| 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 | Using a task analysis, the observer can identify what stage of DTT the clinician is making errors on and provide prompting procedures accordingly |
| very open to different interpretations, requiring more refined definition and examples. | Behavior skills training, use of examples and non-examples of correct data collection. |
| Checklist, self-monitoring | Modeling, rehearsal, additional in-vivo-training |
| procedural integrity checklist or task analysis for DTT trial for specific programs | provide additional training |
| Data will be collected on the steps involved in implmenting DTT. The cririeria would implmenting with 80% fidelty | BST |
| The behavior analyst can create a task analysis or performance checklist for discrete trial teaching (DTT) that includes each key step (e.g., presenting the SD, waiting for a response, providing the correct prompt, delivering reinforcement, recording data). During observations, the analyst or supervisor can record correct and incorrect implementation for each step, allowing calculation of percentage of correct implementation. Baseline data should be collected across multiple trials and sessions to ensure reliability. | Because the PDC-HS results indicate that training is the primary barrier, the intervention should focus on skill acquisition for the staff member. A Behavioral Skills Training (BST) approach can be implemented, beginning with instruction through written and verbal descriptions of correct DTT procedures. The supervisor would then model the proper implementation of DTT, followed by opportunities for Stephanie to rehearse and practice the procedures through role-play or with a student. Immediate and specific feedback should be provided on both correct and incorrect steps. To support implementation, a visual checklist or step-by-step guide can be provided as a job aid for Stephanie to reference while running DTT trials. Competency-based training should be used, requiring Stephanie to meet a pre-set mastery criterion, such as 90% correct implementation across two sessions, before implementing independently. Finally, ongoing performance monitoring should occur to ensure skills maintenance, with fidelity data collected regularly and booster feedback sessions provided as needed. This approach addresses the lack of training and builds the skills necessary for Stephanie to implement DTT effectively and with high treatment integrity. |
| Interobserver Agreement data | prompt hierarchy |
| The supervisor should consider the factors could be affecting the staff performance. | |
| m | m |
| A checklist of steps for implementation | BST |
BTS | |
BST | |
| Task analysis for steps of discrete trial training. | Modeling the correct steps of discrete trial training along with behavior skills training and in situ feedback. |
| observation, interviews | BST, modeling |
| BST and rehearsal with feedback | BST and rehearsal with feedback |
| % of steps performed correctly during each discrete trial | BST with written instructions, rehearsal with feedback. Practice to mastery |
| We could do IOA data to see where the errors are occurring. | Behavioral skills training (i.e., |
| Observation- checklist or BT complete video of self | model, rehearsal and feedback. |
| per op | rehearsal and feedback |
| interval data | List of steps for DTT |
BST | |
| na | na |
| data is most likely not accurate | Modeling |
BST, modeling, rehearsal with feedback | |
| PDC-HS Data | |
| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
