55% Didactic Instruction Ongoing Training/PM 71% Lectures Monthly - PDF document

10/6/2017 Evidence ‐ Based Performance Management: Applying Behavioral Science to Support Practitioners Florence D. DiGennaro Reed, PhD, BCBA ‐ D Preservice Training 55% Didactic Instruction Ongoing Training/PM 71% Lectures Monthly Feedback 1

10/6/2017 Supervisory Training 33% Who Who cares?!? cares?!? 2

10/6/2017 Sundberg (2016) 3

10/6/2017 Staff training impacts treatment integrity. Treatment integrity impacts client outcomes. Baseline Consequence Manipulation 100 Alek 80 60 Student Percent Accuracy on Receptive Identification Task 40 20 0 100 Justin 80 60 40 20 0 100 0% Errors of Commission Salvatore 80 60 50% Errors of Commission 40 20 100% Errors of Commission 0 10 20 30 40 50 Session Hirst & DiGennaro Reed (2015) DiGennaro Reed et al. (2011) 4

10/6/2017 If the supervisee does not have the skills necessary to perform competently, ethically, and safely, behavior analysts provide conditions for the acquisition of those skills. Behavior analysts design feedback and reinforcement systems in a way that improves supervisee performance. Behavior analysts provide documented, timely feedback regarding the performance of a supervisee on an ongoing basis. 5

10/6/2017 Performance Management OBM Applied Behavior Analysis Presence of relevant antecedents and consequences to ensure staff correctly implement assessment and treatment protocols, and perform other job responsibilities as prescribed. 6

10/6/2017 Behavioral Skills Training Instruction Instruction Modeling Modeling Rehearsal Rehearsal Feedback Feedback Instruction involves describing a target skill. 7

10/6/2017 Lecture is insufficient. Instruction is insufficient. Training begins with instruction. 8

10/6/2017 Might You must The way consider None 9

10/6/2017 Practice Guidelines • Be clear and succinct about procedures. • Provide jargon ‐ free, written protocols. • Describe a rationale. • Use diagrams, if appropriate. • Be transparent about specific staff behaviors you will observe and measure. Models demonstrate perfect performance of a skill. 10

10/6/2017 BL BL BL Video Model Video Model Video Model Rec Rec Rec Exp Exp Exp 1-week 1-week 1-week 100 100 100 90 90 90 Adult Adult 80 80 80 70 70 70 60 60 60 50 50 50 40 40 40 30 30 30 20 20 20 10 10 10 Kara Kara Kara 0 0 0 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 6 6 6 7 7 7 8 8 8 9 9 9 10 11 12 13 14 15 16 10 11 12 13 14 15 16 10 11 12 13 14 15 16 100 100 100 Sessions Sessions Sessions 90 90 90 80 80 80 70 70 70 Percent Accuracy Percent Accuracy Percent Accuracy Student probe Student probe 60 60 60 50 50 50 40 40 40 30 30 30 20 20 20 10 10 10 Rob Rob Rob 0 0 0 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 6 6 6 7 7 7 8 8 8 9 9 9 10 11 12 13 14 15 16 10 11 12 13 14 15 16 10 11 12 13 14 15 16 100 100 100 Sessions Sessions Sessions 90 90 90 Performance Feedback Performance Feedback 80 80 80 70 70 70 60 60 60 50 50 50 40 40 40 30 30 30 20 20 20 10 10 10 Joanne Joanne Joanne 0 0 0 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 6 6 6 7 7 7 8 8 8 9 9 9 10 11 12 13 14 15 16 10 11 12 13 14 15 16 10 11 12 13 14 15 16 Sessions Sessions Sessions 11

10/6/2017 Baseline IVM IVM+PF Follow-up Baseline IVM IVM+PF Follow-up 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 Kelly Kelly 0 0 Percentage of Steps Implemented Correctly Percentage of Steps Implemented Correctly 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 Lauren Lauren 0 0 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 Shannon Shannon 0 0 0 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10 11 11 12 12 13 13 14 14 15 15 16 16 17 17 Sessions Sessions 12

10/6/2017 Practice Guidelines • Model entire procedure. • Standardize models across training episodes. • Provide multiple exemplars. • Supplement with other training procedures. 13

10/6/2017 Rehearsal entails practicing a target skill. Rehearsal without feedback is not effective. 14

10/6/2017 Many Variations • Trainer vs. trainee vs. client • Scripts to guide “client” responding • Analog vs. in vivo • Directed rehearsal • Arbitrary number vs. mastery criterion 15

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10/6/2017 Practice Guidelines • Practice does not make perfect. • Practice with feedback makes perfect. • Engineer opportunities to practice the entire procedure and respond to a range of client responses. • Establish a mastery criterion. Feedback contains information regarding past performance that specifies how performance can be improved in the future. 17

10/6/2017 Behavioral Function Excellent teaching! I especially liked how you effectively faded your prompts within session. Just remember to deliver the reinforcer more quickly next time. Behavioral Function S D SR + SR ‐ EO CSS 18

10/6/2017 Many Variations • Source • Medium (or mechanism) • Frequency • Recipients • Privacy • Content • Sequence 19

10/6/2017 Good job! Huh!?! Bad job! Good job! 20

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10/6/2017 Practice Guidelines • Base feedback on observations. • Provide feedback about areas requiring improvement and tasks performed well. • Deliver feedback respectfully. • Immediate feedback preferred by staff. • Incorporate other training procedures, as needed. Staff Support Green light Pre ‐ Service Recruitment Performance Training and Hiring Management (BST) 22

10/6/2017 “Do good, take data.” (Risley, 2001, p. 267) Ricciardi (2005) 23

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10/6/2017 Preference Assessments • Manager selection • Survey methods effective • Preferences change; assess often • Varied delivery of stimuli may improve performance • Effort not carefully examined 25

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10/6/2017 Evidence ‐ Based Performance Management: Applying Behavioral Science to Support Practitioners fdreed@ku.edu 29