| How might data be collected for this target response? | Identify several interventions that might help improve response rates. Place them in order with the least-restrictive at the top so that the interventions may be introduced systematically, adding more restrictive / less favorable interventions after the outcomes of less restrictive options have been measured. |
|---|---|
| Data could be collected by recording the percentage of sessions in which staff actively use the data collection binders, along with notes on competing behaviors (e.g., personal conversations) observed during session time. A simple observation form or momentary time sampling could be used to track these behaviors systematically. | Visual and environmental prompts – Post reminders, checklists, or visual cues to encourage responding. Performance feedback – Provide immediate, specific feedback on accuracy and timeliness of responses. Reinforcement systems – Introduce incentives (e.g., praise, recognition, or small rewards) for meeting response goals. Training or booster sessions – Offer brief, targeted skill refreshers to increase confidence and accuracy. Increased supervision or monitoring – Add spot checks, peer observations, or supervisory review of response data. Formal performance contingencies – Tie consistent responding to formal evaluations, privileges, or corrective action plans. |
| Self-evaluation, Checklist, Video monitoring, rehearshal and feedback | Self-evaluation, Checklist, Video monitoring, rehearshal and feedback |
| direct observation, staff log/self-monitoring, fidelity checklist | clarify expectations, simplify data collection, provide additional training, increased supervision, performance feedback, reinforcement/consequences tied to staff fidelity/collection |
| 1 | 1 |
| live observation | |
| Given that the PDC-HS identified a need in the "performance consequences, effort, and competition" domain, and the observed issue is that staff are not collecting data consistently (or at all) in a day program setting | Environmental Restructuring (Least Restrictive) Action: Make data collection materials more visible, accessible, and easy to use (e.g., color-coded binders, mobile data tools). Why: Reduces effort and removes environmental barriers. 2. Reminder Cues & Prompts Action: Use visual reminders (e.g., signs, checklist posters) or digital prompts (e.g., alarms, notifications) to remind staff when to collect data. Why: Addresses forgetfulness or competing tasks by increasing stimulus control. |
| Direct Observation (In-Person or via Video Review): A supervisor or behavior analyst directly observes staff during sessions and records if data collection is happening accurately and consistently. | Increase Natural Reinforcement for Data Collection (Least Restrictive): Verbally praise staff when they complete data collection. Address social distractions (excessive staff chatting) through team discussions, clear policies, or rearranged staffing schedules. Reinforce productive staff interactions. Provide specific times for casual conversation (during breaks) to reduce competing attention during client time. Supervision with Corrective Action Plans (Most Restrictive): Direct supervision with monitoring. Formal corrective feedback sessions. Possible documentation for non-compliance if performance does not improve. Progressive discipline if ethical or safety concerns are involved. |
| review tangible data, video recording | training, staff changes, |
| Checklist of steps for daily session, staff self-monitor if complete. Live data collection of staff collecting data or not | Checklist |
| Self-report, BCBA observe | reminder in morning to take data checklist at end of day to see if data taken |
| Track which staff are collecting data, implementing programming and recording responses on data collection sheets. | I would conduct interviews with staff to assess why data isn't being collected, what are the barriers to data collection, understand if they know the purpose of the program. i would also look to add in specific reinforcement contingencies for work performance (set up self-monitoring data colleciton, provide feedback performance to staff, have visual graphs and deliver reinforcers based on progress). Reinforcers such as client progress would be least restrictive but pay incentives, lotteries or other tangible reinforcers could be used. |
| prompts, BST | Prompting |
| using checklist, job aids to complete task | identifying first if is a problem of cant do or wont do |
| Self reflection, peer feedback | |
| self monitor, checklist, | training, bst, signing a contract |
| supervisor visist to ensure policy and procedure and followed and consequences and follow through | checklist to use for self monitoring |
| Direct observations. Provide staff training, additional prompts | Carry out staff training again on the importance of data collection |
| Performance graphs of data per person | Individual feedback graphs |
| Track dAILY IF STAFF COMPLETE AND SUBMIT DATA SHEETS. | Give clear reminders and encourage staff |
| %complete percent product | Make the data sheets more accessible. Clipboards. Positive consequences for completing data. Followed by negative consequences for not completing data |
| % of programs ran with fidelity, frequency of on-task versus on-task behavior | interview staff to gain more info and identify barriers, graphic data for staff or self-management sheets, peer-to-peer observations and feedback, BA feedback verbal |
| direct observation by a behavior analyst; video monitoring | visual graphs of performance posted |
| Self monitor whether binders are collected | Readjust the work environment to make it more feasible for individual sessions, such as designated areas for therapists and clients. |
| Synchronous and asynchronous observation by BCBA | Clarify tasks, include prompts where needed, adjust SR+ for staff |
| graphs showing completion of data | reduce task effort |
| How might data be collected for this target response? | Identify several interventions that might help improve response rates. Place them in order with the least-restrictive at the top so that the interventions may be introduced systematically, adding more restrictive / less favorable interventions after the outcomes of less restrictive options have been measured. |
