Professionalism Adapted from Phillips, Phillips, Fixsen & Wolf (1974)
Dec 20, 2015
What is professionalism?
Skills in giving and receiving positive and corrective feedback. It is a pattern of interacting
Characteristics of Professionalism Enthusiastic about program Positive attitude about students Support the program Concern for the right of students and families Prompt and prepared Advocate for students and families Request input from others Share credit with others Provide positive and corrective feedback
ABA principles Positive praise –positive feedback
Functions as a reward Praise is paired with other conditioned reinforcers and
functions as a conditioned reinforcer in everyone We teach the children to value this because it is important
to almost everyone We may have learned to engage in dysfunctional
responses possibly as a function of our society We need to learn to acknowledge praise We need to learn to report our performance to others and
manipulate your own reinforcement schedule
ABA principles Criticism
Functions as a punisher paired with other punishing stimuli
Punishers Decrease behavioral receptivity
are no longer open to suggestion Leads to escape or avoidance behavior
don’t want trainees to avoid trainers and vice versa Typically sets the occasion for emotional responses paired with
physiological ones Anything associated with a punisher becomes a conditioned punisher
whenever you see that person you associate them with punishment
ABA principles Corrective feedback
Defines problem and solutionFunctions as a negative reinforcer
taking something aversive away to increase an appropriate behavior
Offers of assistance typically help you escape a punishing situation
Only function when positive praise is used at a higher rate
ABA principles Receiving positive and corrective feedback
effects that manner and frequency that feedback is given we want to foster settings that emphasize training
Giving and receiving feedback are skills that we are constantly learning and practicing with each other.
What is the importance of professionalism?
It gives everyone a predictable and efficient way of interacting with one another this prevents encountering unpredictable work
situations using professional skills makes work situation
more predictable Feedback helps to develop new skills and
refine existing skills both corrective and positive
What is the importance of professionalism?
Feedback helps to change maladaptive behavior by giving you new technology that leads to the development of new skills E.g., during a school visit, your colleagues can help you change
you facial expression or the way in which your are interacting with the child to appear most caring
these small responses have a large impact Don’t punish feedback givers’ behavior
“it was nothing” -you’ll get less feedback Have to maintain a positive work environment to help deal with
sometimes very challenging behavior it is not functional to complain but to concentrate on problem solving
behavior - positive and corrective feedback
What is the importance of professionalism?
Behaving professionally enhances the credibility of the Bernards Township Science Based Intervention Program for Children with Autism. We are viewed by not only the progress of our
students –but how we interact with them and each other.
Setting Variables
Environmental variablesPrivacyComfort
Good for corrective feedbackPositive feedback may be done publically but not when
someone may be uncomfortable with that type of attention
Setting Variables
Non-verbal behaviorbody posturevoice toneeye contacthead noddingphysical proximity facial expression
Feedback Who gives feedback?
everyone
What to we give feedback about? everything
It someone is not receiving our feedback well –shift feedback to their receiving feedback skills put away your agenda and shift the conversation to how
they are receiving you feedback –don’t delay this, point it out immediately
Feedback
Key assumptionshonest and genuine it is used for skill building and problem solving it is multidirectional
Give feedback to everyone all topics are included –from sharing the computer to
doing daily jobs to individual sessions with the children with whom you work with
Giving and Receiving Feedback Counseling components
Privacy For corrective feedback and for positive feedback based on
personality Comfort
Relational components Non-verbal
body posture, voice tone, eye contact head nodding Verbal
Attend, be descriptive, be empathetic, care
Giving and Receiving Feedback When delivering positive feedback
it is important to use behavior specific praise be genuine use learner based rationales maintain a heavy schedule of praise
Sometimes people are not always used to responding appropriate to positive feedback or even used to hearing it.
Receiving positive feedback involves acknowledging a person’s compliment and by responding to it The more reinforcing we are with receiving feedback, the more likely
it is that we will receive it in the future.
Giving and Receiving Feedback When receiving positive feedback
Danny has been so happy and friendly –wow! express appreciation for the feedback
Thank you for the taking the time to tell me that share credit
“all of the instructors have very consistently reinforced Danny’s appropriate behavior”
pass feedback along to the child’s intervention team reinforce the feedback giver’s behavior
facial expression “It really makes me feel good that you have noticed Danny’s recent
behavior change and that you have told me about this noticeable change. I really appreciate that”
Giving and Receiving Feedback
When receiving corrective feedbackListen request clarification when necessaryask for suggestionsexpress concern for problem and appreciation of
feedbackDon’t punish the feedback giverarrange for follow up
Giving and Receiving Feedback
When giving positive feedbackpraise and describe the behavioruse a learner based rationale
When giving corrective feedback Instructingnot personaluse the teaching interactions
Teaching Interactions
Feedback is used for skill building and problem solving
4:1 ratio of corrective feedback to positive feedback
Teaching Interactions Make an initial praise or empathy statement Describe or demonstrate the ineffective behavior Provide a learner-based rationale for change Describe or demonstrate the effective behavior Provide a learner-based rationale for the new behavior Request acknowledgement Provide an opportunity for the feedback receiver to practice
the new behavior Provide feedback with regard to practice Express you continuing support and interact Make a statement of appreciation
Teaching Interactions “This may make him more independent, especially
when he begins to eat and every time he puts down his fork he will be more likely to pick it up again and resume eating”
this should occur throughout the interaction “Am I saying that in a way that makes sense?”