Transcript Working with Staff to Promote Data

Working with Staff to Promote
Data-Based Decision Making:
Recommended Strategies and
Common Pitfalls
Dennis H. Reid, Ph.D., BCBA
Evidence-Based Education:
A Multi-Faceted Process
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Focus here on performance of front-line
education staff
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Proficient implementation of evidencebased interventions
Accurate data collection
Qualifications
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Focus on students with special needs
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Experience reference
Research emphasis within applied behavior
analysis
Rationale for Focus on Staff
Performance
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Proficient implementation of evidencebased interventions
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Intuitive appeal
Research-based correlations
Accurate data collection
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nonexamples
Significance of Staff Training
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Pre-service vs. in-service
Illogical expectations
Why needed
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No pre-service is all inclusive
Encountering students with new challenges
Role of paraeducators
Individualized nature of interventions
designed by support personnel
Evidence-Based Staff Training
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Providing knowledge
Equipping with skills
Verbal vs. performance training
procedures
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Research evidence
Common practice
Performance- and CompetencyBased Staff Training
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1. Provide rationale
2. Provide written summary
3. Describe target skills
4. Demonstrate target skills
5. Trainee practice with feedback
6. Continue steps 3 & 4 until observed
competency among all trainees
Why Not More Evidence-Based
Staff Training?
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History
Lack of training of trainers
Time and effort
Effective Staff Training
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Often necessary, rarely sufficient
Supervising Staff Use of
Evidence-Based Procedures
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Changing nonproficient performance
Supporting and maintaining proficient
performance
Enhancing staff work enjoyment
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Time, effort, importance, pleasantness
Evidence-Based Supervision
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Qualifications
Organizational Behavior Management
(OBM)
Outcome Management
Outcome Management
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Identify desired (student) outcomes
Identify staff performance necessary to
achieve targeted outcomes
Train targeted knowledge and skills
Monitor
Correct nonproficient performance
Support proficient performance
Evaluate
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Identification of student outcomes and
necessary staff performance
 Usually ok
Monitoring
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Three major obstacles
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Staff dislike
Lack of direct observation
Reactivity
Reducing Staff Dislike of
Monitoring
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Reid & Parsons (1995). Comparing
choice and questionnaire measures of
the acceptability of a staff training
procedure. Journal of Applied Behavior
Analysis, 28, 95-96.
Making Monitoring Acceptable
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Greet staff upon entering work site
Briefly explain reason for monitoring
Use common sense re proceeding
Provide feedback quickly
Acknowledge staff upon departing
Importance of Direct Observation
Green, Rollyson, Passante, & Reid (2002).
Maintaining proficient supervisor performance with
direct support personnel: An analysis of two
management approaches. Journal of Applied
Behavior Analysis, 35, 205-208.
Effects of Reactivity to
Observations
on Staff Performance
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Brackett, L., Reid, D. H., & Green, C. W.
(2007). Journal of Applied Behavior
Analysis, 40, 191-195.
Reducing Reactivity
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Observe frequently
Compare internal and external
monitoring results
Make some monitoring indigenous
Outcome Management
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Supporting proficient performance and
correcting nonproficient performance:
Feedback
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Advantages
Common obstacles
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Lack of skill
Unpleasantness for monitor
Feedback Protocol
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Parsons & Reid (1995). Training
residential supervisors to provide
feedback for maintaining staff teaching
skills with people who have severe
disabilities. Journal of Applied Behavior
Analysis, 28, 317-322.
Evidence-Based Feedback
Protocol
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1. Begin positive
2. Specify correct areas of performance
3. Specify incorrect areas of performance
4. Specify/demonstrate how to correct the
incorrect performance areas
5. Solicit questions/clarification
6. Note future plans
7. End positive
Future Needs and Directions
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Make evidence-based training more
efficient
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Pros and cons of media-based training
Train education supervisors and
clinicians in evidence-based supervisory
strategies
Bottom Line
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Promote use of evidence-based training
and supervisory procedures to enhance
staff use of evidence-based student
interventions and data collection