Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


38th Annual Convention; Seattle, WA; 2012

Event Details

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Paper Session #241
Behavioral Systems Analysis in Novel Settings
Sunday, May 27, 2012
3:30 PM–4:50 PM
604 (Convention Center)
Area: OBM
Chair: Julie M. Slowiak (University of Minnesota Duluth)

Organizational Behavior Management as a Force Multiplier: A Unique OBM Application at Guantanamo Bay Military Detention Center

Domain: Service Delivery
KENT CORSO (U.S. Department of Defense)

Organizational behavior management (OBM) involves consultation that improves the safety, satisfaction, productivity, and effectiveness of an organization, its operations, and employees. OBM utilizes principles and practices from applied behavior analysis, industrial/organizational psychology, experimental psychology, and psychological assessment (Borman, Klimoski, & Ilgen, 2003). This paper describes a unique OBM program operating across all military detention centers, whereby the behavioral consultant functions as a force multiplier a resource which exponentially increases the systems capacity to accomplish its goals (Department of Defense, 2011). One primary goal of the program is to prevent the negative behavioral patterns witnessed in the Stanford Prison Study (1971) and at Abu Ghraib in 2004. The paper reviews the pertinent literature and describes this OBM program as it has been implemented at the detention center in Guantanamo Bay. The author includes origins of the program, its structure, function, goals, and methods. The paper concludes by explaining the programs multi-level system impact on human rights, international relations, wartime military operations, and military training.

The Behavioral Applications Regarding Canines (BARC) Program: An Animal Behavior Analysis Program Spawns a Novel OBM Initiative.
Domain: Service Delivery
JULIE M. SLOWIAK (University of Minnesota Duluth)
Abstract: The Behavioral Applications Regarding Canines (BARC) program is a University of Minnesota Duluth (UMD) collaborative faculty/student, community-based program at Animal Allies Humane Society (AAHS) in Duluth, MN. The program is designed to provide an opportunity for psychology students with an interest in animal behavior to learn about behavior analysis and apply the behavioral principles learned in the classroom while, at the same time, provide service to the Duluth community. Through their participation in BARC, undergraduate students receive advanced training in principles of behavior analysis and have the opportunity to practice developing and implementing training plans, to collect and analyze data to guide training plans, and to gain valuable experience presenting behavioral data and discussing training plans in weekly meetings. While BARC was initiated with the primary intention of focusing on non-human (canine) clients, the program has paved the way for additional applications of behavior analysis in the area of organizational behavior management (OBM). This paper will highlight animal training projects, as well as a process level analysis project initiated to improve the efficiency of the animal intake process. Program structures, challenges, and multi-level system benefits will be discussed.

Measuring the Process of Organizational Change: A Quantitative and Qualitative Analysis of Curricular Change in a Medical School

Domain: Applied Research
DANIEL REIMER (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno), Amber Marie Candido (University of Nevada, Reno), Gwen Shonkwiler (University of Nevada School of Medicine), Nicole Jacobs (University of Nevada School of Medicine), Robbyn Tolles (University of Nevada School of Medicine), Melissa Piasecki (University of Nevada School of Medicine)

Since an update to the pivotal Flexner Report was published (Cooke, Irby, Sullivan & Ludmerer, 2006), standards of medical education in the US, Canada and the Caribbean has undergone a massive revision. The Liaison Committee on Medical Education (LCME) now requires medical school curriculum to be systems-based instead of subject-based. This new requirement dictates that all medical schools accredited by the LCME alter their curriculum in order to maintain accreditation. In order to meet these new standards, medical schools must undergo a substantial reorganization in a relatively short amount of time. The effects of exposure to curricular change and revised curriculum on medical students as well as facultys academic and professional advancement have only been sparsely documented. This study demonstrates a line of research that measures, both quantitatively and qualitatively, the effect curricular change has on the performance and organization of a Central Western medical school. Outcomes of performance for this medical school include scores on standardized exams, standardized patient scores, and pre-post test results for within group comparisons as well as between group comparisons of students who completed their medical degree before the curricular change. In addition, semi-structured interviews were conducted with emerging leaders among the faculty, the results of which demonstrate the process of change, inform current decision making, and provide guidance regarding curricular changes for medical schools in the future.




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