| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| Task analysis | |
| Break down DTT process into a task analysis | BST |
| Televisable | Behavioral shaping |
| No Response | Performance Feedback |
| Use least restrictive form of data collection - a checklist | Checklist or visual to follow while doing the DTT lessons |
| Data collection will not be correct based on implementation | BST |
| Data collection would likely focus on direct observation during DTT sessions, using a simple fidelity checklist to mark correct versus incorrect implementation of each step in the trial (for example, SD delivery, prompt level, reinforcement, and error correction). This could be collected during brief probes a few times per week so the data feel manageable and directly tied to coaching, rather than overly evaluative | Since the PDC-HS points to the training domain, I would start with a targeted BST refresher that includes clear instructions, live modeling of correct DTT, opportunities for Stephanie to practice, and immediate feedback. If errors persist, I might add brief in-vivo coaching during sessions to support generalization while keeping the intervention focused and easy to maintain |
| BST for DTT | modeling |
| checklist | rehearse |
| In-Vivo BST | Additional training, visual checklist for fidelity |
| . | . |
| Steps completed during dtt accurately | Bst |
| Take data on each trial--whether it is successfully implemented or not. | Provide BST for DTT. |
| not sure | |
| self-monitoring for errors | bst for dtt |
| Change the training format - shift from passive instruction to active formats like role play, video modeling or peer led demonstrations | adding self reflection check points serve as a pause and redirection moments during training to encourage active cognitive engagement |
BST, visual prompts | |
| daily trial outcomes | BST or in-vivo training, written instructions, and modeling |
| /dtt | modeling |
| Antecedents and information | tasklists, checklists |
| Self reporting | Behavior skills training, modeling, rehearsal/feedback |
| It can be a check list that she completed all the steps and a percentage taken over time | BST on DTT |
| Rehearsal with feedback, modeling, BST | Behavioral Skills Training (BST) Because errors cluster in the Training section, BST directly targets the skill deficit. BST Components: Instructions Modeling Rehearsal Feedback |
| Checklist | Modeling, rehearsal with trainer and providing thorough feedback |
| interobserver agreement | Modeling and reteaching |
| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
