| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| Conduct as an interview with Stephanie’s direct supervisor and then conduct observations during times when she is typically expected to be performing the task. | Behavioral skills training (i.e., instructions, modeling, rehearsal, feedback) |
| Ensuring all parts of intervention are explicitly taught and implemented correctly | DTT or BST |
| Paper | Retrain on correct versus incorrect response |
| Data may be collected per trial. | BST could be used to address s deficit in the training domain. |
| 1 | 1 |
| Inconsistent | PDC-HS data interventions would |
| looking at the outcome compared to the obersvable data | bst , modeling and checklist |
| Go over training again with a checklist | |
| utilize BST then treatment integrity scoring for accuracy of implementation of DTT during role play, once criteria met, measure accuracy of implementation during client sessions until mastery with maintainence probes are achieved | Training, visual aid on steps; self monitoring checklist, feedback and consequences, |
| IOA | BST |
| ABC | DRI |
| Stephanie might be marking the wrong data and prompt level when recording the data. | using BST to give clear instructions, model, rehearse, and provide feedback |
| Frequency | |
| % corrxt | enhance written instructions and use BST |
| PDC-HS data tells you which barrier areas are most likely responsible for low staff performance, and your intervention should directly match the highest-scoring domain(s) (the sections with the most “problem” items endorsed). | PDC-HS data tells you which barrier areas are most likely responsible for low staff performance, and your intervention should directly match the highest-scoring domain(s) (the sections with the most “problem” items endorsed). |
| Calculate the number of errors pre and post intervention | BST |
| The data procedures may be too vague for the employee, and the data graphs shows a high variability | Conduct additional BST, provide the employee with a more detailed skill acquisition protocol, and provide a video model for future reference. Provide feedback after rehearsals. |
| Provide direct, explicit training opportunities | Instructions |
Errorless learning for rbt | |
| Task analysis of discrete trial teaching | BST |
| BST | |
| There might be a need to clarify the procedures with the staff if need be, rewrite. | Get feedback from staff about the procedures for data collection. |
| Checklist | Bst |
| Task analysis checklist | Rehearsal with feedback, BST |
| Bst, checklist | Bst |
| How might the procedures for data collection look for this response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
