| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| the procedures might need to be revised | provide more training |
| checklist | more demos and rehearsal |
| hl | Re |
| Take IOA data after retraining. | Model, coach, deliver feedback. |
| Providing step by step instructions to the staff on DTT, modeling DTT, providing opportunities to practice implementing DTT correctly during training, and providing feedback to the employee | Behavioral skills training and in vivid modeling of the implementation of DTT |
| Lots of No | BST, |
| fidelity observations 1–2 times per week. Graph percentage of correct DTT steps over time to evaluate performance improvement. | Develop a DTT step-by-step checklist or visual cue card Stephanie can reference during sessions. Provide short video models showing correct DTT procedures for review between sessions. |
| conduct the PDC-HS with all therapists | Use BST to train therapists on DTT |
| Checklist of steps for correct implementation | BST |
| Procedures for data collection might include: Pre-training baseline: Conduct direct observation of Stephanie implementing DTT. Use a DTT implementation fidelity checklist (task analysis of correct DTT steps, e.g., gaining attention, delivering SD, prompting, reinforcement, data recording, inter-trial interval). Record percentage of correctly implemented steps across multiple trials or sessions. During training: Collect trial-by-trial data on her performance during role-play or practice sessions. Use performance feedback data (e.g., how many steps were performed independently vs. prompted). Post-training and maintenance: Continue fidelity data collection during sessions with clients to ensure generalization of correct DTT implementation. Graph Stephanie’s performance (percentage of correct steps) across sessions to visualize improvement. Include interobserver agreement (IOA) data to ensure reliability. Optional additional data: Collect data on client outcomes (e.g., correct responses by the learner) to evaluate the functional impact of improved staff performance. Use staff satisfaction or confidence ratings pre- and post-training as supplemental measures. | Based on the PDC-HS results indicating that the training domain requires intervention, the primary focus would be on improving Stephanie’s knowledge and correct implementation of Discrete Trial Teaching (DTT) procedures. Intervention Plan: Competency-Based Staff Training Provide direct instruction on DTT components (e.g., gaining attention, presenting the SD, prompting hierarchy, reinforcement, and data recording). Use behavior skills training (BST)—consisting of instruction, modeling, rehearsal, and feedback—to teach each component of DTT. Include opportunities for role-play and guided practice before implementing with clients. Performance Feedback Deliver immediate, specific feedback following each practice or live session, emphasizing both correct and incorrect responses. Use visual performance graphs to show progress over time and maintain motivation. Performance Monitoring and Maintenance Continue fidelity checks weekly or biweekly to ensure consistent use of correct DTT procedures. Provide booster sessions or refresher training if performance falls below criterion (e.g., <90% fidelity). Supportive Environmental Strategies Ensure access to all necessary materials (e.g., teaching stimuli, data sheets). Provide clear written DTT implementation guides or checklists for quick reference during sessions. Summary: |
| Create a list of the steps for each program and take data to see where she is making errors. | Use Behavior Skills Training in vivo. |
| review plan to see if each trail is done correctly | have the person implement are that needs improvement |
| fidelity checklist , IOA, pre and post training data | BST, performance based feedback, role-play |
| Checklists, ABC | There needs to be additional training in the procedures and how to implement the DTT intervention |
| measuring IOA- what is the data Stephanie is collecting during DTT vs. the data collected by an observer of Stephanie's DTT session | BST for DTT. Describe the instructions for setting expectations (i.e presenting a token board), presenting demands, and providing reinforcement. Model these behaviors with the client. Have Stephanie practice running DTT following the first two steps of BST. Provide her with feedback as she continues to run DTT |
| Observation | BST |
| IOA data | BST, demonstrating, role-playing, provide feedback |
| Chart | Not enough info |
| N/A | N/A |
| The BCBA should look at which aspects of training are weak and where video modeling or training may be needed. | Video modeling with rehearsal and feedback would be good. |
| Model correct DTT implementation | Model correct DTT procedures, prompt her through completion, allow independent completion and provide feedback at the end of DTT session. |
| treatment fidelity checklist | BST |
| competency measure | behaviour skills training |
| You’d likely use a task analysis checklist for discrete trial teaching (DTT) steps. Each observation would record whether Stephanie correctly implemented each step (e.g., clear SD, correct prompt, accurate data recording, delivery of reinforcement). Data could be collected across multiple sessions until performance stability is seen. IOA could be taken on a sample of trials to verify scoring accuracy. | Modeling correct DTT procedures by the supervisor or lead RBT. |
| Training | na |
| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
