BATS - Behavior Analysis Training System
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Super A

Disconnects and Remedies

During the Fall 2002 and Winter 2003 Semesters Super A made many improvements to the system. We focused on improving an in-class game called Behavioral Bowl. In this game, students are divided into teams and can ring in to answer a question on a variety of topics related to behavior analysis and relevant to the previous chapters covered in Elementary Principles of Behavior. The students then earn optional activity points for each point their team scored in the game.

In order to improve the game we:

We felt that one disconnect in Super A was inadequate training in self-management for the Super A students. For this reason we focused on self-management as an area of improvement in Super A this semester.

We also developed a Super A job aids cd and distributed it to the Super A students. This cd was designed to help students in design of their self-management projects and their final projects for Psychology 360. The cd included:

In order to improve and clarify the self-management portion of the Super A course pack, we expanded it to include two running examples, one increasing behavior and one decreasing behavior. These examples are to serve as guidelines to the students as they go through the process of designing and implementing a self-management project. We also included a sheet that explains the Six Steps of Behavioral Systems Design so they are aware of each and every step they must go through on their way to crafting and carrying out a self-management project. We also included a section that outlines all of the contingencies associated with the self-management projects with examples to guide the students. Tips on choosing a good self-management project is also included in the self-management job-aid to assist the students as they decide what behavior they want to modify. We also filled out two sample performance contracts, one for increasing behavior and one for decreasing behavior to serve as a guide for the students as they complete their own performance contract. Some unneeded and confusing questions were also removed from the performance contract to make it clearer and more user friendly.

We made the Performance Data sheet portion of the course pack easier to understand by clarifying the directions and providing examples. We also explained the calculations necessary for each column more clearly and provided an example. Also, the corresponding column that the students need to graph weekly on the Performance Data Graph was more clearly defined so as to eliminate confusion.

On the Eight Contingency Cheat sheet, we changed the definitions of each of the contingencies so that they matched up with the definitions the PSY 360 or 100 Honors students learned in Elementary Principles of Behavior and on the flashcards. We also worked to provide a good example of each and clarify the explanation of each contingency.

Finally, because the class' existence is dependent on student recruitment, we updated the Super A recruitment presentation.

To the presentation we added:

During the Fall 2003 and Spring 2004 semesters we will make the following changes: