Chloe is a 4-year-old little girl diagnosed with a developmental disability that impairs her socialization and communication skills. She has just received approvals for the implementation of a home program for 16 hours per week, which includes both discrete trial training and incidental teaching programs as well as parent training to support Chloe’s socialization and communication goals, which include functional communication training using a verbal behavior approach. As the BCBA that oversees the program, you are responsible for supervising two registered behavior technicians as well as supporting training for Chloe’s parents and her grandmother, who frequently babysits Chloe while her parents are at work.
My suggestion for this is that we each pick at least one topic that we feel completely comfortable working on and then we will decide what to do about the other three topics remaining.
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Write My Essay For MeIntroduction paragraph
- Assessment: Conduct a hypothetical diagnostic assessment of the system to determine the needs of the staff in terms of skills. Describe how the assessment analyzes the specific environment you are supporting. Then, hypothesize the assessment results that will be used to pinpoint behaviors for desired staff performance.
- Pinpoint (and define) the desired performance outcomes and the target behaviors for staff. Discuss whether these are individual target behaviors or behaviors targeted for the group, and provide a rationale to explain why the targeted behaviors are necessary to meet the performance outcomes.
- Training: Develop a set of training procedures for staff. Be sure to provide a discussion of why your outlined procedures were selected and how they will be implemented. This rationale should be grounded in evidence-based literature.
- Performance Monitoring: Develop a tool for monitoring the performance of staff. Provide an explanation of your monitoring tool and how the monitoring process will contribute to effective management of staff performance.
- Feedback and Reinforcement: Discuss your team’s strategies for providing feedback and reinforcement regarding staff performance. What are specific considerations regarding the feedback process? What specific plan for providing positive reinforcement will you implement?
- Evaluating Outcomes: Design one or more evaluation tools that will effectively measure performance outcomes. Discuss the process that your team has established to evaluate performance outcomes and provide an explanation of how the selected measures provide reliable information to analyze whether performance outcomes have been met.
- Barriers: Predict potential barriers that may arise during the assessment and training process and discuss strategies that may be used to problem-solve and overcome (or prevent) such barriers.
- Performance Management Overview: Use the template provided to insert all relevant information as a comprehensive overview of the Performance Management Plan.
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Conclusion Paragraph
| 1. Assessment Conducts a hypothetical diagnostic assessment to determine needs of staff in the identified case study. Explains factors that informed the analysis of the assessment. Identifies hypothetical results of the diagnostic assessment. |
| 2. Pinpointing Target Outcomes and Behaviors a. Defines at least two specific performance outcomes for the system described in the case study. b. Defines at least three target behaviors for staff performance. c. Provides a rationale to explain how target behaviors are related to performance outcomes. |
| 3. Training Procedures: Develops a set of training procedures for each target behavior. Technologically outlines each strategy so that it could be implemented with integrity. Describes how the chosen training procedures are evidence-based (i.e., references at least one peer-reviewed source relevant to each intervention strategy). |
| 4. Performance Monitoring: Develops a tool that will monitor staff performance. Describes how data will be collected and used to contribute to effective management of staff performance. |
| 5. Feedback and Reinforcement: Discusses strategies for providing feedback. Describes plans for implementing specific positive reinforcement procedures. |
| 6. Evaluating Outcomes: Created a tool for evaluating overall performance outcomes specific to the case study and defined objectives. Includes a discussion of how selected measures provide reliable information on whether the performance outcomes have been met. |
| 7. Barriers: Predicts and discusses potential barriers to assessment and training. Describes strategies for avoiding or addressing barriers using a problem-solving approach. |
| 8. Performance Management Plan Overview: a. Portfolio includes a completed Performance Management Plan overview created in the template provided. |
| Description of the Target Skill(s) | |
| 1.Functional communication training | For Staff: implement as an antecedent and consequence intervention with 100% accuracy over two weeks For Caregivers: mand training using checklists and modeling with 90% accuracy across two weeks with 85% treatment fidelity |
| 2. Mand training | Watch a two-part online seminar and pass the quiz with 100% |
| 3. Teach mand training to caregivers | Will be taught with 90% accuracy with less than two prompts across two weeks with 85% treatment fidelity |
| Improvement Objectives: What results do you expect to see with improved performance? | Supports: What development procedures will be provided to support improved performance? | Monitoring: How will competency of performance be monitored? | Outcome Evaluation: How will you evaluate if outcomes have been met? | Barriers: Identify potential barriers and how they will be minimized or eliminated. |
| Task analysis for desired behaviors | Monitoring form: includes the date, time of observation, interactions marked with a “/”, monitoring summary, and total number of interactions. | |||
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Implementing Training for Socialization and Communication Goals
Introduction
The scenario given is about a 4-year-old girl, Chloe, who will receive home services for her impairment in socialization and home skills. Chloe will receive her services from two registered behavior technicians (RBTs) that will work under a supervisor. The supervisor is responsible for determining the best interventions for Chloe, training for the RBTs to implement the interventions correctly, monitoring the performance for the RBTs, providing them with feedback and reinforcements, evaluating their performance, providing proper parent-training, and addressing any barriers during the process. Many aspects are required to ensure the most effective performance from the RBTs.
Assessment
Functional assessment has become the standard for identifying the function of problem behavior in clinical and educational environments (Carr & Wilder, 2016). Performance analysis is an approach used to evaluate variables that influence poor job performance (Carr & Wilder, 2016). The Performance Diagnostic Checklist (PDC) was revised to assess the performance of employees in human-service settings who are responsible for providing care to others: The Performance Diagnostic Checklist – Human Services (PDC-HS) (Carr & Wilder, 2016). The PDC-HS, like the PDC, was designed to be used by practitioners to help identify environmental deficits that might contribute to employee performance issues (Carr & Wilder, 2016). Building a supervisory relationship includes discussing items such as the guidelines, outcomes, and respect components of the relationship. Establishing clear expectations is also an important factor in building an effective relationship. Therefore, the discussion and use of the PDC-HS Checklist as an assessment tool would be beneficial for effective supervision. As the supervisor, I would want to discuss each section with the staff member, both positive areas, and growth areas. According to Sellers et al. (2016), supervisors should take the time to discuss that supervision will include specific feedback that addresses met expectations and those that need improvement. The use of this checklist establishes items that need growth, and those that have met competency.
When one of the registered behavior technicians completed the PDC-HS for verbal behavior, she reported that she had received instruction and some demonstration of skills related to verbal behavior such as echoics and tacting, but little training regarding manding, which is valuable to the current client that she is serving. Having appropriate training and direction is the key to success. Modeling and rehearsing how to competently implement functional communication strategies would be a favorable next step in training protocols for the registered behavior technician. Therefore, behavior skills training may be necessary to increase her knowledge and practice of mand training. The PDC-HS showed that this would be an area for growth, which helps to influence the creation of target behaviors and outcomes. Regarding the section on task clarification and prompting, the staff member interviewed reported that checklists and data collection sheets were not readily available in the workspace or home. By not having any appropriate checklists or materials, the staff is inadequately prepared to complete their duties within the workplace. These items are also helpful when a refresher is required for a particular intervention such as mand training or functional communication training as a consequence using a differential reinforcement procedure. Resources, materials, and processes scored competently compared to other sections. The only struggle reported by the staff member was that the materials are unorganized, which can lead to confusion or incorrect programming. When it comes to feedback, the registered behavior technician reported that she receives feedback weekly in the form of positive and corrective feedback. There are many different forms of feedback, and she only noted that she has never received graphed feedback. Creating graphed feedback would be beneficial for this technician to observe changes in language and requests. As the supervisor, I would want to create an action time for myself to create more graphed data and share feedback with my staff to ensure that they are seeing the changes they are making! Taking these assessment deficits and creating training can be challenging because there are so many other areas to address, but I must put in time management skills to make sure that these growth areas are being addressed before other items. It is critical to continuously manage time and complete feedback and training at an appropriate time for myself, my staff, and my clients.
When considering the results from the assessment, there are several clear growth areas to address. Creating target outcomes and target behaviors will help address these areas and promote growth and change within the client, the staff, and myself as the supervisor. The staff member reported that they would like to have more rehearsal training on different functional communication strategies; therefore, creating behavioral skills training would be the first step in addressing this deficit. The staff member also noted that checklists are missing from the workplace, which can make it difficult to ensure that everything is getting completed promptly and being implemented with fidelity. Creating checklists for treatment fidelity and appropriate task completion would be helpful for staff to ensure that they are accomplishing all required duties throughout the day. As the supervisor, I would want to continue to provide feedback weekly, possibly more frequently if necessary. Creating graphed feedback for program implementation would be an action item for me to provide more effective feedback for my staff members. I would also formulate a feedback form for myself to ensure that they can voice their concerns anonymously. Overall, the PDC-HS checklist helped to pinpoint target outcomes and behaviors that need improvement.
Pinpointing Target Outcomes and Behaviors
Prioritization is imperative when selecting a skill to target for supervisory training (Luiselli, 2017). However, this does not mean that supervisors should ignore relevant skills, content, or problems that may arise naturally. It means that supervisors and staff work together to establish a systematic development of a few skills at a time (Luiselli, 2017). According to Luiselli (2017), defining a clear definition of the behavior of interest and a measurement system that allows for tracking change in the behavior over time is imperative. According to Reid et al. (2012), supervisors should ensure that staff are effectively trained to perform their duties and should be routinely monitoring their work activities. Supervisors should also respond to staff performance and actively support their staff to help them achieve expected levels of proficiency (Reid et al., 2012).
Pinpointing target outcomes and behaviors for our staff members were influenced by the results of the PDC-HS checklist. The major target outcomes for our staff would be for them to implement functional communication training as an antecedent and consequence intervention with 100% accuracy over two weeks. Also, the staff will be able to train the parents and grandparents on functional communication in the form of mand training using checklists and modeling with 90% accuracy across two weeks with 85% treatment fidelity. To reach these outcomes, target behaviors must be created to track performance and influence skills. The target behaviors will have set criteria to reach competency. For the outcome regarding antecedent and consequence interventions, the target behavior for staff would be to role-play appropriate antecedent and consequence interventions using functional communication training as a differential reinforcement procedure with 80% accuracy across 3 days. As the supervisor, I would provide feedback during the rehearsal stages and demonstrate the correct way to use functional communication as a differential reinforcement procedure. The goal would be for the staff member to reach the outcome after receiving feedback and instruction.
The next target behavior to address would be mand training. The staff will complete a two-part online seminar regarding mand training and pass the quiz with 100%. Once the quiz has been completed and passed, the third target behavior would be to teach mand training to the parent/grandparent with 90% accuracy with less than two prompts from the supervisor across two weeks with 85% treatment fidelity. The goal is for the staff member to be able to conduct the training independently without prompting from the supervisor. Once deemed competent, the staff member will be able to complete more training with parents/grandparents and possibly train other staff on how to appropriately use mand training using checklists provided by the supervisor.
Addressing the target behaviors for staff will result in effective treatment and training for the client and their family; therefore, resulting in socially significant change. Reaching the outcomes will increase the likelihood of increased functional communication skills for the client, but also more job satisfaction for the staff because they will be receiving appropriate feedback and training to adequately perform at their job. Creating program plans and behavior skills training to incorporate these goals into staff training is imperative for growth and change.
Training Procedures
Task Analysis Template
Performance (What is the job activity?):
Triggering Event (When should you begin this performance?):
Ending Event (When is this performance complete?):
| Task: | |
| Materials Needed: | Location of Materials: |
| Task Steps: | |
| 1. Step 1 a. Sub-step/Decision Point Option (if applicable) i. Further rationale/explanation (if applicable) 2. Step 2 a. Sub-step/Decision Point Option (if applicable) i. Further rationale/explanation (if applicable) 3. Step 3 a. Sub-step/Decision Point Option (if applicable) i. Further rationale/explanation (if applicable) 4. Step 4 a. Sub-step/Decision Point Option (if applicable) i. Further rationale/explanation (if applicable) 5. Step 5 a. Sub-step/Decision Point Option (if applicable) i. Further rationale/explanation (if applicable) | |
| Permanent Products: |
Performance Monitoring
Performance monitoring is one of the steps in providing evidence-based supervision. Monitoring is a crucial part of the supervisor’s job and involves observing the quality of staff work (Reid et al., 2012). A supervisor should be monitoring their staff routinely to gather information about the quality of staff performance and if support or improvement is needed for the staff (Reid et al., 2012). Providing proper monitoring will allow the supervisor to see where training is needed or if the training is effective. There are two types of monitoring that supervisors can use: formal and informal.
Formal monitoring is when the supervisor observes the staff member in their work environment and is looking at a specific aspect of work performance (Reid et al., 2012). The supervisor is collecting information on the quality of their work performance. Formal monitoring should be conducted in a very specific way to gain the results supervisors need to promote quality performance (Reid et al., 2012). Formal performance monitoring must be focused, objective, and consistent. The tool that will be used for monitoring staff performance will be a form for counting a work behavior. The form will consist of the date, time of the observation, interactions marked with a slash, summary of the monitoring, and the total number of interactions (Reid et al., 2012). Data will be collected by the supervisor at the time of the observation. The supervisor will monitor the staff member twice a week for four weeks to gather enough data to determine if quality performance is being met or if support and training is needed. The data will also allow the supervisor to provide feedback to the staff in areas where performance excelled and areas where improvement is needed.
Informal monitoring will take place to observe quality work performance also. Informal training differs from formal training because a tool is not required and it can occur at any time throughout the work day. The supervisor is doing quick observations and deciding immediately is the staff member is performing their job duties (Reid et al., 2012). The purpose of doing informal monitoring is to assess the quality of work performance to decide if support is needed or if the staff member needs correction on their performance (Reid et al., 2012). The supervisor is able to determine the severity of staff problems and can intervene immediately if necessary or develop a formal monitoring system for problematic performance (Reid et al., 2012). Both types of monitoring provide support to staff to allow them to demonstrate quality work performance.
____________________________________________________________________________
Monitoring Form: Staff Interactions with _____
Date: _____________________
Time of Observation (at least 20 minutes): __________________
Interactions (marked with a “/”): ____________________________________________________________________________
Monitoring Summary: _________________________________________________________
Total number of interactions: _______________
____________________________________________________________________________
Feedback and Reinforcement
Evaluating Outcomes
As the supervisor trains two RBTs for Chloe, evaluations must be given to determine the outcomes of their performances. We need to know the progress of the RBT’s performance and know what they are understanding and what they are not understanding. One tool to use is a checklist for the supervisor to answer yes or no to the questions. The checklist can be found in Appendix B. This will track the RBT’s performance and the supervisor will know what is needed. Performance checklists are mostly situation specific, therefore it can be tailored to the trainees and what they are learning (Reid et al., 2012). Another effective tool to use is video self-monitoring. The RBT’s performance is video recorded using a tablet or video camera. Later the RBT’s can watch their performance, take notes and use a checklist to check off the steps they should have taken. This method is very effective for the RBT’s to effectively apply the task to the client (Weston et al., 2020).
Barriers
Conclusion
Responding to issues related to developmental delay of a child or any client requires a multidisciplinary approach. The role of technicians and close care givers in helping a child manage the condition of developmental delay cannot be under-estimated. Chloe’s condition provides an example of the role the said stakeholders are set to play in improving the socialization and communication deficiencies registered by a Chloe who has developmental delay. This task has shown that the competency of the technicians can be well realized under the guidance of a supervisor.
This task has underscored the specific steps that the supervisor can take in developing a more competent workforce that can help respond to Chloe’s condition. The first step shown in this task is assessment which is a critical step in identifying the strengths and deficiencies of the staff. In the assessment process, the use of a diagnostic performance checklist has shown to be a reliable way to set guidelines, outcomes, and respect components of the relationship. The PDC-HS showed that this would be an area for growth, which helps to influence the creation of target behaviors and outcomes.
This task has also demonstrated the importance of pinpointing the target behaviors and outcomes in the BCBA process. The target behaviors are critical in assessing the competency level of the BCBA team members. Through training procedures and performance monitoring, it is possible to monitor the effectiveness of a performance measurement. Addressing the target behaviors for staff will result in effective treatment and training for the client and their family. To assess the effectiveness of the BCBA process, both formal and informal assessment mechanisms have been suggested. Formal monitoring is when the supervisor observes the staff member in their work environment and is looking at a specific aspect of work performance while informal assessment while informal monitoring will take place to observe quality work performance also.
References
Carr, J. E., & Wilder, D. A. (2016). The performance diagnostic checklist – human services: A correction. Behavior Analysis in Practice, 9(1), 63.
.Luiselli, J. K. (2017). Applied behavior analysis advanced guidebook: A manual for professional practice. Academic Press, an imprint of Elsevier.
Reid, D. H., Parsons, M. B., & Green, C. W. (2012). The supervisor’s guidebook: Evidence-based strategies for promoting work quality and enjoyment among human service staff. Habilitative Management Consultants.
Sellers, T. P., Valentino, A. L., & Leblanc, L. A. (2016). Recommended practices for individual supervision of aspiring behavior analysts. Behavior Analysis in Practice, 9(4), 274-286.
Weston, R., Davis, T. N., Radhakrishnan, S., O’Guinn, N., & Rivera, G. (2020). Comparing Performance Feedback and Video Self-Monitoring Within a BST Package to Train Pre-service Behavior Analysts to Conduct Preference Assessments. Journal of Behavioral Education, 29(3), 571–583. https://doi.org/10.1007/s10864-019-09333-w
Appendix A
PDC-HS Diagnostic Checklist
- I have completed the assessment and will add it into the final word document. I tried to add it here but it messes up. I can email everyone if you need it! 🙂 I named the RBT I completed it on Elizabeth Rogers lol.
Appendix B
1. Is the RBT aware of the task that needs to be performed? Yes No
2. Can the RBT state the purpose of the task? Yes No
3. Can the RBT describe Discrete trail training? Yes No
4. Can the RBT describe functional communication training? Yes No
5. Can the RBT describe the verbal behavior approach? Yes No
6. Does the RBT perform the tasks that are asked of them? Yes No
7. Can the RBT perform Discrete trial training effectively? Yes No
8. Can the RBT perform functional communication training effectively? Yes No
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