| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
Provide additional BST in DTT. Train the instructor to use a self- checklist following implementation of DTT. | |
| Might collect accuracy data on every step of DTT. You might also time the duration of single DTT trials to ensure fluency. | BST, Observations of others doing it well. Checklist of steps provided. |
| Questions about the training the Stephanie received will be asked. | Stephanie will be provided enhance written instructions about how to implement DTT. She will also be shown a model, given opportunities to practice and receive feedback on her performance. |
| observation data of therapist | Modeling, feedback |
| inconsistent, inaccurate | modeling, rehearsal/practice |
| Errors vs successes in collecting data. Observing to see if they get same data | |
| Change the options for collecting data | Simplify the steps for collecting data for DTT |
To collect data on Stephanie’s DTT implementation, each step of the procedure should be clearly defined, including delivering the stimulus, providing prompts, giving reinforcement, and recording responses. Observers can use a checklist to mark each step as correct or incorrect, noting the type of error when it occurs. Fidelity can be calculated as the percentage of correctly implemented steps per session. Data should be collected across multiple sessions and targets to identify patterns, and graphed over time to track progress. This information can then guide targeted feedback and training to improve Stephanie’s performance. | |
| Checklist | Demonstration and modeling |
| Demonstration and modeling | Demonstration and modeling |
| checklists for procedures followed; | use baseline data for shaping of skills |
| data should be collected by trainer at the same time and compared | retraining with BSC- role modeling |
BST, Modeling, Rehearse & Feedback. | |
| Direct observation with permanent product review: The supervisor could observe Stephanie implementing DTT sessions and use a fidelity checklist to track correct vs. incorrect implementation steps | • Behavioral Skills Training (BST): |
| Implement BST | BST |
| Inter-observer agreement data collected to determine the initial issue. Data can be collected at each step of BST (especially IOA for treatment fidelity in the modeling phase). | Behavior skills training. Begin with given written and verbal instructions. Model the procedure during role-play and then in-vivo. Allow for rehearsal during role-play and in-vivo. Give verbal and written feedback of response to intervention. |
| Performance Checklist Use a task-analyzed checklist for DTT implementation (e.g., presenting SD, prompting, reinforcement, error correction). Observe Stephanie during sessions and mark each step as correct/incorrect. Calculate percentage of correct steps per session. Interobserver Agreement (IOA) Have a second observer independently score a subset of sessions to ensure reliability of data. Error Tracking Log | targeted retraining, video modeling |
| Meticulous organization | Intervention Mapping by PDC-HS Domain Training / Knowledge Deficits Supplement with job aids (checklists, visual prompts). Retrain only relevant tasks, not global retraining unless necessary. Task Clarification / Role Expectations Intervention: Clarify responsibilities with clear written procedures, checklists, or visual task analyses. Ensure staff know when, how often, and to what standard tasks must be performed. Resources, Materials, and Processes Intervention: Ensure required materials, equipment, or system access are available and functional. Streamline procedures if inefficiency is a barrier. Performance Feedback / Monitoring Intervention: Implement ongoing performance monitoring with immediate, specific, and constructive feedback. Use data-based performance review meetings. Consequences / Incentives Intervention: Add or improve positive reinforcement for correct performance (praise, recognition, tangible rewards). Ensure task completion is acknowledged and tied to meaningful consequences. Reduce inadvertent reinforcement of poor performance (e.g., ignoring errors, tolerating shortcuts). |
| Define the Target Behavior Clearly, use a Performance Checklist, cheek treat fidelity | Behavioral Skills Training (BST): Teach and practice correct DTT procedure |
| behavioral skills training | modeling; invivo, corrective feedback |
| Task analysis | BST |
| IDK | IDK |
BST | |
| Single | Collecting data |
| IOA | Provide training via modeling and immediate feedback |
| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
