| How might data be collected for this target response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| checklists | checklists |
| use job aids for clarification of data | use training using BST |
| Peer feedback | Have a data sheet to record when interventions are done |
| require narrative notes to note ant strategies used | clarify the reasons antecedent strategies are effective, model and have the jump in and provide feedback- use BST |
| Observations, | Review behaviour plan again |
| Procedural fidelity checklist | Job aid checklists, text prompt each morning/ start of shift |
| Use a checklist to record if antecedent intervention were done each shift | Provide clear written steps, post reminders, and give quick prompts or feedback to staff |
| Superior observation | Timers to promote correct behavior |
| frequency of antecedent interventions being used | identify parts of the task in which their is a deficit, provide real time feedback and checklists for the task |
| use of self-monitoring and observation; assessing stress outcomes with consumers | prompt checklists or visual reminders posted on the wall |
| Provide a checklist to collect data | Provide checklists to identify tasks to be completed or materials to be gathered. Prompts to guide throughout the process. Identify areas with mistakes are most commonly occurring and reassess whether it needs to be adjusted or more training is required. |
| Direct observation | BST |
| ABC data | Checklists, Prompts, Change task location |
| Collect data on prompts used and missed | BST , checklist of prompts to use |
| Set up a checklist to be completed | Observation data |
| Compliance with task list | Create a tasklist of what to follow and model the target behavior. |
| Record whether antecedent interventions are implemented during each relevant situation and calculate the percentage of opportunities with correct implementation | Provide clear checklists of required antecedent steps, add visual prompts/reminders, and use task clarification meetings to review expectations. |
| Procedural integrity checklists | BST |
| To collect data on the target response—residential counselors implementing antecedent interventions consistently—and given that the PDC-HS outcome points to the Task Clarification and Prompting domain, the data should focus on whether staff: Understand what to do, Recognize when to do it, and Actually implement the correct antecedent strategies at the right times. | Based on the PDC-HS outcome indicating a deficit in the Task Clarification and Prompting domain, the appropriate interventions should focus on: Clarifying staff responsibilities, Defining when and how to implement antecedent interventions, and Providing timely prompts or reminders. These interventions aim to ensure that staff know what to do, when to do it, and are reminded or cued to follow through consistently. |
| Checklists, self monitoring | BST, modeling and rehearsal with feedback until mastery |
| Observations | Observations |
| Ask the case manager to confirm the contents of the report submitted for the consultation | Make a to-do list for each new client. |
| Observation and a checklist for antecedents | Provide training and a checklist for antecedent interventions |
| To collect data for the residential counselors' inconsistent implementation of antecedent interventions, the behavior analyst should use a checklist to measure the presence or absence of each intervention during specific, predetermined times. This approach directly addresses the "task clarification and prompting" domain by focusing on whether the counselors are performing the required steps. Data Collection Procedures Direct Observation with a Checklist: The most effective method is to conduct direct observations during times when the antecedent interventions are most needed (e.g., during transitions, mealtimes, or unstructured free time). The behavior analyst would use a checklist to record whether the counselor implemented the required interventions. Specific Interventions: The checklist would list each specific antecedent intervention from the consumers' behavior plans. For example, it might include: Did the counselor provide a visual schedule before the transition? Did the counselor give a 5-minute warning before an activity ended? Did the counselor offer a choice of preferred items? Yes/No Recording: For each intervention listed, the observer would mark a simple "Yes" or "No" to indicate if it was implemented. This creates a clear, objective record of performance. Frequency and Percentage: The data would be analyzed by calculating the percentage of opportunities in which the interventions were correctly implemented. For example, if a counselor had 10 opportunities to provide a 5-minute warning and did so 4 times, their performance would be 40%. The behavior analyst would also track the frequency of correct implementation over time. Baseline and Intervention Data: This data would be collected before any intervention is introduced (baseline) and then after to measure the effectiveness of the training or prompting. A successful intervention would result in a significant increase in the percentage of correctly implemented antecedent interventions. This systematic data collection approach provides a clear and objective measure of counselor performance, moving beyond anecdotal accounts and providing the necessary information to evaluate whether an intervention in the "task clarification and prompting" domain is effective. | Based on the PDC-HS data indicating a problem in the task clarification and prompting domain, the intervention should focus on making the antecedent interventions clearer and easier for the residential counselors to remember and implement. Simply telling them to "do better" won't work. Interventions for the Task Clarification and Prompting Domain Written Prompts and Task Clarification: Create easy-to-read "cheat sheets": Develop simplified, single-page reference guides that list the specific antecedent interventions for each consumer. These guides should be written in clear, concise language and placed in a convenient location, such as on a clipboard or a laminated card. Use a visual checklist: Create a checklist that counselors can use throughout the day to mark off each time they implement an antecedent strategy. This serves as both a reminder and a data collection tool. Schedule reminders: Post a schedule in a staff area that reminds counselors to use specific antecedent strategies during particular times of the day (e.g., "Use choice-making during free time"). Behavioral Skills Training (BST): Instruction: Provide clear instructions on what each antecedent intervention is and why it's important. This can be done in a brief staff meeting or a one-on-one session. Modeling: The behavior analyst or a senior staff member should model the correct implementation of the antecedent interventions in a real-world setting. Rehearsal: Have the counselors practice the interventions in a safe, low-stakes environment. Feedback: Provide immediate and specific feedback on their performance. This should include positive reinforcement for correct implementation and constructive criticism for errors. On-the-Job Prompts: Provide in-the-moment prompts: Use discreet prompts to remind counselors to implement an intervention. This could be as simple as a gentle verbal reminder or a subtle hand signal during a session. Use visual prompts in the environment: Place sticky notes or small visual cues in the environment where a specific intervention is needed. For example, a picture of two items could be placed near a table to remind staff to offer choices at mealtime. |
| checklist | Introducing some kind of prompting system and token economy for completed task. BTS and modeling on how to hand wit a visual instructions |
| How might data be collected for this target response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
