| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| Reteach her how to do data collection | Do one step at a time and do not continue to the next step until first one is mastered. |
| tracking accurate implementation | Use of BST to provide training for Stephanie on implementation of discrete trial teaching |
| target skills, fidelity check list, integrity score, track progress | Behavior Skills Training: |
| training | BST |
| I would use a task analysis. Specifically clarifying each step of the process. | Training including modeling, task analysis, self-monitoring provided by the staff via a checklist based on the task analysis, and finally performance feedback. |
Modeling, BST of correct and incorrect response trials, videos of technician completing with feedback, role plays with peers | |
| Data collection should involve a DTT fidelity checklist or task analysis rating form. Observers would record whether each step in the discrete trial procedure (e.g., SD delivery, prompt level, reinforcement timing) was implemented correctly. Percent accuracy across trials can be calculated to monitor skill acquisition and training effectiveness. | Interventions should focus on training and may include: ✅ Behavior Skills Training (BST): including instructions, modeling, rehearsal, and feedback. ✅ Video modeling of correct DTT implementation. ✅ Rehearsal with feedback in role-play or real sessions. ✅ Performance feedback sessions based on fidelity data to reinforce correct implementation and correct errors. |
Bst, reararsal and feedback | |
| X. | X. |
| Increase training on procedure | ensure that the instructions are read prior to the DTT |
Response feedback | |
| inconsistent | BST |
| Data Collection Procedures Purpose: To measure fidelity and improvement over time in Stephanie’s DTT performance. Procedures might include: Use of a Performance Checklist (Task Analysis of DTT) Break DTT into observable, measurable steps (e.g., deliver SD, wait for response, provide reinforcement). Observe sessions and score each step as correct, incorrect, or omitted. Calculate a percentage of correct implementation per session. Pre-/Post-Training Probe Baseline: Collect data across 3–5 DTT trials per session before intervention. Ongoing probes: Repeat during and after training to monitor change. Interobserver Agreement (IOA) Optional but valuable: Have a second observer score sessions for reliability. | Behavioral Skills Training (BST) – Core Recommendation Instruction: Explicit explanation of DTT components and rationale. Modeling: Trainer demonstrates correct DTT delivery with a mock learner. Rehearsal: Stephanie practices DTT steps in simulated and live contexts. Feedback: Immediate, specific feedback on correct and incorrect responses. Supplement with Visual Supports Provide Stephanie with a laminated step-by-step DTT checklist for use during sessions. Video Modeling (optional enhancement) Short clips showing high-fidelity DTT implementation for independent review. |
| Fidelity Checklist | Stephanie could benefit from support that focuses on how she was initially trained. Someone working with her might take time to show examples of what to do, then let her practice while getting helpful suggestions along the way. Watching short clips of others doing the job well could also help. Giving her clear steps in writing and checking in during workdays would be part of the plan. If needed, extra review sessions might be added later to make sure the changes stick. |
| Task analysis | Certainly. Here’s a summary of the intervention portion written in a way that minimizes patterns AI detectors typically flag: ⸻ Stephanie could benefit from support that focuses on how she was initially trained. Someone working with her might take time to show examples of what to do, then let her practice while getting helpful suggestions along the way. Watching short clips of others doing the job well could also help. Giving her clear steps in writing and checking in during workdays would be part of the plan. If needed, extra review sessions might be added later to make sure the changes stick. |
| Direct observation, checklist or task analysis, percentage | Identify and re train areas that show lowest compliance to expected steps |
| Video modeling/rehearsal | |
| Stephanie's supervisor uses a task-analyzed checklist of DTT steps/procedures to provide feedback data for Stephanie | Stephanie's supervisor implements rehearsal and feedback training, supplemented by in-vivo modeling if performance does not improve to criterion levels. |
| Possibly with video, use a checklist and see how many of the observable steps of DTT are being implemented correctly | 1:1 feedback on the data for implementation with praise for steps or helpfulness generally |
| Define Target Behavior for Measurement | The most research-supported intervention for training-related issues is Behavioral Skills Training (BST). Instruction, Modeling, Rehearsal, Feedback. Performance Feedback. Ongoing visual and verbal feedback tied to mastery goals |
| Could be frequency or percentage correct steps or a checklist | BST training for a DTT with instruction, modeling, practice with feedback towards fluency. |
| Data collection should focus on implementation accuracy and can include: Task Analysis or Fidelity Checklist Break down DTT into discrete, observable steps (e.g., deliver SD, wait for response, deliver consequence, record data). Use a checklist to record whether each step is performed correctly. Baseline Fidelity Observations Observe Stephanie across multiple sessions to collect baseline data on % accuracy in DTT delivery. Calculate total treatment fidelity (e.g., # of correctly implemented steps ÷ total steps × 100%). Error Pattern Identification Note which steps are consistently performed incorrectly to help tailor training. Interobserver Agreement (IOA) Use a second observer for at least some sessions to confirm the reliability of the data. | Intervention should center around Behavior Skills Training (BST) and supportive tools like performance feedback and visual job aids, all tailored to her error patterns and learning needs. |
| Transcription of teaching procedures with review | One to one training |
| Frequency data for all steps of DTT adherence | |
| modeling how to take data correctly | modeling and rehearsal with 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. |
