses were also solicited from school building administrators of their perspective of driver management practices that seem most and least conducive to managing and preventing behaviors on buses. I recorded the responses given to these questions and listed the responses along with any additional comments from administrators. Most of the responses correspond with the responses bus drivers gave in their interviews. Half of the administrators stated school buses should be operated like a classroom with rules and consequences.

This correlational study assessed Nigerian educators' knowledge about attention deficit/hyperactivity disorder (ADHD) and inclusive classroom management practices when serving students with ADHD. Specifically, the study examined the predictive correlation between teachers' demographic characteristics, including years of teaching experience, level of education, and knowledge about ADHD, as well as how their knowledge informed their choice of behavior management interventions. Teachers are accountable for pedagogical responsibilities including maintenance and management of a learning environment that promotes learning and inclusion. Further, they play a significant role in identifying and supporting students with learning impairments including ADHD. Thus, it is critical for teachers to have unambiguous knowledge about ADHD and evidence-based behavior management practices. One thousand teachers participated. The Knowledge of Attention Deficit Disorder Scale (KADDS) and the Teachers' Interventions for ADHD Students (TIAS) survey instruments were used for data collection. Descriptive statistics, multiple linear regression, and multinomial logistic regression were employed to analyze the data. Results indicated that teachers demonstrated high levels of misconception and limited knowledge regarding ADHD. Teachers' levels of education and years of teaching experience did not match or improve their cumulative knowledge of ADHD. Knowledge about ADHD predicted teachers' choice of behavior modification strategies for the characteristic behaviors of ADHD. Teachers implemented negative disciplinary consequences (consequence-based strategies) and multiple interventions for shaping specific negative behaviors associated with ADHD, indicating a lack of competence in classroom management practices. This study offers invaluable information on the status of Nigerian teachers' ADHD knowledge and classroom management practices and may inform decisions for the development and implementation of differentiated instruction strategies, teacher training, and academic curriculum to improve teachers' pedagogical competence and students' academic outcomes.

Suboptimal growth and nutritional status are problematic for children with cystic fibrosis (CF). Optimal nutrition predicts better lung function and longevity. Daily nutrition therapy for children with CF requires adequate food resources, knowledge of appropriate nutrition and behavior management skills, and confidence in one's ability to correctly apply the necessary skills. The Mountain West Cystic Fibrosis Consortium Questionnaire (MWCFC-Q) was designed as an educational needs assessment for parents of children with CF. The goal was to identify areas of concern that could be targeted for educational intervention to ultimately improve children's growth and nutritional status. Data analyzed from 305 returned surveys included household food security, use of food assistance programs, knowledge of nutrition and general CF therapy, and self-confidence in ability to manage CF care. Questions regarding food security and knowledge of CF nutrition and general therapies were multiple choice. A ten point Likert-type scale was employed for determining confidence around management of CF related issues. Respondents' median accuracy for questions regarding nutrient content of commonly used foods was 71.4% and 57.9% for CF nutrition therapy, respectively. Although overall confidence in CF management was high, scores for confidence in nutrition and behavioral management were significantly lower than for confidence in CF respiratory/medical management and CF Center recommendations. In the second phase of this project, a pilot study using the chronic care model was developed for enhancement of nutrition and behavior management skills of parents of children with CF. Participants attended a series of four classes, each with a short didactic presentation, group activity, and discussion. Important features of this evidence-based educational program included nutrition and behavior management, self-efficacy, problem solving skills, and peer mentoring. A pre-, post-, follow-up, follow-up format was used to evaluate changes in participants' knowledge and self-confidence regarding nutrition and behavioral management. Comparisons were made with responses to the mailed survey using the same questionnaire. Secondary outcomes were changes in the rate of weight gain and growth for participants' children with CF. Participants showed statistically significant improvement in knowledge of nutrition therapy for CF at post-intervention compared with respondents to the mailed survey.

The present study examined whether external (out-of-school) suspensions are applied equitably to students of different ethnic backgrounds who commit violent and nonviolent offenses. The hypotheses presented in this study were addressed through secondary analysis of disciplinary records from a large metropolitan school district in Florida. The results indicate that, for the group of 1,667 tenth grade students included in this analysis, racial equity was related to the type of offense, as well as to the student's socioeconomic status. Racial differences were found when SES was not considered, with African American students more likely to be suspended from school for status offenses and violent offenses. The same degree of racial disproportionality was not found among low SES students. However, middle and higher SES students appeared to account for much of the racial disproportionality seen in the sample, with African American students in this group more likely to be suspended for both violent and status offenses.