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Professionalism Adapted from Phillips, Phillips, Fixsen & Wolf (1974) What is professionalism? Skills in giving and receiving positive and corrective feedback. – PowerPoint PPT presentation

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Title: Professionalism

  • Adapted from Phillips, Phillips, Fixsen Wolf

What is professionalism?
  • Skills in giving and receiving positive and
    corrective feedback. It is a pattern of

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

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
  • dont want trainees to avoid trainers and vice
  • 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 solution
  • Functions 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
  • Giving and receiving feedback are skills that we
    are constantly learning and practicing with each

What is the importance of professionalism?
  • It gives everyone a predictable and efficient way
    of interacting with one another
  • this prevents encountering unpredictable work
  • 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
  • Dont punish feedback givers behavior
  • it was nothing -youll get less feedback
  • Have to maintain a positive work environment to
    help deal with sometimes very challenging
  • 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

Setting Variables
  • Environmental variables
  • Privacy
  • Comfort 
  • Good for corrective feedback
  • Positive feedback may be done publically but not
    when someone may be uncomfortable with that type
    of attention

Setting Variables
  • Non-verbal behavior
  • body posture
  • voice tone
  • eye contact
  • head nodding
  • physical proximity
  • facial expression

  • 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
  • put away your agenda and shift the conversation
    to how they are receiving you feedback dont
    delay this, point it out immediately

  • Key assumptions
  • honest 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
  • 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 persons 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 Dannys appropriate behavior
  • pass feedback along to the childs intervention
  • reinforce the feedback givers behavior
  • facial expression
  • It really makes me feel good that you have
    noticed Dannys recent behavior change and that
    you have told me about this noticeable change. I
    really appreciate that

Giving and Receiving Feedback
  • When receiving corrective feedback
  • Listen
  • request clarification when necessary
  • ask for suggestions
  • express concern for problem and appreciation of
  • Dont punish the feedback giver
  • arrange for follow up

Giving and Receiving Feedback
  • When giving positive feedback
  • praise and describe the behavior
  • use a learner based rationale 
  • When giving corrective feedback
  • Instructing
  • not personal
  • use the teaching interactions

Teaching Interactions
  • Feedback is used for skill building and problem
  • 41 ratio of corrective feedback to positive

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
  • 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? 

Teaching Interactions
  • At next home visit
  • How is that prompting strategy working for you
    did you find it helpful? 
  • Your doing that prompting strategy well I think
    that Andrew will really benefit from it