BEHV 6200.001 Behavior Analysis from a Systems Perspective ... · BEHV 6200.001 FL 2019 1 BEHV...

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BEHV6200.001BehaviorAnalysisfromaSystemsPerspective

Credits:03

DepartmentofBehaviorAnalysisUniversityofNorthTexas

Fall2019PROFESSOR:Dr.TraciM.Cihon,BCBA-D,LBA PROFESSORCONTACTINFORMATION:

Email:traci.cihon@unt.eduPhone:(940)565-3318OfficeHours:Chilton360BByappointment

WEBSITEADDRESS:https://unt.instructure.com/COURSETIME:Tuesdays1:00pmto3:50pm(Location:Lang322)OFFICIALCOURSEDESCRIPTIONEmpiricalandconceptualdevelopmentsincreasinglysuggestthatbehaviorisbestunderstoodaspartofanecosystemofbehavior-environmentrelationsinwhichperturbationsinonesetofvariablesimpactothersetsofvariablesandtheirinteractionwiththebehaviorofanorganism.Thepurposeofthiscourseistoteachstudentstoidentifysuchsystemicinteractionsand,byreadinganddissectingcasestudies,learnsomethingabouthowtocreateand/orinfluencesuchsystemicinteractions.ADDITIONALCOURSEDESCRIPTIONBehavioralSystemsAnalysis(BSA)comesfromasynthesisofthefieldsofbehavioranalysisandsystemsanalysisandcanbedefinedastheanalysisofbehaviorthatoccursincomplexandorganizedsocialenvironments.AlltheassignmentsinthiscoursearedesignedtofamiliarizeyouwithcertaincharacteristicfeaturesofBSA.First,thereisafocalinterestinbehavioroccurringwithinenvironmentalcontexts.ThesecondfocusofBSAisontheenvironmentsthatinfluencebehavior.ThethirdprincipleinterestofBSAisinfunctionalassessment.Ingeneral,whatasystemperspectiveaddstoBSAisananalysisofcomplexbehavior-environmentrelations.BSAoffersmuchtopromotebehavioralsolutionstosociallysignificantpracticeswithinlargesocialunitslikeorganizationsandcultures.Conceptualanalyses,however,haveadvancedaheadofempiricalworkandthefieldhasmanyopportunitiesforresearchanddevelopment.TheorganizeddiscussionsinthiscourseexploreBSAmodelsforstewardshipinorganizations,andsustainabilityofculturalpracticesinorganizations,communities,andcultures.Explorationopensopportunitiesforinnovationwhileourdiscussionandapplicationofsocial-culturalunitsadjusttogrowingsocialupheaval,technologicaladvances,andenvironmental

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concerns;aswellascrisesintheglobaleconomy,health,education,andenvironment.GENERALLEARNINGOUTCOMES&COMPETENCIESThepurposeofthisclassistoprovidestudentswithanunderstandingofBehaviorAnalysisasitappliesincommunityand/ororganizationalsystemsandwayswecananalyzetheinfluenceoforganizationsintheprocessofsocio-culturalchange.Wewillreadaseriesofbooks,selectedbookchapters,andpapersbyleadersinorganizationalbehaviormanagement(OBM),culturalanalysis,andBSAonhistoricaltrendsandcurrentdevelopmentsinapplicationsandtheoryinBSA.Withregardtocompetencies,youwillacquireknowledgeandunderstandingofBSA,associatedtechnology,andtheevolvingbehavioranalyticliteratureinculturalchange.Inshort,youwillbeableto:•Explainconceptualdevelopmentandtechnologicalapplicationofbehavioralsystemsanalysis,•Describeconceptual,methodological,andtechnologicalstrengthsandweaknessesassociatedwiththisapproach,•Integratethemesandtopicsinbehavioranalysisthatmaycontributetotheconceptual,methodological,andtechnologicaldevelopmentofBSA.COURSEDESIGN&UNITSPECIFICLEARNINGOUTCOMESThecoursehasbeendividedintounitswithspecificlearningoutcomesthatcorrespondtoeachunit.Mostunitsincludetwotofourfoundationalreadingsthatareconsideredcriticalforstudentstoobtainthespecificlearningoutcomesforthatunitinadditiontoseveralancillaryreadingsthatcanbeincludedtosupportandenrichstudents’experiences.Doctoralstudentsarerequiredtoreadallofthereadingsforeachunit(i.e.,foundationalandancillary).Theancillarypapersareoptionalformasters’students;although,theyarestronglyencouragedtoreadthem.Unit2introducesstudentstoOBM,BSA,andculturalanalysis.Units3to7helpstudentstodevelopaclearunderstandingoftheconceptualframeworks,keyconcepts,andunitsofanalysis;andUnits8to12provideanoverviewofspecificmodelsandanalytictoolscommonlyusedinbothorganizationalandcommunitysystems.Thelastseveralunits(Units13-19)arefocusedonparticularcontentareas.Theunitsforthecoursearelistedbelowwiththeirassociatedreadingsandthespecificlearningoutcomesareincludedattheendofthesyllabus.

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REQUIREDTEXTSMalott,M.E.(2003).Paradoxoforganizationalchange.Reno,NV:ContextPress.Mattaini,M.A.(2013).Strategicnonviolentpower:ThescienceofSatyagraha.

Edmonton,AB:AthabascaUniversityPress.

**Additionalreadings(e.g.,bookchaptersandarticles)arealsoassignedforselectedclasssessions.**

ADDITIONALTOOLS&RESOURCESLucidChartAtrialoptionofLucidChartisavailableathttp://Lucidchart.comdraw.ioFreeaccesstodraw.ioisavailableathttps://about.draw.io/LEARNINGACTIVITIES&EVALUATIONClassParticipation&DiscussionClasstimewillinvolveclassdiscussionsbasedonstudents’discussionquestions(seebelow).Studentsareexpectedtoreadtherequiredreadingsassignedforeachclassandtoparticipateduringeachclasssession.Studentsshouldbepreparedtoprovideabriefsummaryofthematerialassignedforeachweekifasked. LearningDomains:Knowledge,Comprehension,Analysis,Synthesis,

EvaluationDiscussionQuestionsStudentsshouldprepareatleasttwodiscussionquestionspriortoeachclasssession.Discussionquestionsshouldbebasedonthereadings,beopen-ended,andfocusontopicsthatthestudentwillbeinterestedindiscussingfurtherinclass.StudentsshouldsendtheirdiscussionquestionstothecourseinstructorandpresentersviaemailassoonastheyarecompletedforeachclasssessionbutnolaterthannoontheMondaypriortoclass.(14opportunitiesx10pts=140pts) LearningDomains:Comprehension,Synthesis,EvaluationStudent-LedDiscussionsStudentswillworkinpairstoleadtwoclasssessions(pleasetrytopairupwithadifferentstudenteachtime).Studentsshouldprepareapresentationthatintroducestheirpeerstothekeyconcepts(bothFoundationalandAncillaryReadings)andpromotesameaningfulclassdiscussionofthetopic.Presentationsshouldnotsimplydetaileachcomponentofthearticles;rather,theyshouldintroducethematerialinanintegratedfashion(youmightfindtheSpecificLearningOutcomesassociatedwitheachunitusefulinbuildingyourpresentation).PresentationsshouldbepreparedusingPowerPointoranequivalentprogramandshouldbeemailedtotheprofessorwithin24hrsafterthescheduledpresentationsotheycanbepostedtothecoursewebsite.Studentsshouldpreparetheirpresentationsearly

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andbuildtimeintheirschedulestomeettorehearsetogetherpriortopresentinginclass.Pointswillbeallocatedtothecohesionofthestudentgroup’spresentation.Onegradewillbeearnedforeachdyadforeachofthepresentations.Studentswillbegradedonthecomprehensiveness,coherency,andconstructivecomments,andtheirabilitytogenerateconstructivediscussion(viaquestions,etc.).(2opportunitiesx60pts=120pts)LearningDomains:Knowledge,Comprehension,Analysis,Synthesis,

EvaluationPleasenotethatasanaudiencemember,studentsmaybecalledupontoprovideacommentregardingthepresentedcontent.Moreover,volunteerparticipationwouldbenoted.Studentswhoareaudiencememberscanearnextrapointsforsolid(andnotable)commentorquestion.

LearningDomains:Analysis,Evaluation

TipsforaStrongerPresentationOneofthemostdifficultcomponentsofgivingapresentationwithmultiplepresentersistomakethepresentationlookunified.Whenyoupresentasateaminanyotherenvironmentoutsideofthegraduateprogramclassroom(ABAI,inservices,workshops,etc.),yourpresentationshouldlookintegrated,notlikeeachpersonpreparedacomponentofitandthenitwasallputtogether.Thiscanbehardduetoothercommitments,timeschedules,etc.butitisoftenthebiggestweaknessingraduatestudentclasspresentations.So,herearesometipsforhowtocreateacohesivepresentationthissemester.

§ First,plantimetoprepareyourpresentationwiththeothermember(s)of

yourgroup.§ Second,decideonafewmeasurableoutcomesforyour“students”to

achievethroughoutthecourseofthepresentation(theBACBactuallyhasaniceframeworkforthisforpreparingtalksthatqualifyforCEUsasdoesABAIfortheirrequirementsforsubmissionsforworkshopsattheannualconventions).Thissetofmeasurableoutcomesthendrivesthecontentofyourpresentationandyouractivitiesarelinkedtoyourassessmentofyoureffectivenessatdeliveringthelearningopportunitiesthatwouldcreatethoseoutcomes.

§ Next,consideryourpresentationlikeyouwouldconsideraparagraph–andnottobesillybutthehamburgermetaphoractuallyworkswellhere.Basically,youhaveanintroandaconclusionforyourpresentation–thebuns–thebeginningofyourpresentationsetsitupandtheendofyourpresentationsummarizesthemainpoint–itbringsyoubackfullcircle.Whatyoudoinbetweenthenisthemeatandtoppings(cheese,lettuce,catsup,etc.);theseareyoursupportingpoints,information,etc.thatgetyoufromthetopbuntothebottombunorfromyourmainideatoyourconclusion.Whatthismeans,likely,inthecontextofpresentingtheCodeandthecorrespondingreadingsisthatyourgroupderivesthebigideaof

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theunitafterlookingoverallofthatinformation.So,ratherthansummarizingeachiteminthetasklistorthearticlesindividually,youlookforthebigpicture–thebigpictureistheintroductionorthetopbun–andlikelytheconclusionorthebottombun.ThenyouselectwhatisimportantfromthevariouscomponentsoftheCodeand/orthearticlesand/oranyotherinformationyoufindthathelpsyoutogetyourparticipantstoseethatbigidea.Thiswillalsohelpeachgrouptoensurethatactivities,examples,etc.areontopicandarerelevanttohelpingyourparticipantstoseethemainidea(andwillhelpyoutoselectvideos,memes,etc.thatcontributetoparticipantlearningandfitconceptuallywithinthescopeofwhatyouwanttoconveytoyourlearners).

§ Finally,youneedtopracticeandreviseandpracticeagain.Youneedtohaveclearrolesforwhoistheprimarypresenterforeachsection(s)ofyourpresentation.Youneedtohaveclearrolesforwhocanstepintosupporttheothersiftheyarestrugglingoryouhaveapointthatcanclarifythingsforyourparticipants.Youneedtohaveclearrolesforwhoyourtimekeeperis.Youneedtohaveclearrolesforwhocandecideunderwhatconditionsand/orcancommunicatetoothersthatyouaregoingtocontinueaconversationbasedonparticipantinterestand/orlearningopportunitiesthatareemergingandwhatisgoingtobecutduetotimeasaresult.Youhavetocommunicatewitheachotherandhaveanongoingdialoguewitheachotherduringthepresentationthatotherscanseebutnotreallysee…Theyneedtoseeyouareworkingtogetherbutnottheactuallydialogueaboutitorhesitationswhenitisunclear.

Grouppresentationsareareallydifficultthingtonavigate,especiallyifitisyourfirsttimeworkingtogetheranditrequiresalotofadjustingandtrustinyourcolleaguesanditrequiresalotofpracticeandcommunicationandmaybemostimportantlyaclearopennesstoadjustingwhenyourcolleaguesgiveyoufeedbackonthingsyoudothatareworkingorarenotworkingtowardtheultimateaimofthegroup–whichisthechangeinyourparticipantbehaviorthroughoutandattheendofthepresentation.

SectorInterdependenciesPartI:AnalysisofCommunity/OrganizationalProblems

–Emphasisarea:communitysystemsStudentswillgenerateadiagramliketheoneinMattaini(2013,p.82),tracinglikelyinterdependenciesbetweenseveralsectorswithinacommunityororganizationthatinfluencecollectiveoutcomes.Studentsshouldalsoproviderationalesfortheinterdependenciesincluded(whichmaybedata-basedorconceptual).(1opportunityX60pts=60pts) LearningDomains:Application,Synthesis SectorInterdependenciesPartII:SolutionstoCommunity/OrganizationalProblems

– Emphasisarea:communitysystemsStudentswillgenerateachartliketheoneinAspholmandMattaini(2017,p.9),proposingpracticeswithinmultiplesectorsthatcouldhelpconstructandsustaina

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desirableculturalpracticeamongatargetgroupandprovidinganecologicalrationalefortheiranalysis(Aspholm&Mattaini,2017isanexample).Student’srationale(s)shouldbebasedontheliteraturediscussedinthiscourse.(1opportunityX60pts=60pts) LearningDomains:Application,SynthesisChooseoneoffollowingproject-basedactivities:(1opportunityX70pts=70pts)FunctionalAssessment&ProcessAnalysis&Presentation

(Emphasisarea:organizationalsystems)Studentswillworktogether(dyadsortriads)toselectandconstructananalysisofanorganizational/communityprocessorasetofinterrelatedprocessesorfunctionalunits.Theanalysisshouldincludeabriefintroductiontotheorganization/communitysystemanalyzedincludingrelevanthistoricalvariablesrelatedtoitsorigin,atraditionalorganizationalchart,afunctionalanalysisoftheorganization/communitysystem,adepictionofthemacrosystem,asystemanalysis,andaprocessanalysis.Studentswillthenpackagetheiranalysisanddescriptionoftheirresultsasiftheywereprovidingittotheadministrator,manager,contractor,etc. LearningDomains:Application,SynthesisEvaluationofInterdisciplinaryEffortsforCulturalChange

(Emphasisarea:communitysystems)Studentswillwriteapaperinwhichtheyreviewoneoftherecentworksfocusedoncreatinglarge-scalechangeconductedoutsideofthebehavioranalyticcommunity(seechoicesbelow).Thepapershouldincludeabrief(nomorethan5page)summaryoftherationale,supportingresearch,majorgoals,andrecommendationsoftheteam;andacriticalreviewandevaluationfromtheperspectiveofculturo-behavioralsystemsscience(nomorethan10pages).EachpapershouldbeinTimesNewRoman,12ptfont,andbeformattedaccordingtoAPAstylerequirements.

LearningDomains:Knowledge,Comprehension,Application,Analysis,Synthesis,Evaluation

Dolan,P.,Hallwsorth,M.,Halpern,D.,King,D.,&Vlaev,I.(2010).Mindspace:

Influencingbehaviorthroughpublicpolicy.UnitedKingdom.Retrievedfromhttps://38r8om2xjhhl25mw24492dir-wpengine.netdna-ssl.com/wp-content/uploads/2015/07/MINDSPACE.pdf

Haynes,L.,Service,O.,Goldacre,B.,&Torgerson.(2012).Test,learn,adapt:

Developingpublicpolicywithrandomisedcontrolledtrials.UnitedKingdom.Retrievedfromhttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/62529/TLA-1906126.pdf

Ideas42(2018,December19).5impactfulbehavioralinsightsof2018[Blogpost}.

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Retrievedfromhttp://www.ideas42.org/blog/5-impactful-behavioral-insights-2018/

OECD(2017).Behaviouralinsightsandpublicpolicy:Lessonsfromaroundtheworld.

OECDPublishing,Paris.http://dx.doi.org/10.1787/9789264270480-enTheBehaviouralInsightsTeam(2014).EAST:Foursimplewaystoapplybehavioural

insights.UnitedKingdom.Retrievedfromhttps://38r8om2xjhhl25mw24492dir-wpengine.netdna-ssl.com/wp-content/uploads/2015/07/BIT-Publication-EAST_FA_WEB.pdf

WorldBankGroup(2015).Worlddevelopmentreport:Mind,society,andbehavior.

WashingtonDC:TheWorldBank.Chooseoneofthefollowingfinalpaperoptions:(1opportunityx100pts=100pts)ConceptualorCriticalReviewPaperStudentswillwriteaconceptualpaper(15-20pages)oracriticalreviewofatwoormoretopic(s)thatextendtheposition(s)takenbytheauthor(s)ofthereadingsassignedinthiscourse.EachpapershouldincludeaminimumoftenreferencesandbeinTimesNewRoman,12ptfont,andbeformattedaccordingtoAPAstylerequirements.Finalpaperswillbeevaluatedasiftheywereundergoingreviewforpublicationinaprofessional,peer-reviewedjournal(e.g.,NoRevisionsNecessary,AcceptwithMinorRevisions,AcceptwithMajorRevisions,RejectwithanInvitationtoResubmit,orReject. LearningDomains:Knowledge,Comprehension,Application,Analysis,

Synthesis,EvaluationLiteratureRevieworResearchProposalPaperStudentswillpreparealiteraturerevieworresearchproposalthatextendsculturo-behaviorsystemsscience.Studentsmayselectfromanytopiccoveredinclass(ormayselectatopicthatwasnotcoveredinclasswithpermissionofthecourseinstructor).Thereisnotapagelimitforthefinalpaper,asthelengthwillvarywithrespecttothetypeofpaperandthetopicofinterest.Studentsarefreetoorganizethepaperinthebestwaythatfitstheirtopicandareencouragedtodiscusstheirpaperwiththeinstructoratseveralpointsthroughoutthesemester.Finalpaperswillbeevaluatedasiftheywereundergoingreviewforpublicationinaprofessional,peer-reviewedjournal(e.g.,NoRevisionsNecessary,AcceptwithMinorRevisions,AcceptwithMajorRevisions,RejectwithanInvitationtoResubmit,orReject. LearningDomains:Knowledge,Comprehension,Application,Analysis,

Synthesis,Evaluation

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POINTSUMMARY14DiscussionQuestions@10ptseach=140points2Student-LedDiscussions@60ptseach=120points1SectorInterdependenciesPartI@60ptseach=60points1SectorInterdependenciesPartII@60ptseach=60points1Project-basedActivity@70ptseach=70points1FinalPaper@100ptseach=100pointsTotalPointsPossible=550pointsGRADEEQUIVALENTS(%of550pointsearned):A:90%to100% B:80%to89% C:70%to79% F:69%orless ACCOMODATIONSFORSTUDENTSWITHDISABILITIESTheUniversityofNorthTexasisonrecordasbeingcommittedtoboththespiritandletteroffederalequalopportunitylegislation;referencePublicLaw92-112–TheRehabilitationActof1973asamended.WiththepassageofnewfederallegislationentitledAmericanswithDisabilitiesAct(ADA),pursuanttosection504oftheRehabilitationAct,thereisrenewedfocusonprovidingthispopulationwiththesameopportunitiesenjoyedbyallcitizens.

Asafacultymember,Iamrequiredbylawtoprovide"reasonableaccommodations"tostudentswithdisabilities,soasnottodiscriminateonthebasisofthatdisability.Studentresponsibilityprimarilyrestswithinformingfacultyoftheirneedforaccommodationandinprovidingauthorizeddocumentationthroughdesignatedadministrativechannels.Informationregardingspecificdiagnosticcriteriaandpoliciesforobtainingacademicaccommodationscanbefoundathttp://www.unt.edu/oda/apply/index.html.Also,youmayvisittheOfficeofDisabilityAccommodationintheSageHall(room167)orcallthemat(940)565-4323.POLICIESNoindividualexceptionscanbemadetothesyllabus

Re-grades:Ifastudentbelievesanerrorhasbeenmadeingrading,awrittenrequestforreconsiderationoftheitem(s)inquestionmaybesubmittedwithin1weekofreceiptofthegradedmaterial.Thewrittenrequestshouldspecifytheitem(s)inquestion,andthereasonthestudentbelievestheanswergivenwascorrect,citingrelevantsources(e.g.,pagenumberfromreadingsonwhichtheanswerwasbased).

Absences:Ifastudentmustbeabsentforanyreason,s/heshouldarrangetosubmittheapplicablewrittenassignmentearly,asnoassignmentsturnedinaftertheduedatecanbeaccepted.Studentsareresponsibleformakingtheirownarrangementstoobtaininformationfromanymissedclassperiod.Therewillbenoadditionalmake-upopportunitiesformissedpresentationsand/orparticipationpoints.

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StudentConduct:Eachstudentautomaticallycertifiesthatanymaterialsubmittedforgradingishis/herownindependentwork.UNTpoliciesrequirereportingofplagiarismoranysuspectedviolationsthatconstitutepossibleacademicmisconduct.StudentsareresponsibleforbeingfamiliarwiththeCodeofStudentConduct.Groupworkisencouraged;however,inthepasttherehavebeensituationsinwhichgroupworkcouldhavebeenconsideredcheatingorplagiarism.“Legitimate”groupworktakesadvantageofconsultationwithyourpeers,providesyouwithideas,suggestions,corrections,etc.,whichyoutakeintoconsiderationinthedevelopmentofyouruniqueandindividualproduct.Examplesincludereadingthetextandwritinganswerstothestudyguideitems,thenworkingcloselywithotherstudentstocomparestudyguideanswers,andtoattempttoresolvedifferentunderstandings.Failingtodothereading,andmemorizinganswersthatanotherstudenthaswrittenforthestudyguideisnotlegitimategroupwork;itischeating.Draftingtheassignments,thencomparingspecificaspectsofyourproducttoothers’isappropriate.Copyingsomeoneelse’sworkproducts(ormakingyourworkavailabletoanotherstudenttocopy)isnotlegitimate;itischeating.Always,ifyouareunsureaboutboundariesoflegitimategroupwork,please(1)askforclarificationfromtheinstructor,and(2)makefulldisclosuresothatthereisnoquestionaboutyourintentions.Weareveryhappytotalkabouttheseboundariesandworkwithyoutomaximizeyourlearningandmaintainindividualaccountability.

Assistance:Studentsareencouragedtocontacttheinstructor(byemailorduringofficehours)orteachingassistantanytimeclarificationoradditionalhelpinunderstandingthematerialisneeded.Anyquestionsthatwillaidyouinmasteringthematerialarewelcomed.DiversityStatement:ItisthepolicyoftheUniversityofNorthTexas(andthisinstructor)nottodiscriminateonthebasisofrace,color,religion,sex,age,nationalorigin,disability(wherereasonableaccommodationscanbemade),disabledveteranstatusorveteranoftheVietnamerastatusinitseducationalprograms,activities,admissionsoremploymentpolicies.Inadditiontocomplyingwithfederalandstateequalopportunitylawsandregulations,theuniversitythroughitsdiversitypolicydeclaresharassmentbasedonindividualdifferences(includingsexualorientation)inconsistentwithitsmissionandeducationalgoals.Directquestionsorconcernstotheequalopportunityoffice,(940)565-2456,orthedeanofstudents,(940)565-2648.TTYaccessisavailablethroughRelayTexas:(800)735-2989.EmergencyNotificationandProcedures:TheUniversityofNorthTexasinformsstudents,facultyandstaffpersonsaboutemergencysituations(e.g.,severeweather,campusclosings,publicsafety)throughtheEagleAlertsystem.Notificationsaresentviaphonesoitisimportantthatyourcontactinformationiscurrent.Pleasevisitwww.my.unt.edutoupdateyourcontactinformationsothatyouareableto

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notificationsintheeventofanemergency.Additionalinformationregardingemergencypreparednessisavailableathttps://emergency.unt.edu/emergency-guidelines-0.

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COURSEUNITS,READINGS,&SCHEDULEUnit1:CourseIntroduction(August27,2019)ReadingCourseSyllabusSpecificLearningOutcomes:

1. Studentswillstatethepurposeofthecourse.2. Studentswilldescribethegenerallearningoutcomes/competenciestheywill

developoncetheycompletethecourse.3. Studentswilllistthemajorcoursecomponentsandtheircorresponding

assessmentactivities.Unit2:IntroductiontoOBM,BSA,&SystemsTheory(September3,2019)ReadingsBrethower,D.M.(2000).Asystematicviewofenterprise:Addingvalueto

performance.JournalofOrganizationalBehaviorManagement,20(3/4),165-190.

Krapfl,J.E.&Gasparotto,G.(1982).Behavioralsystemsanalysis.InL.W.

Fredericksen(Ed.)HandbookofOrganizationalBehaviorManagement.NewYork,NY:Wiley.

Rousseau,D.(2015).GeneralSystemsTheory:Itspresentandpotential.Systems

ResearchandBehavioralScience,32,522.533.vonBertalanffy,L.(1972).ThehistoryandstatusofGeneralSystemsTheory.The

AcademyofManagementJournal,15(4),407-426.SpecificLearningOutcomes

1. Studentswilldefine(statethemaincomponentsof)organizationalbehaviormanagement.

2. Studentswilldefine(statethemaincomponentsof)generalsystemstheory.3. Studentswilldefine(statethemaincomponentsof)behavioralsystems

analysis.4. Studentswilldifferentiateamongorganizationalbehaviormanagement,

generalsystemstheory,andbehavioralsystemsanalysis.Unit3:Selection&CulturalChange(September10,2019)FoundationalReadingsGlenn,S.S.(2004).Individualbehavior,culture,andsocialchange.TheBehavior

Analyst,27(2),133-151.

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Glenn,S.S.,Malott,M.E.,Andery,M.A.P.A.,Houmanfar,R.A.,Sandaker,I.,Todorov,

J.C.,Tourinho,E.Z.,Vasconcelos,L.A.(2016).Towardconsistentterminologyinabehavioristapproachtoculturalanalysis.BehaviorandSocialIssues,25,11-27.

Skinner,B.F.(1981).Selectionbyconsequences.Science,213,501-504.AncillaryReadingsMalott,M.E.,&Glenn,S.S.(2006).Targetsofinterventionsinculturaland

behavioralchange.BehaviorandSocialIssues,15,31-56.SpecificLearningOutcomes

1. Studentswillname,define,anddescribethethreekindsofselectionincludingtheunitsofanalysisandhowtheselectionoccursovertime.

2. Studentswilldescribehoweachkindofselectionisnecessarybutdifferentfromeachoftheotherkindsofselection.

3. Studentswilldefineanddifferentiatebetweenandamonganindividualresponse,abehaviorallineage,andacultural(culturo-behavioral)lineageandprovideexamplesofeach.

4. Studentswilldefine(includingthecriticalcomponentsandtherelationsbetweenthecomponents)anddifferentiatebetweenandamongtheconceptsofthemetacontingency,themacrocontingency,andtheculturalcusp.

5. Studentswilldefineanddifferentiateamong“process”,“content”,and“procedure”inoperantcontingenciesandmetacontingencies.

6. Studentswilldescribeatleasttwowaysinwhichonemightproduceculturalchange.

Unit4:Complexity&Emergence(September17,2019)FoundationalReadingsKrispin,J.V.(2017).Positivefeedbackloopsofmetacontingencies:Anew

conceptualizationofcultural-levelselection.BehaviorandSocialIssues,26,95-110.doi:https://doi.org/10.5210/bsi.v26i0.7397.

Moroni,S.(2015).Complexityandtheinherentlimitsofexplanationandprediction:

Urbancodesforself-organisingcities.PlanningTheory,14(3),248-267.Couto,K.C.,&Sandaker,I.(2016).Natural,behavioralandculturalselection-

analysis:Anintegrativeapproach.BehaviorandSocialIssues,25,54-60.https://doi.org/10.5210/bsi.v25i0.6891

Waddock,S.,Meszoely,G.M.,Waddell,S.,&Dentoni,D.(2015).Thecomplexityof

wickedproblemsinlargescalechange.JournalofOrganizationalChangeManagement,28(6),993-1012.

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AncillaryReadingsKrispin,J.V.(2016).Whatisthemetacontingency?Deconstructingclaimsof

emergenceandcultural-levelselection.BehaviorandSocialIssues,25,28-https://behaviorandsocialissues.org/ojs/index.php/bsi/article/view/6186

Krispin,J.V.(2019).Culturo-behavioralhypercyclesandthemetacontingency:

Incorporatingself-organizingdynamicsintoanexpandedmodelofculturalchange.PerspectivesonBehaviorScience.https://doi.org/10.1007/s40614-019-00212-3

SpecificLearningOutcomes

1. Studentswilldescribethetypesofselectionprocessesthathavebeenproposed(includingtheunitsthatareselectedandthecontingencyarrangements)tobeinvolvedinculturalevolutionandthevariousperspectiveswithrespecttotheseprocesses(e.g.,Skinner;Couto&Sandaker,Glenn;Krispin).

2. Studentswilldefinesystems,complexsystems,complexadaptivesystems,andself-organizingsystems.

3. Studentswilldescribeandanalyzetheconceptsofemergenceandcomplexityinthecontextofculturalandsystemsevolutionandlargescalechange.

4. Studentswilldescribesomeofthechallengesindesigningcomplexsystemsandinpredictingandproducinglarge-scalechange.

5. Studentswillsummarizeandprovideacriticalanalysisofsomeoftheproposedstrategiesforpromotinglargescalechange.

Unit5:TransdisciplinaryConsiderationsonComplexityandSystems(September24,2019)FoundationalReadingsFolke,C.,Biggs,R.,Norström,A.V.,Reyers,B.,&Rockström,J.(2016).Social-

ecologicalresilienceandbiosphere-basedsustainabilityscience.EcologyandSociety,21(3).

Kwakkel,J.H.,&Pruyt,E.(2015).Usingsystemdynamicsforgrandchallenges:the

ESDMAapproach.SystemsResearchandBehavioralScience,32(3),358-375.Valentinov,V.,&Chatalova,L.(2016).Institutionaleconomicsandsocialdilemmas:

asystemstheoryperspective.SystemsResearchandBehavioralScience,33(1),138-149.

AncillaryReadingsGrossmann,K.&Haase,A.(2016)Neighborhoodchangebeyondclearstorylines:

whatcanassemblageandcomplexitytheoriescontributetounderstandingsofseeminglyparadoxicalneighborhooddevelopment?UrbanGeography,37,5,727-747.doi:10.1080/02723638.2015.1113807

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Kohl,P.,Crampin,E.J.,Quinn,T.A.,&Noble,D.(2010).Systemsbiology:An

approach.NaturePublishingGroup,88(1),25-33.Rizzo,A.,&Galanakis,M.(2015).Transdisciplinaryurbanism:threeexperiences

fromEuropeandCanada.Cities,47,35-44.SpecificLearningOutcomes

1. Studentswilldescribetheimplicationsoftheories(social-ecologicalsystemsapproach,systemdynamics,exploratorymodelingandanalysis,institutionaleconomicsanalysisofsocialdilemmas)thatconsiderordiscounttheinterdependenciesamongconstituentsincomplexsystems.

2. Studentswilldescribetheapproachestomodeling(predictivemodeling,exploratorymodelingandanalysis),thestrengthsandlimitationsofeach,andthetypesofresearchquestionsthatcanbeaddressedbyeach.

3. Studentswillexplainhowdifferentperspectiveswithinsystemstheoryhavebeenusedtounderstandglobalsocietalchallenges(wickedproblems)includingthestrengthsandlimitationsofeach(particularlywithrespecttosystemsboundariesandprediction).

4. Studentswillcompareandcontrasttransdisciplinaryperspectivesoncomplexityandsystemswithbehavioralsystemsanalysisperspectivesoncomplexityandsystems,particularlyrelatedtocultural,societal,andorganizationalchange.

Unit6:Communication&CulturalChange(October1,2019)FoundationalReadingsSmith,G.S.,Houmanfar,R.,&Denny,M.(2012).Impactofruleaccuracyon

productivityandrumorinanorganizationalanalog.JournalofOrganizationalBehaviorManagement,32,3-25.

Houmanfar,R.A.,Rodrigues,N.J.,&Smith,G.S.(2009).RoleofCommunication

NetworksinBehavioralSystemsAnalysis.JournalofOrganizationalBehaviorManagement,29,257-275.

Houmanfar,R.A.,Rodrigues,N.J.,&Ward,T.A.,(2010).Emergence&

metacontingency:Pointsofcontactanddeparture.BehaviorandSocialIssues,19,78-103

Smith,G.S.,Houmanfar,R.,&Louis,S.J.(2011).Theparticipatoryroleofverbal

behaviorinanelaboratedaccountofmetacontingency:Fromtheorytoinvestigation.BehaviorandSocialIssues,20,112–145.

AncillaryReadingsHoumanfar,R.,&Rodrigues,N.J.(2012).Theroleofleadershipandcommunication

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inorganizationalchange.JournalofAppliedRadicalBehaviorAnalysis.N1,22–27.(alsoacceptedforpublicationinPsicologiaApplicataallaMedicinadelLavoroedellaRiabilitazione).

SpecificLearningOutcomes

1. Studentswilldescribetheformandfunctionthatcommunicationtypicallyservesintheorganizationalsettingincludingexamplesofcommunicationinthecontextorformofcommunicationnetworks,rules,rumor,leadership,etc.

2. StudentswillexplainwhatRelationalFrameTheoryaddstoanalysisofculturalpracticeswithaspecificfocusonderivedrelationalresponding,rules,andtheassociatedeffectsonthebehaviorofindividualsaswellas“interlockedbehaviors”.

3. Studentswilldescribethedifferencebetweensociologicalandpsychologicalevents(Kantor,1982)andwhattheimplicationsofthisareforcultureandthemetacontingencymorespecifically.

4. Studentswilldefine(includingthecriticalcomponentsandtherelationsbetweenthecomponents)anddifferentiatebetweenandamongthecomponentsoftheexpanded(five-term)metacontingency.

5. Studentswilldescribetherationale,method,andfindingsofsomeoftheexperimentalworkthathasexploredtheroleofverbalbehaviorinunderstandingtheculturalpracticesoforganizations.

Unit7:Leadership&CulturalChange(October8,2019)FoundationalReadingsHoumanfar,R.A.,&Mattaini,M.A.(2016).Leadershipandculturalchange:

ImplicationsforBehaviorAnalysis.TheBehaviorAnalyst,39,41-46.Houmanfar,R.,Alavosius,M.P.,Morford,Z.H.,Reimer,D.,Herbst,S.A.(2015).

Functionsoforganizationalleadersinculturalchange:Financialandsocialwell-being.JournalofOrganizationalBehaviorManagement,35,4-27.

Malott,M.E.(2016a).Whatstudyingleadershipcanteachusaboutthescienceof

behavior.TheBehaviorAnalyst,39,47-74.

Mattaini,M.A.(2013).Organizationandleadershipinresistancemovements(Chapter6).InStrategicNonviolentPower.Edmonton,AB:AthabascaUniversityPress.

AncillaryReadingsAlavosius,M.P.,Houmanfar,R.A.,Anbro,S.,Burleigh,K.,&Hebein,C.(2017).

Leadershipandcrewresourcemanagementinhigh-reliabilityorganizations:Acompetencyframeworkformeasuringbehaviors.JournalofOrganizationalBehaviorManagement,37,142-170.

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KrapflJ.E,&Kruja,B.(2015).Leadershipandculture.JournalofOrganizationalBehaviorManagement,35,28-43.

SpecificLearningOutcomes

1. Studentswilldefineleadershipfromabehavioralperspective.2. Studentswilldescribethekeyfunctionsofleadershipincludingthe

characteristicsofgoodleaders,particularlywithrespecttocommunication;thevariablesthatpromoteeffectiveleadership;andhowleadershipentailsshiftsinmetacontingencies.

3. Studentswillexplainhowleaderspromoteorganizationalvaluesandhowleaderscanpromoteprosociality,balancingfinancialandsocialcapitalandcontingencies.

4. Studentswillsummarizethekeyfindingsfrombehavioranalyticeffortsatunderstandingleadershipandthebehaviorsandrelatedcontingenciesthatleadersmightexhibittoproduceculturalchangethatpromotesthewell-beingofsociety.

Unit8:Selection&OrganizationalChange(October15,2019)ReadingsMalott,M.E.(2003).Paradoxoforganizationalchange.Reno,NV:ContextPress.

Chapters1,2,&3.Abernathy,W.B.(2009).Waldentworevisited:Optimizingbehavioralsystems.

JournalofOrganizationalBehaviorManagement,29,175-192.Glenn,S.S.,&Malott,M.M.(2004).Complexityandselection:Implicationsfor

organizationalchange.Behavior&SocialIssues,13,89-106.SpecificLearningOutcomes

1. Studentswilldescribetheroleofselection(behavioralandcultural),thecorrespondingunitsofanalysis,andunderwhichconditionseachismostappropriateinthecontextoforganizations.

2. Studentswilldescribetherelationshipsbetweenbehavioralcontingencies,interlockingbehavioralcontingencies,metacontingenciesandthetotalperformancesystem.

3. Studentswilldefine,identifytherelationsbetweentheorganization,thesystem,andthesubsystemandcompareandcontrastthem;describinghowtheboundariesofasystemororganizationareidentified.

4. Studentswilldescribethedifferenttypesofcomplexityandtherelationshipsbetweenthemandexplainhowcomplexityaffectsanorganization.

5. Studentswilldescribetheimplicationofgrowthinmanagementandhowthatrelatestotheinterlockingbehavioralcontingenciesatlowerlevels.

6. Studentswillcompareandcontrastbehaviorsystemsanalysis/performancesystemsanalysisandorganizationalbehavioranalysis.

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7. StudentswillsummarizehowappliedbehavioranalysisandorganizationalbehaviormanagementemployutopianthinkingintheirpracticeanddescribethefourrecommendationsmadebyAbernathy(2009)thatcouldimprovetheimplementationandsustainabilityof“behavioristutopia”withinthecontextofexistingorganizations.

Unit9:CulturalContingenciesinOrganizations:FunctionalAssessment&ProcessAnalysis(October22,2019) ReadingsMalott,M.E.(2003).Paradoxoforganizationalchange.Reno,NV:ContextPress.

Chapters4to9Mattaini,M.A.(2013).Sustainingresistancemovements:Solidarity,discipline,and

courage(Chapters4-5).InStrategicNonviolentPower.Edmonton,AB:AthabascaUniversityPress.

SpecificLearningOutcomes

1. StudentswillperformaTotalPerformanceSystemanalysisofanorganization.

2. Studentswillidentify,define,andprovidetherationaleforatleastonemeasureforeachcomponentsintheirTotalPerformanceSystemanalysis.

3. Studentswillprepareasummaryoftheadministrativestructureandprepareadepartment-functionanalysisforanorganization.

4. Studentswillprepareadetailedanalysis(includingadetailedprocessmapandunitsofmeasurement)ofatleastoneprocesswithinanorganizationthatincludes:a)processidentification,b)scope,c)subprocesses,d)units,e)generaltasks,f)aggregateproducts,g)participants,h)uniqueness,andi)duration.

5. Studentswillprepareacontingencyanalysisandtaskanalysisforoneperformerwithinanorganization.

6. Studentswillidentify,withinanorganization,anexistingcontingency,aperformancemanagementcontingencythatcouldchangethatcontingency,thecorrespondinginterlocks,andthemeasuresthatwillallowthemtodetermineiftherewasashiftinperformance.

7. Studentswilldescribe,fromabehavioralsystemsanalysisperspective,thethreerepertoiresandthecontingenciesassociatedwithpromotionofeachthatarenecessarytosustaineffectiveresistancecampaigns.

Unit10:CulturalContingenciesinOrganizations:BehavioralSystemsEngineeringModel(October29,2019)ReadingsMalott,M.E.(2003).Paradoxoforganizationalchange.

Chapter10

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Malott,M.E.(2016b).Selectionofbusinesspracticesinthemidstofevolvingcomplexity.JournalofOrganizationalbehaviorManagement,36,103-122.

Malott,M.E.,&Martinez,W.S.(2006).Addressingorganizationalcomplexity:A

behavioralsystemsanalysisapplicationtohighereducation.InternationalJournalofPsychology,41(6),1-12.

SpecificLearningOutcomes

1. Studentswillsummarizetherationale,method,andstagesoftheBehavioralSystemsEngineeringModelandwilldescribehowthemodelcanbeusedtoproduceorganizationalchange.

2. Studentswilldescribeexternalcomplexityandinternalcomplexityandwhattheinternalandexternalselectionpracticesmightbewithrespecttohowaggregateproductsandinterlockingbehavioralcontingenciesareselectedinorganizationsandindustry.

3. Studentswilldifferentiatebehavioralcuspsfromculturalcuspsandwilldifferentiateculturalcuspsfromculturalincidents.

4. Studentswillconstructananalysisofanorganizational/communityprocessorasetofinterrelatedprocessesorfunctionalunitsbasedonMalott’s(2003)BehavioralSystemsEngineeringModel.

Unit11:ApplicationstoComplexSystems:EcologicalAnalysesPartI(November5,2019)FoundationalReadingsBaer,D.M.(1974).AnoteontheabsenceofaSantaClausinanyknownecosystem:

ArejoindertoWillems.JournalofAppliedBehaviorAnalysis,7(1),167-169.https://doi.org/10.1901/jaba.1974.7-167

Dyball,R.,&Newell,B.(2015).Chapter7:Towardsasharedtheoreticalframework.

InR.Dyball&B.Newell,Understandinghumanecology(pp.111-137).London&NewYork:Routledge.

Mattaini,M.A.(2019).OutoftheLab:ShapinganEcologicalCultural

Science.PerspectivesonBehaviorScience.Mattaini,M.A.(2015).TowardaTwenty-FirstCentury,Science-Based“Constructive

Programme”.InR.Amster,L.Finley,E.Pries,&R.McCutcheon(Eds).Peacestudiesbetweentraditionandinnovation(pp.83-101).NewcastleuponTyne,UK:CambridgeScholarsPublishing.

AncillaryReadingsMattaini,M.A.(2003).Constructingnonviolentalternativestocollectiveviolence:A

scientificstrategy.BehaviorandSocialIssues,12,148-163.Mattaini,M.A.&Atkinson,K.(2011).Constructivenoncooperation:Livingintruth.

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PeaceandConflictStudies,18(1),3-43.Willems,E.P.(1974).Behavioraltechnologyandbehavioralecology.Journalof

AppliedBehaviorAnalysis,7(1),151-165.https://doi.org/10.1901/jaba.1974.7-151

SpecificLearningOutcomes

1. Studentswillexplainhowbehavioralsystemsscienceisecologicalandselectionist,howecologicalstrategydiffersfromthetraditionsofbehavioranalysis,andhowecologicalstrategymightplaceculturalsystemsscienceasaspecialtyinecologicalscience.

2. Studentswillsummarizetheprocess/method,theuses,andlimitationsof1)feedback-guidedanalysisand2)DyballandNewell’s(2015)“culturaladaptationtemplate”.

3. Describethethreetypesofculturalanalyticscholarship,theircontributions,andtheirlimitations.

4. Studentswillexplainwhynewanalytictoolsarenecessaryforthoseengagedinculturalsystemsscienceanddescribesomeofthetoolsthatmightbenecessary.

Unit12:ApplicationstoComplexSystems:EcologicalAnalysesPartII(November12,2019)FoundationalReadingsAspholm,R.R.,&Mattaini,M.A.(2017).YouthActivismasViolencePrevention.In

PeterSturmey(Ed.),TheWileyhandbookofviolenceandaggression(pagenumbersunknown).Hoboken,NJ:JohnWileyandSons,Ltd.

Mattaini,M.A.(2013).Constructivenoncooperation(Chapter7)&Toward

“undreamtof”discoveries(Chapter11).InStrategicnonviolentpower:ThescienceofSatyagraha.Edmonton,AB:AthabascaUniversityPress.

AncillaryReadingsBates,M.(1950).Thenatureofnaturalhistory.Princeton,NJ:PrincetonUniversity

Press.Chapter18SpecificLearningOutcomes

1. Studentswilldifferentiatebetween“collectiveone-timeactions”and“persistentculturalpractices”anddescribewhytheseconstitutethebehavioralsystemsdynamics.

2. Studentswilldescribethegeneralprocessonemayuse“toinfluencethevaluesoractionsofalargerpopulation”(Mattaini,2013,p.259),thegoalsofthisprocess,thephenomenaforwhichthisprocessisappropriate,andhowtheprocesscanbeadaptedwhentheanalysisshiftstothatofbehavioralsystems.

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3. Studentswilldescribetheconditionsunderwhichshiftsinmetacontingenciesareinsufficienttocreatelarge-scalechangeandwilldescribethetypesofanalysesthatmightbeusefulunderthoseconditions.

4. Studentswillsummarizehowbehavioralsystemsanalysisandconstructionalmethodscancontributetomeaningfulchangeasrelatedtoyouthviolence.

5. Studentswillgenerateadiagramthatdepictsthelikelyinterdependenciesbetweenseveralsectorswithinacommunityororganizationthatinfluencecollectiveoutcomes.

6. Studentswillgenerateamatrix,illustratingprosedpracticeswithinmultiplesectorsthatcouldhelpconstructandsustainadesirableculturalpracticeamongatargetgroupandprovideanecologicalrationalefortheiranalysis.

Unit13:CreatingSolutionstoSocialProblems:ExperimentalMicrocultures(November19,2019)[RotatingSpecialTopic-Emphasisarea:BasicProcesses]FoundationalReadingsTourinho,E.Z.(2013).Culturalconsequencesandinterlockingbehavioral

contingencies:Selectionattheculturallevel.BehaviorandPhilosophy,4160-60.

Camerer,C.F.,&Fehr,E.(2004).MeasuringSocialNormsandPreferencesUsing

ExperimentalGames:AGuideforSocialScientists.InJ.Henrich,R.Boyd,S.Bowles,C.Camerer,E.Fehr,&H.Gintis(Eds).FoundationsofHumanSociality:EconomicExperimentsandEthnographicEvidencefromFifteenSmall-ScaleSocieties.NewYork,NY:Oxford.

Soares,P.F.R.,Martins,J.C.T.,Guimaraes,T.M.M.,Leite,F.L.,&Tourinho,E.Z.

(2019).Effectsofcontinuousandintermittentculturalconsequencesonculturantsinmetacontingencyconcurrentwithoperantcontingency.BehaviorandSocialIssues.

AncillaryReadingsTodorov,J.C.(2010).Schedulesofculturalselection:Commentson“Emergenceand

Metacontingency”.BehaviorandSocialIssues,19,86-89.SpecificLearningOutcomes

1. Studentswillexplaingametheory,Nashequilibrium,andthewayexperimentalgamesareusedtomeasurepreference,particularlysocialpreference,andtheadvantagesandlimitationsofdoingsoespeciallyascomparedwithfieldexperiments.

2. StudentswilldescribethePrisoner's’Dilemmagameandatleasttwoadditionalexperimentalgamesincludingthefollowinginformation:1)thedefinitionofthegame,2)thepredictionsgametheoristsmakeregardingthe

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game,3)theproceduralvariations,and4)thewaythefindingsareinterpreted.

3. Studentswilldescribetheprimarypreparations,experimentallyarrangedcontingencies,andotherimportantmethodologicaldistinctionsinresearchonculturalselectionprocesses.

4. Studentswilldescribethemajorconclusionsthatcanbedrawnfromtheextantliterature-basedonculturalselectionprocessesandthelimitationsofthisresearch.

5. Studentswillcommentontheneedtodifferentiatebetweentheeffectsofindividualoperantlevelcontingenciesandculturalconsequencescontingentupontheculturant,aswellasontheworkthathasattemptedtodrawparallelsbetweenoperantlevelselectionandculturalselection.

Unit14:CreatingSolutionstoSocialProblems:Activism,Advocacy,&Accompaniment(November26,2019)[RotatingSpecialTopic-Emphasisarea:Community]ReadingsBiglan,A.(2009).Theroleofadvocacyorganizationsinreducingnegative

externalities.JournalofOrganizationalBehaviorManagement,29,215-230.Brogran,K.M.,Richling,S.M.,Rapp,J.T.,Thompson,K.R.,&Burkhart,B.R.(2018).

CollaborativeeffortsbytheAuburnUniversityAppliedBehaviorAnalysisPrograminthetreatmentofadolescentsadjudicatedforillegalsexualbehavior.BehaviorandSocialIssues,27,AA16-AA20.

Luna,O.,Rapp,J.T.,Newland,M.C.,Arena,R.,LaPointe,L.L.,Kierce,E.,&Lusche,P.

(2018).AlabamaPsychiatricMedicationReviewTeam(APMRT):Advocatingforfosterchildren.BehaviorandSocialIssues,27,AA11-AA15.

Nevin,J.A.(2018).Variation,selection,andsocialaction.BehaviorandSocialIssues,

27,AA1-AA3.Schlinger,H.(2018).TheVenusProjectandbehavioralscience.BehaviorandSocial

Issues,27,AA4-AA5.Tsipursky,G.,&Morford,Z.(2018).Addressingbehaviorsthatleadtosharingfake

news.BehaviorandSocialIssues,27,AA6-AA10.SpecificLearningOutcomes

1. Studentswilldescribeandprovideexamplesoftherolenonprofitsandadvocacyorganizationscanserveinreducingnegativeexternalities

2. Studentswilldescribeandprovideexamplesofthecontingenciesthatshapethepracticesofadvocacygroups.

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3. StudentswillexplainthesetofpoliciesdescribedbyBiglan(2009)thatcansharpenthecontingenciesthatinfluenceadvocacyorganizationssuchthattheycanacteffectivelyintheinterestofpublicwellbeing.

4. Studentswillexamineseveralcasestudiesdetailingactivismandadvocacyeffortsledordescribedbybehavioranalystsandwillsummarizethecriticalfeaturesofeach.

5. Studentswilldescribethecontingenciestheywouldarrangetoleadanactivismand/oradvocacyeffortforacauseoftheirchoosing.

Unit15:DevelopingSolutionsforOrganizationalProblems:HumanPerformanceTechnology&OrganizationalCulture(December3,2019)[RotatingSpecialTopic-Emphasisarea:Organizations]FoundationalReadingsBinder,C.(2016).Integratingorganizational-culturalvalueswithperformance

management.JournalofOrganizationalBehaviorManagement,36(2-3),185-201.

Diener,L.H.,McGee,H.,M.,&Miguel,C.F.(2009).Anintegratedapproachforconductingabehavioralsystemsanalysis.JournalofOrganizationalBehaviorManagement,29,108-135

Tosti,D.,&Herbst,S.A.(2009).Organizationalperformanceandcustomervalue.

JournalofOrganizationalBehaviorManagement,29,294–314.Rummler,G.(1999).Transformingorganizationsthroughhumanperformance

technology.InH.D.Stolovitch&E.J.Keeps(Eds.),Handbookofhumanperformancetechnology,(pp.47-66).SanFrancisco,CA:Jossey-BassPfeiffer.

AncillaryReadingsBinder,C.(2017).Whatitreallymeanstobeaccomplishmentbased.Performance

Improvement,56(4),20-25.Binder,C.(1998).TheSixBoxes™:AdescendentofGilbert’sBehaviorEngineering

Model.PerformanceImprovement37(6),48-52.Binder,C.(1995).PromotingHPTinnovation:Areturntoournaturalscienceroots.

PerformanceImprovementQuarterly,8(2),95–113.Wilmoth,F.S.,Prigmore,C.,&Bray,M.(2014).HPTmodels:Anoverviewofthe

majormodelsinthefield.PerformanceImprovement,53(9),16-25.SpecificLearningOutcomes

1. StudentswilldescribethekeyfeaturesofthePerformanceChainmodelandtheSixBoxesmodelofbehaviorinfluence.

2. Studentswilldifferentiatebehaviorfromaccomplishmentsanddescribewhy“workoutputs”isthetermpreferredto“accomplishments”.

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3. Studentswillexplainhowculturalvaluesinfluenceperformanceexpectations.

4. StudentswilldescribehowtousetheBehavioralSystemsAnalysisQuestionnairetoguideperformancewithinanorganization.

5. StudentswillexplainhowtheCriticalPracticesCulturalAuditcanbeusedtoalignanorganization'scultureandperformancewithcustomervalueandwilldescribethestepsoneneedstotaketoperformandimplementsuchananalysis.

6. StudentswilllistanddescribethestepsintheHumanPerformanceTechnologyapproachtobehavioralsystemsanalysis.

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WeeklyClassSchedule

Session Activities

1August27,2019

Unit1:CourseIntroduction,ReviewSyllabus,etc.Presenter:TraciFoundationalReadings:CourseSyllabusDue:OrganizeGroupsandfinalcourseunits

2

September3,2019

Unit2:IntroductiontoOBM,BSA,&System(s)TheoryPresenter:TraciFoundationalReadings:Brethower(2000),Krapfl&Gasparotto(1982),Rousseau(2015),vonBertalanffy(1972)Due:DiscussionQuestions1

3

September10,2019Unit3:Selection&CulturalChangePresenter:TraciFoundationalReadings:Glenn(2004),Glennetal.(2016),Skinner(1981)AncillaryReadings:Malott&Glenn(2006),Mattaini(2013)Due:DiscussionQuestions2

4

September17,2019

Unit4:Complexity&EmergencePresenters:FoundationalReadings:Krispin(2017),Moroni(2015),Couto&Sandaker(2016),Waddocketal.(2015)AncillaryReadings:Krispin(2016,2019)Due:DiscussionQuestions3

5

September24,2019Unit5:TransdisciplinaryConsiderationsonComplexity&SystemsPresenters:FoundationalReadings:Folkeetal.(2016),Kwakkel&Pruyt(2015),Valentinov&Chatalova(2016)AncillaryReadings:Grossman&Haase(2016),Kohletal.(2010),Rizzo&Galanakis(2015)Due:DiscussionQuestions4

6

October1,2019Unit6:Communication&CulturalChangePresenters:FoundationalReadings:Smithetal.(2012),Houmanfaretal.(2009),Houmanfaretal.(2010),Smithetal(2011)AncillaryReadings:Houmanfar&Rodrigues(2012)Due:DiscussionQuestions5

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7

October8,2019Unit7:Leadership&CulturalChangePresenters:FoundationalReadings:Houmanfar&Mattaini(2016),Houmanfaretal.(2015),Malott(2016a),Mattaini(2013)chapter6AncillaryReadings:Alavosiusetal.(2017),Krapfl&Kruja(2015)Due:DiscussionQuestions6

8

October15,2019Unit8:Selection&OrganizationalChangePresenters:FoundationalReadings:Malott(2003)chapters1-3,Abernathy(2009),Glenn&Malott(2004)Due:DiscussionQuestions7

9

October22,2019Unit9:CulturalContingenciesinOrganizations:FunctionalAssessment&ProcessAnalysisPresenters:FoundationalReadings:Malott(2003)chapters4-9,Mattaini(2013)chapters4-5Due:DiscussionQuestions8

10

October29,2019Unit10:CulturalContingenciesinOrganizations:BehavioralSystemsEngineeringModelPresenters:FoundationalReadings:Malott(2003)chapter10,Malott(2016b),Malott&Martinez(2006)Due:DiscussionQuestions9;SectorInterdependencesPartI

11November5,2019

Unit11:ApplicationstoComplexSystems:EcologicalAnalysesPartIPresenters:FoundationalReadings:Baer(1974),Dyball&Newell(2015),Mattaini(2019),Mattaini(2015)AncillaryReadings:Mattaini(2003),Mattaini&Atkinson(2011),Willems(1974)Due:DiscussionQuestions10;Project-basedactivity

12

November12,2019

Unit12:ApplicationstoComplexSystems:EcologicalAnalysesPartIIPresenters:FoundationalReadings:Aspholm&Mattaini(2017),Mattaini(2013)chapters7and11AncillaryReadings:Bates(1950)Due:DiscussionQuestions11

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13November19,2019

Unit13:CreatingSolutionstoSocialProblems:ExperimentalMicroculturesPresenter:FoundationalReadings:Tourinho(2013),Camerer&Fehr(2004),Soaresetal.(2019)AncillaryReadings:Todorov(2010)Due:DiscussionQuestions12;SectorInterdependenciesPartII

14

November26,2019

Unit14:CreatingSolutionstoSocialProblems:Activism,Advocacy,&AccompanimentPresenter:FoundationalReadings:Biglan(2009),Brogranetal.(2018),Lunaetal.(2018),Nevin(2018),Schilnger(2018),Tsipursky&Morford(2018)Due:DiscussionQuestions13

15

December3,2019

Unit15:DevelopingSolutionsforOrganizationalProblems:HumanPerformanceTechnology&OrganizationalCulturePresenter:FoundationalReadings:Binder(2016),Dieneretal.(2009),Tosti&Herbst(2009),Rummler(1999)AncillaryReadings:Binder(1995,1998,2017),Wilmothetal.(2002)Due:DiscussionQuestions14;FinalPaper

*Theprofessorreservestherighttoadjustandmodifythisschedulebasedontheneedsofthe

students*

**ComponentsofthissyllabusweredevelopedincollaborationwithDrs.RamonaHoumanfarandMarkMattainiwithinputandsuggestionsfromtheABAITaskForceonCulturo-BehaviorScience**

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ROTATINGSPECIALTOPICSUNITSNOTINCLUDEDCreatingSolutionstoSocialProblems:Sustainability&ClimateChange[RotatingSpecialTopic-Emphasisarea:Community]FoundationalReadingsNewsome,W.D.&Alavosius,M.P.(2011).Towardthepredictionandinfluenceof

greenbehavior:Seekingpracticalutilityinresearch.BehaviorandSocialIssues,20,44-77.

Alavosius,M.P.,Newsome,W.D.,Houmanfar,R.&Biglan,A.(2016).AFunctional

ContextualistAnalysisoftheBehaviorandOrganizationalPracticesRelevanttoClimateChange.InR.Zettle,S.C.Hayes,D.Barnes-Holmes,A.Biglan(Eds).HandbookofContextualBehaviorScience.Hoboken,NJ:Wiley-Blackwell.

Grant,L.K.(2011).Canweconsumeourwayoutofclimatechange?Acallfor

analysis.TheBehaviorAnalyst,34(2),245-266.Levin,K.,Cashore,B.,Bernstein,S.,&Ault,G.(2012)Overcomingthetragedyof

superwickedproblems:Constrainingourfutureselvestoameliorateglobalclimatechange.PolicyScience,45,123-153.

AncillaryReadingsLuke,M.&Alavosius,M.P.(2012).Impactingcommunitysustainabilitythrough

behaviorchange.BehaviorandSocialIssues,21,54-79.Wilson,D.S.,Ostrom,E.,Cox,M.E.(2013).Generalizingthecoredesign

principlesfortheefficacyofgroups.JournalofEconomicBehavior&Organization,905,521-532.

SpecificLearningOutcomes

1. Studentswilldescribetheprocessesembeddedinandtheadvantagestoapplyinglanguage-basedpsychologicalinterventionmethodstosustainabilityissues.

2. Studentswilldescribetheroleoforganizationsinaffectingbehaviorscontributingtoclimatechangeanddescribesystems-levelinterventionsthatcouldbeemployedandresearched.

3. Studentswillexplaintherationale,generalstrategy,andthesupportingscienceforculture-basedsolutionsthatmightleadtoamorepromisingfuturewithrespecttoclimatechange.

4. Studentswilldescribehowclimatechangeisa“superwickedproblem”andnotehowpolicychangeinitiativescouldbemademoreeffectiveifapath-dependent,appliedforwardreasoningapproachwereemployed.

5. Studentswillidentifyhowculture-basedsolutionstoclimatechangeintersectwithpath-dependentandappliedforwardreasoningapproachestopolicyinterventionasrelatedtoclimatechange.

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CreatingSolutionstoSocialProblems:CommonPoolResources[RotatingSpecialTopic-Emphasisarea:Community]ReadingsCamargo,J.&Haydu,V.B.(2016).Fosteringthesustainableuseofcommon-pool

resourcesthroughbehavioralinterventions:Anexperimentalapproach.BehaviorandSocialIssues,25,61-76.

Ostrom,E.(1999).Copingwithtragediesofthecommons.AnnualReviewofPolitical

Science,2,293-535.SpecificLearningOutcomes

1. StudentswilldescribeHardin’s(1968)TragedyoftheCommons.2. StudentswilldescribeOstrom’sworkrelatedtoremediatingtheTragedyof

theCommons.3. StudentswilldrawparallelsbetweenOstrom’sworkandaculturo-

behavioralsystemsscienceperspective.4. Studentswilldescribecurrent(andpotential)effortsfrombehavioral

scientistsatemployingaculturo-behavioralsystemsscienceperspectivetoresearchvariablesderivedfromOstrom’sworkatgoverningtheuseofcommon-poolresources.

CreatingSolutionstoSocialProblems:CommunityHealth&SocialJustice[RotatingSpecialTopic-Emphasisarea:Community]ReadingsFawcett,S.B.(1991).Somevaluesguidingcommunityresearchandaction.Journal

ofAppliedBehaviorAnalysis,24(4),621-636.https://doi.org/10.1901/jaba.1991.24-621

Moore,J.(2003).Behavioranalysis,mentalism,andthepathtosocialjustice.The

BehaviorAnalyst,26(2),181-193.Watson-Thompson,J.,Collie-Akers,V.,Woods,N.K.,Anderson-Carpenter,K.D.,

Jones,M.D.,&Taylor,E.L.(2014).ParticipatoryApproachesforConductingCommunityNeedsandResourcesAssessments.InV.C.Scott&Wolfe,S.M.CommunityPsychology:FoundationsforPractice.ThousandOaks,CA:SagePublications,Inc.

SpecificLearningOutcomes

1. Studentswillexplainhowthecriteriaforappliedbehavioranalysisalignwithapplyingbehavioranalysistocommunity-levelresearch.

2. Studentswilldescribethefivevaluesindicativeofdevelopingcollaborativerelationshipsbetweenbehavioralresearchersandparticipants.

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3. Studentswilldescribethefourvaluesandprinciplesthatunderliecommunityneedsandresourceassessments.

4. Studentswilldescribethefivevaluesthatshouldguidecommunity-basedinterventionsanddisseminationeffortsforbehavioralresearchconductedincommunitysettings.

5. Studentswilldescribehowmentalismandattributiontheorymorespecificallymightimpedesocialjusticeeffortsandwillexplainwhybehavioranalysisoffersaconstructivealternativetomentalismasitrelatestosocialjustice,prejudice,racism,anddiscriminationmoregenerally.

6. Studentswillprovideanexampleofacommunityneedsandresourcesassessmentanddevelopacommunity-basedinterventionfocusedonsocialjustice,includingadescriptionofhowtheinformationgatheredfromtheassessmentinformstheintervention.

DevelopingSolutionsforOrganizationalProblems:TotalPerformanceSystem[RotatingSpecialTopic-Emphasisarea:Organizations]ReadingsAbernathy,W.B(1996).Sinofwages.Atlanta,GA:PerformanceManagement

Publications.AbernathyW.B.(2001).Ananalysisoftwelveorganizations’totalperformance

system.InL.J.Hayes,J.Austin,R.Houmanfar,&Clayton,M.C.(Eds.),OrganizationalChange(pp.239-272).Reno,NV:ContextPress.

Abernathy,W.B.(2003).Creatingahighperformanceorganizationthrougha“free

operantworkplace.”PerformanceSystemsAnalysis.RetrievedNovember5,2003fromCambridgeCenterforBehavioralStudies(http://store.behavior.org/resources/396.pdf).

SpecificLearningOutcomes

1. Studentswilldefineanddistinguishbetweenrulegovernedbehaviorandcontingencyshapedbehaviorinorganizations,outliningAbernathy’s(2003)freeoperantapproach.

2. Studentswilllistthecomponentsandsub-componentsofAbernathy’s(2003)TotalPerformanceSystem(TPS),listanddescribethemainprinciplesofeffectivebehaviorchangemeasures,andlistthemainconsequentialvariablesidentifyingwhichoneisessentialduringthebeginningstagesofTPSimplementation.

3. Studentswillcompareandcontrastdifferenttypesofleadershipandmanagerialstylesinorganizationswithrespecttohowtheyaffectperformance..

4. StudentswillcompareandcontrastAbernathy’s(2003)andMalott’s(2003)behavioralsystemicapproaches.

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