PDC_App1 View

How might the procedures for data collection look for this response?	The behavior analyst can create a task analysis or performance checklist for discrete trial teaching (DTT) that includes each key step (e.g., presenting the SD, waiting for a response, providing the correct prompt, delivering reinforcement, recording data). During observations, the analyst or supervisor can record correct and incorrect implementation for each step, allowing calculation of percentage of correct implementation. Baseline data should be collected across multiple trials and sessions to ensure reliability.
Identify an intervention, or set of interventions, based on the PDC-HS data.	Because the PDC-HS results indicate that training is the primary barrier, the intervention should focus on skill acquisition for the staff member. A Behavioral Skills Training (BST) approach can be implemented, beginning with instruction through written and verbal descriptions of correct DTT procedures. The supervisor would then model the proper implementation of DTT, followed by opportunities for Stephanie to rehearse and practice the procedures through role-play or with a student. Immediate and specific feedback should be provided on both correct and incorrect steps. To support implementation, a visual checklist or step-by-step guide can be provided as a job aid for Stephanie to reference while running DTT trials. Competency-based training should be used, requiring Stephanie to meet a pre-set mastery criterion, such as 90% correct implementation across two sessions, before implementing independently. Finally, ongoing performance monitoring should occur to ensure skills maintenance, with fidelity data collected regularly and booster feedback sessions provided as needed. This approach addresses the lack of training and builds the skills necessary for Stephanie to implement DTT effectively and with high treatment integrity.

How might the procedures for data collection look for this response?

The behavior analyst can create a task analysis or performance checklist for discrete trial teaching (DTT) that includes each key step (e.g., presenting the SD, waiting for a response, providing the correct prompt, delivering reinforcement, recording data). During observations, the analyst or supervisor can record correct and incorrect implementation for each step, allowing calculation of percentage of correct implementation. Baseline data should be collected across multiple trials and sessions to ensure reliability.

Identify an intervention, or set of interventions, based on the PDC-HS data.

Because the PDC-HS results indicate that training is the primary barrier, the intervention should focus on skill acquisition for the staff member. A Behavioral Skills Training (BST) approach can be implemented, beginning with instruction through written and verbal descriptions of correct DTT procedures. The supervisor would then model the proper implementation of DTT, followed by opportunities for Stephanie to rehearse and practice the procedures through role-play or with a student. Immediate and specific feedback should be provided on both correct and incorrect steps. To support implementation, a visual checklist or step-by-step guide can be provided as a job aid for Stephanie to reference while running DTT trials. Competency-based training should be used, requiring Stephanie to meet a pre-set mastery criterion, such as 90% correct implementation across two sessions, before implementing independently. Finally, ongoing performance monitoring should occur to ensure skills maintenance, with fidelity data collected regularly and booster feedback sessions provided as needed. This approach addresses the lack of training and builds the skills necessary for Stephanie to implement DTT effectively and with high treatment integrity.