| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| Self checklist, supervisor data sheet | Procedures, training |
| Do a task analysis of the discrete trial | Use BST to teach the discrete trial process |
BST | |
| Checklist | Training BST |
| Procedural checklist | BST |
| Unreliable data collection | Training sessions and a simpler data collection syste |
| Using trial by trial data on the task analysis for data collection in DTT | Training > Behaviour Skills Training: instruction, model, role-play, feedback |
| percent correct of each step of dtt | modeling and bst |
| Take data on the components | Use BST and training then Take data on components of the procedure |
| procedural integrity | completed procedural integrity until 100 % across 3 observations is achieved |
| data sheet | indicaconees a traves de modelado |
| BST, prompting , Feedback | |
| PDC-HS shows staff are struggling with de-escalation techniques, the intervention could be a dedicated training module on de-escalation strategies with role-playing exercises and ongoing feedback on implementation | targeted training on specific job duties and performance feedback |
| BST | |
| it mmight not be good data | |
| detail what should be tracked providing specific examples | Implement BST - Instructions on DTT/Model DTT/PRACTICE DTT/ feedback/ |
| trial | BST |
| TA | Instructions, rehearsal, demo, feedback |
BST | |
| Tallies should be considered and the reduction of tallies the goal | Training using modeling and role play |
| Questionaire indicates she does not even know what DTT stands for. | Review training procedures, implement BST, explain, model, provide feedback execute. |
| Frequency Count: Track the number of correct vs. incorrect responses during each session. Interval Recording: Observe and note behaviors in predetermined intervals to assess engagement. Duration Measurement: Measure how long Stephanie spends on each trial to evaluate efficiency. Error Analysis: Document specific errors made to identify patterns and areas needing improvement. | Modeling: Demonstrate correct procedures for discrete trial teaching to enhance understanding. |
| Conduct surveys or interviews with staff to identify barriers to following the procedure (e.g., lack of available staff, unclear protocols) | Reallocate staff or hire additional support to ensure two-person escorts can be implemented consistently. |
| To address Stephanie's errors in implementing Discrete Trial Teaching (DTT) and respond to the training needs identified through the Performance Diagnostic Checklist-Human Services (PDC-HS) | Review PDC-HS data to pinpoint gaps in Stephanie's understanding or execution of DTT, such as procedural errors, inconsistent prompting, or inadequate reinforcement delivery. |
| The procedures will need more training | performance diagnostic checklist |
| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
