| How might data be collected for this target response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
|---|---|
| peer monitoring, supervision | peer monitoring, checklists |
| Checklist | Modeling and task clarification |
| Checklist and protocols | Review protocols and procedures, post them. Observe and give feedback |
| Checklist of all procedures necessary to be completed with clients with yes/no data collection as to whether or not task was completed | Create checklist of all tasks expected to be performed |
| Look at expectations, knowledge of purpose, job aides, reminders, and fit for the position | Ensure that the counselors are aware of the expectations, have knowledge of the reason for the antecedent interventions, have the reference documents they need, there is a process in place for reminders and they are a good fit for the position. |
| a checklist for implementation for antecedent interventions or direct observation of antecedent interventions | Develop and implement a checklist for use of antecedent interventions then utilize BST to ensure all components of the checklist are adequately trained. |
| Task Analysis Checklist: Use a checklist outlining each step of the antecedent intervention; record which steps are completed correctly. | Provide Training and Modeling: Conduct hands-on training sessions where counselors practice antecedent interventions with feedback. Use role-play or video modeling to demonstrate correct procedures. |
| Reassess the intervention. | Documentation the programs,and the documantation set the room they use. |
| data sheet | task clarification checklists, prompts, change the implementation location |
| Self-Montioring | Implement prompting procedures |
| Observations | Checklist to support these interventions |
| A frequency for antecedent interventions implemented correctly, as well as prompt/cue level used by supervisor | Include visual cues in the residential home, that act as reminders for the steps and various task analysis |
| Review collected data and identify missing data | Self monitoring, provide feedback and rei nforcements. |
| Checklist for the antecedent interventions used each session | 1. Train staff in why the antecedent interventions are important. |
| checklist of strategies to be used with outlines of procedures available | Complete further training and follow up feedback on implementations of checklist |
| Skills checklist | Modeling, in Vivian sessions with feedback. |
| direct observation by supervisor or sm recording sheet | teaching, creating more teaching opportunities, embed NET |
| observational data and self monitoring | add prompts |
| checklist and interview | Identify visual prompts that can be used, provide in the moment feedback and modeling. |
| checklist for duties | |
| . | . |
| frequency count | self monitoring |
| Checklists | Training and clarification |
| direct observation, self management checklist of steps to complete for each learning session | detailed explanation of responsibilities, checklist to reference throughout session of steps to take/hit, visual prompt for antecedent interventions |
| baseline data on implementing antecedent interventions across staff | team meeting, provide checklist, prompts/cues |
| How might data be collected for this target response? | Identify an intervention, or set of interventions, based on the PDC-HS data. |
