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

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

Jan 02, 2023 252 likes •554 views

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

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Evidence‐Based Performance Management: Applying Behavioral Science to Support Practitioners

Florence D. DiGennaro Reed, PhD, BCBA‐D

Didactic Instruction

55%

Preservice Training Ongoing Training/PM

71%

Lectures Monthly Feedback

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Supervisory Training

33%

Who cares?!? Who cares?!?

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Sundberg (2016)

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Treatment integrity impacts client outcomes. Staff training impacts treatment integrity.

Session

10 20 30 40 50 20 40 60 80 100 20 40 60 80 100

Student Percent Accuracy on Receptive Identification Task

20 40 60 80 100

Baseline Consequence Manipulation

0% Errors of Commission 50% Errors of Commission 100% Errors of Commission

Alek Justin Salvatore

DiGennaro Reed et al. (2011) Hirst & DiGennaro Reed (2015)

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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.

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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.

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Instruction Instruction Modeling Modeling Rehearsal Rehearsal Feedback Feedback

Behavioral Skills Training Instruction involves describing a target skill.

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Instruction is insufficient. Training begins with instruction. Lecture is insufficient.

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You must The way Might consider None

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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.

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

Percentage of Steps Implemented Correctly

10 20 30 40 50 60 70 80 90 100

Sessions

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

Percentage of Steps Implemented Correctly

10 20 30 40 50 60 70 80 90 100

Sessions

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 10 20 30 40 50 60 70 80 90 100 Kelly Baseline IVM IVM+PF Follow-up Lauren Shannon
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Practice Guidelines

  • Model entire procedure.
  • Standardize models across training episodes.
  • Provide multiple exemplars.
  • Supplement with other training procedures.
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Rehearsal entails practicing a target skill. Rehearsal without feedback is not effective.

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Many Variations

  • Trainer vs. trainee vs. client
  • Scripts to guide “client” responding
  • Analog vs. in vivo
  • Directed rehearsal
  • Arbitrary number vs. mastery criterion
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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.

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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

SR+ SR‐ SD EO CSS

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Many Variations

  • Source
  • Medium (or mechanism)
  • Frequency
  • Recipients
  • Privacy
  • Content
  • Sequence
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Good job! Bad job! Good job! Huh!?!

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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.

Recruitment and Hiring Pre‐Service Training (BST) Performance Management

Staff Support

Green light

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“Do good, take data.”

(Risley, 2001, p. 267)

Ricciardi (2005)

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Preference Assessments

  • Manager selection
  • Survey methods effective
  • Preferences change; assess often
  • Varied delivery of stimuli may improve

performance

  • Effort not carefully examined
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fdreed@ku.edu

Evidence‐Based Performance Management: Applying Behavioral Science to Support Practitioners