| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| Frequency of Errors: Record how many errors Stephanie makes during each session. For example, you could track the number of incorrect responses or missed prompts per trial. Each trial should be observed, and Stephanie's performance should be logged consistently. Types of Errors: Categorize the errors she is making. For instance, is she missing the correct response, not providing sufficient reinforcement, or delivering prompts inconsistently? Tracking the types of errors can help identify which aspect of DTT she needs more support with (e.g., prompting, reinforcement, or response accuracy). Inter-trial Interval (ITI) Consistency: Track how consistently Stephanie adheres to the proper ITI, as this affects the flow of the lesson and learner's engagement. Variability in the timing could indicate areas for improvement. Response to Prompts: Track how Stephanie uses prompts and the learners' response to them. Collect data on whether she is using prompts in the correct sequence and at the right intensit | Error Correction Procedures: |
| Provide training - BST | BST for DTT implementation and data collection |
| im not sure | Retraining |
| im not sure | Retraining |
| observe a live or recorded session while taking data | Create supports such as checklists and TA, then a reflection form |
| IOA could be attained | Using a BST approach to training would be most helpful. |
| wrong. Modeling is needed | rehearsal and feedback |
| BST - Checklists | Fidelity checklist to monitor the accuracy in implementation of each step |
| checklist, data sheet | Behavior Skills training: Instructions, Modeling, Role Play/rehearsal/feedback |
| errorless | |
| Checklist | BST, prompting |
| poor data collection | |
| Checklist | BST |
| Collect data on correct implemenation | Conduct direct observations |
| Incorrect responses. | Using a BST model to teach and provide effective feedback ensures that she is properly trained and observed to she can implement the necessary skills. |
| Checklist | BST and role-playing with feedback |
| The behavior analyst could provide a checklist of items (self-report) to combine with more intensive BST training. | Behavioral Skills Training (BST) would be the first step. The analyst may also consider adding enhanced written instructions. |
| Treatment integrity check | Modeling, task clarification,.prompting, feedback |
| Data collection on procedural fidelity. | Implement a training program including modeling, rehearsal, and feedback. |
| yes | |
| raccogliere dati in modo sistematico | formazione |
| Interview + Observation | Provide Written Instructions, Model, Rehearse, Feedback (BST) |
Role play, modeling and reteaching | |
| Identify the areas where mistakes are being made; use BST to reteach those areas and provide a sel monitor to ensure continued validity | Training as described above; use of video modeling/ recording to identify areas where training is needed |
| Data collection for addressing errors in Stephanie’s discrete trial teaching (DTT) involves tracking specific behaviors and errors during each trial. This includes recording whether the learner’s response was correct, the type of prompt used, reinforcement delivery, and any errors made by Stephanie in implementing the procedure. A data sheet or tracking form is used to organize this information, allowing for easy analysis of trends such as prompt errors, missed reinforcement, or slow response times. Analyzing the data helps identify areas for improvement and informs adjustments to Stephanie’s training to ensure proper DTT implementation. | Modeling and Role-Playing Purpose: This will help Stephanie visualize and practice the correct implementation in a supportive environment. |
| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
