| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| A high level of prompting | Provide appropriate training |
| Write out steps of implementation and record if Stephanie is implementing each step correctly or incorrectly. | Conduct BST |
| Partial interval | Re-training with rehearsal and feedback |
| criterion to correct implementation | BST, modeling |
| There would be errors in implementing placing SDs, error correction, reinforcement deliver, etc. Correct responses and incorrect responses would be recorded for each component in DTT. | Utilize BST to teach the 5-step error correction procedures. Utilize a task analysis, model it, practice and observe/provide direct feedback. |
| data is invalid and not reliable | using BST and video recordings for training |
| Environmental support | |
| breaking down dot for the BT | |
| inter observer agreement | BST- explain, model, have them jump in to imolemet dtt and provide feedback |
| Collect data on training | Based on the data, she will need specific training on providing discrete trial training |
| Error Pattern Tracking: Note types of errors (e.g., incorrect prompt, delayed reinforcement, skipped steps). Identify whether errors are due to knowledge gaps, fluency issues, or inattentiveness. | Behavior Skills Training (BST): Instruction: Verbally explain each DTT step and expectations. Modeling: Demonstrate correct DTT implementation (live or video). Rehearsal: Stephanie practices the steps during role-play or with a student. Feedback: Immediate, specific praise for correct actions and corrective feedback for errors. |
| Look at how she sets up the work area, is it free from distraction, is the instruction clear, is a prompt hierarchy in place/ error correction - make a checklist | Carry out BST training with the behaviour analyst and Stephanie and carry out one to one training |
| DTT fidelity checklist | BST package |
| use a clear data sheet, show staff how to record the behavior, and check their accuracy | Give clear task steps( checklist), make sure materials are ready, and give quick feedback or practice with coaching. |
| Self monitoring | Bst |
| collect baseline data, identify steps of DTT that need training, focus on one or a few, use PI data sheet or self-monitoring, or behavior skills training, provide graphic or verbal feedback | Behavior Skills Training |
| Data collection should include specific task/skill areas that the employee needs to complete. | BST, video recording and feedback |
| Data collected for the number of correct responses in her implementation of DTT. | Review the operational definition for implementing the DTT program to prevent observer drift. |
| Video recording could be useful | Modeling and practicing with feedback |
| Observation | Modeling, Rehearsal, Provide written instructions |
| Checklist of skill components for DTT | BST explanation modeling rehearsal feedback |
| Simplistic data collected on a task analysis to capture all the steps. | Provide BST during training |
| Take data on the implementation of the behavior. | Model how to set up the environment for effective and efficient data collection (e.g., access to data sheet), timing of data collection (e.g., within 3 seconds of the close of the trial), and moving to another trial. Provide opportunity for Stephanie to demonstrate the skill and provide feedback. Continue until Stephanie demonstrates competency in the behavior |
| implement a fidelity checklist to assess accuracy of DTT implementation. | Provide Behavior Skills Training (BST), including modeling and rehearsal with feedback |
| Procedural integrity checklist | BST |
| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
