|Application of the Model of Hierarchical Complexity and Precision Teaching in Interventions
|Monday, May 26, 2014
|10:00 AM–11:50 AM
|W181a (McCormick Place Convention Center)
|Area: DEV/OBM; Domain: Basic Research
|Chair: Michael Lamport Commons (Harvard Medical School)
|Discussant: Patrice Marie Miller (Salem State University)
The Model of Hierarchical Complexity is a model that assesses a general, unidimensional behavioral developmental stage that measures difficulty across different domains. Precision teaching involves giving answers to questions and charting the rate of that behavior. These when combined bring about effective behavioral change. The first presentation introduces Developmental Behavior Analytic Therapy that employs the Model of Hierarchical Complexity and aspects of Precision Teaching to help change individuals maladaptive behaviors. The second presentation shows that Precision Teaching is the most effective way of teaching the Model of Hierarchical Complexity. The third presentation shows that the Model of Hierarchical Complexity may be used to promote organizational development. Finally, the fourth presentation discusses how to get individuals to plan their own development using the Model of Hierarchical Complexity and Precision Teaching.
|Keyword(s): Hierarchical Complexity, Organizational Development, Planning development, Precision Teaching
|Developmental Behavior Analytic Therapy
|ALICE LOCICERO (Boston Medical Center), Charu Tara Tuladhar (Mount Holyoke College), Michael Lamport Commons (Harvard Medical School)
|Abstract: Developmental Behavior Analytic Therapy is the first behavioral therapy with developmental underpinnings. The foundation of this therapy is the theory that developmental stages and value of consequences of a behavior interact to predict an individual's behavior, and also suggests that behavioral problems affect both behavioral developmental stage and value of consequences. The developmental stage model that the therapy incorporates into its working is the Model of Hierarchical Complexity. The therapy aims to help individuals with behavioral problems change specific problem behaviors that consequently help them to lead more satisfying lives. It is suggested that this therapy be used as an adjunct to conventional therapies that specialize in helping individuals cope with behavioral problems. The procedures of the therapy are categorized into three broad steps: a) Building an alliance; b) Presteps in intervention; and c) Intervention. Results from six case studies in which the therapy was used as an intervention showed that five out of the six individuals achieved their target behaviors and increased their developmental stages. The positive results yielded from the small sample the therapy has been applied to thus far, suggests potential benefit and success of the therapy.
Effectively Teaching the Model of Hierarchical Complexity
|SHULING JULIE CHEN (Stony Brook University), Michael Lamport Commons (Harvard Medical School), Darlene E. Crone-Todd (Salem State University)
The Model of Hierarchical Complexity is a model that assesses a general, unidimensional behavioral developmental stage that measures difficulty across different domains. Teaching the model is a challenge because of the abstract nature of the model. Using traditional method of lecturing to teach the model failed because there was no action required for the learners. One cannot learn without active behaving. Here precision teaching was employed as a new and more effective method of teaching the model to improve students' learning performance. Two components of Precision Teaching were used. First was the systematic method of evaluating instructional tactics and curricula (West & Young, 1992) using Standard Celeration Charting to record the frequency of responding. That helps students to learn the concepts of the model by recording their direct observable behavior that gives them feedback on their success. Second, a variant of SAFMED (Say-All-Fast-Minute-Each-Day-Shuffled) cards with information about the model were used. The 24 participants were from four workshops. Results showed that all the participants met criteria for acquisition indicating that precision teaching was the most effective way of teaching the model.
How Measuring Complexity Can Help to Promote Organizational Development
|ANDREW M. RICHARDSON (Salem State University), Michael Lamport Commons (Harvard Medical School)
There are many approaches to organizational development (OD), but regardless of what approach is chosen, the end result should be long-lasting change. Making employees aware of the company vision, strengthening inter-personal trust, cooperation and communication, and creating opportunities for employees to be more involved in decision making are just a few common organizational development objectives. These objectives, as well as others, can be easier to achieve with an understanding and utilization of the Model of Hierarchical Complexity. The model is a framework for understanding exactly how hierarchically complex a behavior is. Understanding the complexity of behaviors and recognizing any skills gaps within the organization can shed light on various organizational policies or procedures that may be contributing to an ongoing issue. This understanding can aid consultants and managers alike in making sure that changes are approached systematically. The model provides a basis for sequencing behavioral stage change interventions. Behavioral stage change interventions need to be conditional on the stage of decision making and social perspective taking that exists within the organization. Examples of ways that the model can be used to guide the thinking and planning of organizational development practitioners is explored.
Planning One's Own Development within the Developmental Behavior Analytic Therapy
|CHARU TARA TULADHAR (Mount Holyoke College), Michael Lamport Commons (Harvard Medical School)
In the Developmental Behavior Analytic Therapy, we have described the basic approach as presented by Charu Tara Tuladhar. This presentation adds what individuals are taught in this therapy to help them achieve their goals. There are two areas in which individuals are coached: a) how to plan one's future and b) how to design external contingencies to accomplish the plans. This is accomplished by follow the standard behavioral and precision teaching rules of thumb including small steps and charting progress. Individuals are assisted in understanding their ultimate goals and the processes needed to achieve them through training in social perspective taking. The intervention also requires organizing environments that push one along the steps that lean one to one's goals. The behavioral Model of Hierarchical Complexity is used to explicitly teach the individuals the developmental sequence required for designing the steps to attain their goals. The substeps within that order of hierarchical complexity are also taught. This intervention causes behavioral stage change in social perspective-taking skills.