dennis h. reid, ph.d., bcba
DESCRIPTION
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. Focus here on performance of front-line education staff - PowerPoint PPT PresentationTRANSCRIPT
Working with Staff to Promote Data-Based Decision
Making: Recommended Strategies
andCommon Pitfalls
Dennis H. Reid, Ph.D., BCBA
Evidence-Based Education:
A Multi-Faceted Process
Focus here on performance of front-line education staff Proficient implementation of
evidence-based interventions Accurate data collection
Qualifications
Focus on students with special needs Experience reference Research emphasis within applied
behavior analysis
Rationale for Focus on Staff Performance
Proficient implementation of evidence-based interventions Intuitive appeal Research-based correlations
Accurate data collection nonexamples
Significance of Staff Training Pre-service vs. in-service Illogical expectations Why needed
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
Providing knowledge Equipping with skills Verbal vs. performance training
procedures Research evidence Common practice
Performance- and Competency-Based Staff Training
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?
History Lack of training of trainers Time and effort
Effective Staff Training
Often necessary, rarely sufficient
Supervising Staff Use of Evidence-Based Procedures
Changing nonproficient performance
Supporting and maintaining proficient performance
Enhancing staff work enjoyment Time, effort, importance,
pleasantness
Evidence-Based Supervision
Qualifications Organizational Behavior
Management (OBM) Outcome Management
Outcome Management 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
Identification of student outcomes and necessary staff performance
Usually ok
Monitoring
Three major obstacles Staff dislike Lack of direct observation Reactivity
Reducing Staff Dislike of Monitoring
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
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 Brackett, L., Reid, D. H., & Green,
C. W. (2007). Journal of Applied Behavior Analysis, 40, 191-195.
Reducing Reactivity
Observe frequently Compare internal and external
monitoring results Make some monitoring indigenous
Outcome Management
Supporting proficient performance and correcting nonproficient performance:
Feedback Advantages Common obstacles
Lack of skill Unpleasantness for monitor
Feedback Protocol
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 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
Make evidence-based training more efficient Pros and cons of media-based training
Train education supervisors and clinicians in evidence-based supervisory strategies
Bottom Line
Promote use of evidence-based training and supervisory procedures to enhance staff use of evidence-based student interventions and data collection