| How might data be collected for this target response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| Model and prompt them on how to implement antecedent strategies | Provide BSP training for all antecendent strategies |
| direct observation with a fidelity checklist, staff self monitoring, spot checks | clear written expectations, visual aids, prompting systems, spot checks with feedback |
| direct observation | self monitoring |
| When reviewing behavior incidents using ABC data-review what antecedents have been implemented | Review behavior incident sheets and discuss what could have been implemented for Antecedent |
| Rehearsal/Practice. | Feedback The employee must be informed of what is expected with the task at hand. |
| Fidelity check in antecedent interventions | TA, shaking and chaining |
| IOA and FOI | BST model |
| Checklists | Time specific check ins to specific prompts as an embedded cue |
| Checklist and written instructions | Clarification of tasks, provide prompts with email and postings |
| Self-monitoring checklists. | Self-monitoring checklists. |
Prompting hierarchy | |
| Checklist by the behaviour analyst, perhaps self- monitoring for the staff. | Provide the staff with a task checklist to review and follow to ensure procedures aren't missed. Have the behaviour analyst supervise some sessions and provide feedback on trouble areas. |
| Direct observations | -re train staff |
| abc data list behaviors | checklist, self monitor, video |
| Trial by trial data, checklists, Task analysis, IOA data | Review task with staff regularly, provide ongoing trainings |
| Checklist and self-monitoring | See above |
| Percent of correct implementation | Clarification and Prompting |
| clickers | resources |
| Checklist | Visual supports |
| checklists | prompts to implement the strategies, checklists |
| You're working with a task clarification and prompting deficit, which means the staff aren’t clear on what to do, when to do it, or aren’t being effectively reminded or cued to do it. In this case, the antecedent interventions (preventive strategies) aren't being implemented reliably—which can be a big issue in group home settings, especially with individuals who rely on proactive supports to manage stress. | Create a visual “who does what, when” matrix for each shift. Post cue cards, checklists, or step-by-step visuals in key areas (kitchen, hallway, activity area).Use schedule-based prompts: Phone alerts or shift change reminder sheets Assign a “lead” each shift to cue others about preventive supports Short (10–15 min) refreshers to: Explain why each antecedent strategy matters Model correct implementation Practice real-life scenarios Use implementation data to give weekly shout-outs to staff who are doing well. Highlight how antecedent use reduces client distress, staff stress, and behavior incidents. |
| Checklists | Task clarification & Checklists |
| Checklists and direct observation | Review the antecedent interventions with counselors and use visual prompts and checklists as necessary |
| checklists, self-report | model, observe and provide feedback, checklists with specific sequential steps, |
| Frequency data | Prompting |
| How might data be collected for this target response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
