| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| Use a task analysis or performance checklist that breaks down the DTT steps into observable, measurable components. Collect session-by-session fidelity data on Stephanie’s correct vs. incorrect implementation of each discrete trial step. Record error types (e.g., prompt errors, timing errors, reinforcement delivery errors) to identify specific skill deficits. Use direct observation or video review for accurate data. | Implement Behavioral Skills Training (BST) with Stephanie, including: Instruction on correct DTT procedures. Modeling the correct implementation. Role-play practice sessions with feedback. Performance feedback after each session to reinforce accurate implementation. Consider rehearsal with feedback until mastery is achieved. Provide job aids or checklists to guide Stephanie during sessions. Schedule follow-up observations to monitor generalization and maintenance. |
| training | BST |
| Self reporting | I'm vivo BST |
| BST | BST |
| observation, checklist | direct skills teaching |
| Train and collect IOA data until mastery | Supervisor models correct procedures |
| Perform DTT with a supervisor modeling the process and correct data recording until inter observer agreement is consistently achieved achieved. | |
| 1 and 2 | 3 and 4 |
BST, Modeling, Rehersal, Feedback | |
| ERROR IN DATA COLLECTION | NET |
| Video tape | BTS |
| Treatment Integrity Checklist (TIC) for DTT. Create or use a standardized DTT Fidelity Checklist. Measure percentage of correctly implemented steps per session. | Behavior Skills Training, In-the-Moment Coaching, Performance Feedback, Graphing Progress |
| Data collection should include a fidelity checklist to assess each step of Stephanie's discrete trial teaching (DTT) implementation. The observer can score correct vs. incorrect implementation of components such as SD delivery, prompt level, reinforcement delivery, and error correction. Interobserver agreement (IOA) should also be calculated to ensure data reliability. | Based on the identified training domain, a package of Behavioral Skills Training (BST) should be implemented. This includes providing instructions, modeling correct DTT implementation, role-play or rehearsal, and performance feedback. In addition, video modeling or in vivo coaching may be used to support acquisition of skills and generalization to real sessions. |
| The behavior analyst will collect treatment integrity data using a DTT checklist during direct observations to monitor Stephanie’s accuracy before and after training, aiming for 90% correct implementation. | Based on the PDC-HS indicating the training domain, an appropriate intervention would include performance-based training with modeling, rehearsal, and feedback to ensure Stephanie can accurately implement DTT procedures. |
| Data collection is complex and difficult to follow. | Modeling and BST. |
| Task analysis with correct steps of procedure | Modeling, rehearsal, and performance feedback |
| A checklist or task analysis can be used to score each step (e.g., delivering SDs, prompting, reinforcement) as correct, incorrect, or prompted. Percent accuracy can then track progress and guide further training. | Behavior skills training, performance checklists to guide implementation during sessions, in-the-moment coaching to support skill acquisition and correct errors in real time, and follow-up observations to monitor progress and ensure generalization. |
| Use a checklist to record correct vs. incorrect implementation of each DTT step. | 1. Task Clarification and Instructional Training: Break down DTT into clear, discrete steps (e.g., SD delivery, prompt use, reinforcement). Provide written guidelines and modeling of correct implementation. Use Behavior Skills Training (BST): Instruction, Modeling, Rehearsal, Feedback. 2. Performance Feedback: Deliver immediate or post-session feedback on Stephanie’s implementation. Use visual aids or graphs to show progress. 3. Frequent Practice with Coaching: Schedule multiple opportunities for practice with the supervisor or a skilled peer. Use role-play and in-situ training with clients. |
| pdc - hs checklist performed by supervisor | BST training on DTT data collection with additional implementation of a prompting procedure |
| Number of correct responses/number of total responses x 100 = percent correct responding | Behavioral skills training, in-vivo/video modeling, rehearsal with feedback |
| antecedent, behavior, consequence | |
| Providing modeling | I would model and do rehearsal and practice |
| Collecting ROI data would be important to identify what parts of the response may be collecting incorrectly and then providing BST to support with accurate data collection. | Get an initial baseline of errors in DTT by collecting ROI data, then implementing BST, monitor by collecting ROI data after BST has been provided. |
| BST | BST, prompting |
| provide written explanation of how to collect data | behavior skills training will be implemented, modeling, permanent product for step by step instructins |
| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
