| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| Modeling how DTT should look | Behavioral Skills Training, In-vivo modeling or video modeling, Rehearsal with feedback. |
| Take treatment fidelity data | BST |
| Reliability checks | |
| treatment integrity from BA | Modelling, BST with feedback |
| IOA data created based on the sections of the instructional notes for the targeted skill within the DTT setting | Due to deficits having been identified in the Stephanie's training, using a BST model as an initial intervention for this identified skill deficit. |
| help her understand what she is doing wrong | modeling and retraining |
| Taking data on each step of the DTT procedure and if they were successful at implementing the step independently. | Create an in-vivo BST training procedure on the steps of DTT with that particular client. |
| Fidelity Checklist | Instrucciones claras y específicas El analista le explica paso a paso cómo implementar correctamente los ensayos discretos, incluyendo cómo iniciar la instrucción, cuándo entregar el reforzador y cómo registrar los datos. Se enfatiza en los puntos donde Stephanie ha cometido errores previamente. 2. Modelado de los procedimientos El analista realiza varios ejemplos de DTT en vivo o grabados, mostrando cómo aplicar correctamente los procedimientos desde el inicio hasta el final. 3. Ensayo con práctica guiada (Rehearsal) Stephanie practica los procedimientos bajo condiciones simuladas o controladas (por ejemplo, con el analista haciendo de cliente o en sesiones reales pero sin presión). 4. Retroalimentación inmediata El analista proporciona comentarios directos y específicos después de cada intento: se refuerzan los pasos bien hechos y se corrigen los errores de manera constructiva. |
| DTT Fidelity Checklist Use a detailed checklist that breaks down each step of DTT (e.g., delivering the instruction, providing prompts, waiting for response, delivering reinforcement, intertrial interval). During sessions, an observer records whether each step is done correctly or not, resulting in a percentage of procedural fidelity. | A well-supported method in ABA that includes: Instruction – Verbally explain each component of DTT. |
| DTT checklist | BST training, self monitoring |
| Frequency of errors in implementation or percentage on a fidelity checklist. | Perform Behavior Skills Training with routine and randomized maintenance checks. |
| Fidelity checks with Stephanie following further training | I would do a fidelity check first to see where there errors are happening. Then I would utilize BST for the programs she is having errors with. After that I would do maintenance fidelity checks providing feedback to ensure progress is maintaining. |
| Task analysis checklist for implementing | BST with the supervisor |
| Time interresponse time, latency of prompts, overall speedy of session, | Survey and analysis to determine why it's happening |
| Observation | BST i.e Modeling and Corrective Feedback |
| direct observation, checklist | posted teaching procedures |
| TA/ checklist | BST |
| BST | BST |
Training 영역에서 "No" → 훈련 개입 필요 | |
| checklist | Behavioral skills training & fluency training |
| antecedent, behavior, consequence | Use BST to teach DTT for Stephanie to help improve implementation errors. |
| I would conduct IOA to determine where the break down is occur, this would be a training issue | This could be BST for data collect and implementation |
| Teaching minutes implemented, teaching sessions implemented, checklists created | Modeling, Discrimination training for examples/non-examples of good DTT |
| Checkilist or yes/no responses from questions pertaining to the domains | BST model and followup with checklist |
| Self-Monitoring | Meet with supervisor |
| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
