Assignment Prompt & Instructions
attached
**files (4)**
– ## finalprojectrubric.docx
– ## project.docx
– ## ThePDC-HS.docx
– video1730871913.mp4
**## finalprojectrubric.docx**
Final Project Rubric
Grading Rubric (100 Points)
Presentation (5 points)
Speaker is audible and presentation submitted on time.
·
**5 pts:** All criteria met
·
**3 pts:** One criterion met
·
**0 pts:** No criteria met
Title Slide (5 points)
·
**5 pts:** Name and presentation title included
·
**3 pts:** One element missing
·
**0 pts:** Missing required elements
Scenario Slide (10 points)
Includes relevant contextual information such as:
· Setting
· Relationships between individuals
· Environmental variables
·
**10 pts:** All criteria met
·
**5 pts:** At least 50% met
·
**0 pts:** Less than 50% met
Pinpoint Slide (20 points)
Provides a clear, measurable, observable behavior definition.
·
**20 pts:** High-quality pinpoint provided
·
**10 pts:** Partially developed pinpoint
·
**0 pts:** Poor or incorrect pinpoint
PDC-HS Analysis (20 points)
Includes four slides addressing:
· Training
· Task Clarification and Prompting
· Resources, Materials, and Processes
· Performance Consequences, Effort, and Competition
·
**20 pts:** All slides present and supported
·
**10 pts:** Partial completion or limited support
·
**0 pts:** Slides missing or unsupported
Intervention Plan (20 points)
Includes:
· List of resources needed
· Task analysis describing implementation
·
**20 pts:** Comprehensive and well-developed
·
**10 pts:** Partial plan or incomplete resources
·
**0 pts:** Intervention plan missing or weak
Measuring Success (20 points)
Provides a clear behavior-analytic measurement and data collection plan.
·
**20 pts:** Clear, replicable measurement plan
·
**10 pts:** Partially developed plan
·
**0 pts:** Measurement plan missing or unclear
**## project.docx**
Final Project Instructions
Overview
In this course, you will complete a final project that identifies and resolves supervisee/trainee performance issues in the workplace. The objective of this assignment will be to create a brief presentation that demonstrates your ability to pinpoint performance issues, identify potential solutions, and measure the success of an intervention.
For this project, you will either:
· Report a real-life performance issue experienced by yourself or colleagues, or
· Create a hypothetical scenario of a performance issue in the workplace
Using the Performance Diagnostic Checklist – Human Services (provided to you during Module 7), you will analyze a pinpointed supervisee/trainee behavior from your situation/scenario and determine a potential intervention to implement and strategy for measuring success.
You will present your assessment and intervention process via a 5-10 minute PowerPoint (or similar) presentation. You may choose to present via recording or live during your Module 9 virtual live class. Both recorded and live presenters must submit their presentation in Canvas and presentations must be submitted at least 24 hours before the Module 9 live class.
Each student will be provided one peer’s presentation to review the following week and must submit the feedback as soon as possible.
Example project provided here – you cannot use this concern/pinpoint for your project.( the video attached)
Components
Title Slide
Should include your name and general title of your presentation (e.g., Repeated Delay in Data Collection)
Scenario Slide
Describe a staff performance issue you’ve observed or experienced or write a hypothetical scenario of a staff performance issue in the workplace. Include contextual information, including the setting, relevant relationships between individuals in the scenario/situation, and environmental variables that will help inform your PDC-HS process later.
Pinpoint Slide
Pinpoint the staff behavior of interest for increase or decrease. Ensure that your definition follows all the requirements of a high-quality pinpoint (measurable, observable, passes the “dead person’s” test, not a non-behavior, etc.) Please review content in Module 3 for a refresher on appropriate pinpoints.
PDC-HS Slides (x4):
Conduct a mock PDC-HS related to your scenario and briefly describe your findings for each section on separate slides. You should have a slide each for:
· Training
· Task Clarification and Prompting
· Resources, Materials, & Processes
· Performance Consequences, Effort, and Competition
Intervention Slide
Select the intervention that you believe will have the greatest impact on the behavior of the supervisee/trainee member. Provide a list of resources needed to implement the intervention (including people, time, funding, etc.), and a task analysis of the steps you would take to put the intervention in place.
Measuring Success Slide
Describe what data you would collect to determine if the intervention was successful and how you would collect those data. For a refresher on measurement strategies, please review the content from Module 3.
It is expected that the presenter will speak clearly, so that all words are audible. It is also expected that the presenter will be prepared and articulate the information on the slides in a smooth and controlled manner (i.e., deliver pertinent information without long pauses or repetition of filler words).
Peer Review Component
Students are expected to provide their peers with meaningful and substantial feedback. The following questions must be answered in narrative format:
Scenario Clarity & Context
Identify one specific detail from the
_Scenario Slide_ that meaningfully helps explain the performance issue, and one missing detail that would improve the functional understanding of the situation. Explain why that missing piece matters.
Pinpoint Quality Check
Evaluate the
_Pinpoint Slide_ using behavioral criteria (observable, measurable, passes the dead person’s test, etc.). Which criterion is best met, and which (if any) is weakest? Provide a revised version of the pinpoint if improvement is needed.
PDC-HS Alignment
Select one PDC-HS domain (Training, Task Clarification, Resources, or Performance Consequences) and explain whether the presenter’s conclusions are logically supported by the scenario. Cite a specific example from their slides to justify your evaluation.
Intervention
Does the chosen intervention clearly align with the performance problem identified in the PDC-HS? Point to one element of the intervention that directly addresses the problem and one aspect that may be mismatched, missing, or unnecessary.
Measurement & Data Validity
Evaluate the
_Measuring Success Slide_: What type of data is being collected, and is it appropriate for the pinpointed behavior? Suggest one specific improvement to increase the reliability or validity of the measurement system.
**## ThePDC-HS.docx**
The PDC-HS
Performance Diagnostic Checklist – Human Services (PDC-HS)
Overview
The
**Performance Diagnostic Checklist – Human Services (PDC-HS)** is a structured assessment tool used to identify the environmental variables contributing to staff performance problems. The checklist evaluates four primary domains that influence performance:
1.
**Training**
2.
**Task Clarification and Prompting**
3.
**Resources, Materials, and Processes**
4.
**Performance Consequences, Effort, and Competition**
The goal of this assessment is to identify
**environmental barriers to performance** so that interventions can be designed that improve staff behavior and organizational outcomes.
Instructions
1. Identify a
**specific staff performance problem**.
2. Define the problem as a
**behavioral excess or behavioral deficit**.
3. Complete the checklist questions
**based on that specific behavior**, not the employee in general.
4. Items marked with an asterisk (*) should be confirmed
**through direct observation whenever possible**.
Case Information
Employee Name: ___________________________
Interviewer: ___________________________
Date: ___________________________
Describe the performance concern:
Section 1: Training
1. Has the employee received
**formal training** on this task?
☐ Yes
☐ No
If yes, check all training methods used:
☐ Instructions
☐ Demonstration
☐ Rehearsal
2. Can the employee
**accurately describe the target task and when it should be performed**?
☐ Yes
☐ No
3. Is there evidence that the employee has
**accurately completed the task in the past**?
☐ Yes
☐ No
4. If the task must be completed quickly, can the employee
**perform the task at the appropriate speed**?
☐ Yes
☐ No
☐ N/A
Section 2: Task Clarification & Prompting
1. Has the employee been
**informed that they are expected to perform the task**?
☐ Yes
☐ No
2. Can the employee
**state the purpose of the task**?
☐ Yes
☐ No
3. Is a
**job aid** (e.g., checklist, data sheet, guide) available in the work area?
☐ Yes
☐ No
4. Is the employee
**reminded to complete the task**?
☐ Yes
☐ No
Examples of reminders:
· Verbal reminders
· Written reminders
· Text or electronic reminders
5. Is the task performed in an
**environment well suited for completion**?
Examples:
· minimal noise
· minimal crowding
· appropriate workspace
☐ Yes
☐ No
Section 3: Resources, Materials, & Processes
1. Are there
**sufficient trained staff available** in the program?
☐ Yes
☐ No
2. Are the
**materials required to complete the task readily available**?
☐ Yes
☐ No
☐ N/A
If materials are required, list them:
Item 1: ___________________________
Item 2: ___________________________
Item 3: ___________________________
Item 4: ___________________________
3. Are the materials
**well designed for their intended purpose**?
☐ Yes
☐ No
☐ N/A
4. Are the materials
**well organized and easy to access**?
☐ Yes
☐ No
☐ N/A
5. Can the task be completed
**without completing other tasks first**?
☐ Yes
☐ No
If not, list required tasks:
Task 1: ___________________________
Task 2: ___________________________
Task 3: ___________________________
Task 4: ___________________________
6. If other tasks must occur first, are
**other employees responsible for completing them**?
☐ Yes
☐ No
☐ N/A
If yes, identify responsible employees:
Task 1: ___________________________
Task 2: ___________________________
Task 3: ___________________________
Task 4: ___________________________
Section 4: Performance Consequences, Effort, & Competition
1. Is the employee
**directly monitored by a supervisor**?
☐ Yes
☐ No
Monitoring frequency:
☐ Hourly
☐ Daily
☐ Weekly
☐ Monthly
☐ Other: __________
2. Does the employee
**receive feedback about their performance**?
☐ Yes
☐ No
If yes:
Feedback provider: ____________________
Frequency: ____________________
Delay from task completion: ____________________
Feedback focus:
☐ Positive
☐ Corrective
Feedback format:
☐ Verbal
☐ Written
☐ Graphed
☐ Other
3. Does the employee
**see the effects of completing the task correctly**?
☐ Yes
☐ No
If yes, describe:
4. Is the task
**relatively simple or low effort**?
☐ Yes
☐ No
5. Does the task
**take precedence over competing tasks**?
☐ Yes
☐ No
If not, list competing tasks:
Task 1: ___________________________
Task 2: ___________________________
Task 3: ___________________________
Task 4: ___________________________
Intervention Planning
Items marked
**“No”** on the checklist represent potential
**targets for intervention**.
Priority should be given to areas where
**multiple items are marked “No.”**
Interventions may be implemented:
·
**Sequentially** (preferred when resources are limited), or
·
**Simultaneously** when appropriate.
Example Interventions by Area
Training
· Behavioral Skills Training (BST)
· Improved staff selection processes
Task Clarification
· Task clarification
· Job aids or checklists
· Prompts
Resources & Materials
· Improve access to materials
· Reorganize work environment
· Adjust staffing
Consequences
· Increase supervisor presence
· Provide performance feedback
· Highlight task outcomes
· Reduce response effort
References (APA 7)
Arco, L. (2008). Feedback for improving staff training and performance in behavioral treatment programs.
_Behavioral Interventions, 23_, 39–64.
Bacon, D. L., Fulton, B. J., & Malott, R. W. (1982). Improving staff performance through the use of task checklists.
_Journal of Organizational Behavior Management, 4_(3–4), 17–25.
Barnes, C. S., Dunning, J. L., & Rehfeldt, R. A. (2011). An evaluation of strategies for training staff to implement the picture exchange communication system.
_Research in Autism Spectrum Disorders, 5_, 1574–1583.
Brackett, L., Reid, D. H., & Green, C. W. (2007). Effects of reactivity to observations on staff performance.
_Journal of Applied Behavior Analysis, 40_, 191–195.
Casella, S. E., Wilder, D. A., Neidert, P., Rey, C., Compton, M., & Chong, I. (2010). The effects of response effort on safe performance by therapists at an autism treatment facility.
_Journal of Applied Behavior Analysis, 43_, 729–734.
Cunningham, T. R., & Austin, J. (2007). Goal setting, task clarification, and feedback to increase the use of the hands-free technique by hospital operating room staff.
_Journal of Applied Behavior Analysis, 40_, 673–677.
Diener, L. H., McGee, H. M., & Miguel, C. F. (2009). An integrated approach for conducting a behavioral systems analysis.
_Journal of Organizational Behavior Management, 29_, 108–135.
Gatewood, R. D., Feild, H. S., & Barrick, M. R. (2008).
_Human resource selection_ (6th ed.). Cengage Learning.
Gravina, N., VanWagner, M., & Austin, J. (2008). Increasing physical therapy equipment preparation behaviors using task clarification, graphic feedback, and modification of the work environment.
_Journal of Organizational Behavior Management, 28_, 110–122.
Green, C. W., Rollyson, J. H., Passante, S. C., & Reid, D. H. (2002). Maintaining proficient supervisor performance with direct support personnel.
_Journal of Applied Behavior Analysis, 35_, 205–208.
May, R. J., Austin, J. L., & Dymond, S. (2011). Effects of a stimulus prompt display on therapists’ accuracy and rate of trial delivery during discrete trial teaching.
_Research in Autism Spectrum Disorders, 5_, 305–316.
Mozingo, D. B., Smith, T., Riordan, M. R., Reiss, M. L., & Bailey, J. S. (2006). Enhancing frequency recording by developmental disabilities treatment staff.
_Journal of Applied Behavior Analysis, 39_, 253–256.
Strouse, M. C., Carroll-Hernandez, T. A., Sherman, J. A., & Sheldon, J. B. (2003). Turning over turnover: Evaluation of a staff scheduling system in a community-based program for adults with developmental disabilities.
_Journal of Organizational Behavior Management, 23_, 45–63.
**video1730871913.mp4**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/video1730871913-mp4)
**video1730871913.mp4**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/video1730871913-mp4)
**## finalprojectrubric.docx**
Final Project Rubric
Grading Rubric (100 Points)
Presentation (5 points)
Speaker is audible and presentation submitted on time.
·
**5 pts:** All criteria met
·
**3 pts:** One criterion met
·
**0 pts:** No criteria met
Title Slide (5 points)
·
**5 pts:** Name and presentation title included
·
**3 pts:** One element missing
·
**0 pts:** Missing required elements
Scenario Slide (10 points)
Includes relevant contextual information such as:
· Setting
· Relationships between individuals
· Environmental variables
·
**10 pts:** All criteria met
·
**5 pts:** At least 50% met
·
**0 pts:** Less than 50% met
Pinpoint Slide (20 points)
Provides a clear, measurable, observable behavior definition.
·
**20 pts:** High-quality pinpoint provided
·
**10 pts:** Partially developed pinpoint
·
**0 pts:** Poor or incorrect pinpoint
PDC-HS Analysis (20 points)
Includes four slides addressing:
· Training
· Task Clarification and Prompting
· Resources, Materials, and Processes
· Performance Consequences, Effort, and Competition
·
**20 pts:** All slides present and supported
·
**10 pts:** Partial completion or limited support
·
**0 pts:** Slides missing or unsupported
Intervention Plan (20 points)
Includes:
· List of resources needed
· Task analysis describing implementation
·
**20 pts:** Comprehensive and well-developed
·
**10 pts:** Partial plan or incomplete resources
·
**0 pts:** Intervention plan missing or weak
Measuring Success (20 points)
Provides a clear behavior-analytic measurement and data collection plan.
·
**20 pts:** Clear, replicable measurement plan
·
**10 pts:** Partially developed plan
·
**0 pts:** Measurement plan missing or unclear
**## project.docx**
Final Project Instructions
Overview
In this course, you will complete a final project that identifies and resolves supervisee/trainee performance issues in the workplace. The objective of this assignment will be to create a brief presentation that demonstrates your ability to pinpoint performance issues, identify potential solutions, and measure the success of an intervention.
For this project, you will either:
· Report a real-life performance issue experienced by yourself or colleagues, or
· Create a hypothetical scenario of a performance issue in the workplace
Using the Performance Diagnostic Checklist – Human Services (provided to you during Module 7), you will analyze a pinpointed supervisee/trainee behavior from your situation/scenario and determine a potential intervention to implement and strategy for measuring success.
You will present your assessment and intervention process via a 5-10 minute PowerPoint (or similar) presentation. You may choose to present via recording or live during your Module 9 virtual live class. Both recorded and live presenters must submit their presentation in Canvas and presentations must be submitted at least 24 hours before the Module 9 live class.
Each student will be provided one peer’s presentation to review the following week and must submit the feedback as soon as possible.
Example project provided here – you cannot use this concern/pinpoint for your project.( the video attached)
Components
Title Slide
Should include your name and general title of your presentation (e.g., Repeated Delay in Data Collection)
Scenario Slide
Describe a staff performance issue you’ve observed or experienced or write a hypothetical scenario of a staff performance issue in the workplace. Include contextual information, including the setting, relevant relationships between individuals in the scenario/situation, and environmental variables that will help inform your PDC-HS process later.
Pinpoint Slide
Pinpoint the staff behavior of interest for increase or decrease. Ensure that your definition follows all the requirements of a high-quality pinpoint (measurable, observable, passes the “dead person’s” test, not a non-behavior, etc.) Please review content in Module 3 for a refresher on appropriate pinpoints.
PDC-HS Slides (x4):
Conduct a mock PDC-HS related to your scenario and briefly describe your findings for each section on separate slides. You should have a slide each for:
· Training
· Task Clarification and Prompting
· Resources, Materials, & Processes
· Performance Consequences, Effort, and Competition
Intervention Slide
Select the intervention that you believe will have the greatest impact on the behavior of the supervisee/trainee member. Provide a list of resources needed to implement the intervention (including people, time, funding, etc.), and a task analysis of the steps you would take to put the intervention in place.
Measuring Success Slide
Describe what data you would collect to determine if the intervention was successful and how you would collect those data. For a refresher on measurement strategies, please review the content from Module 3.
It is expected that the presenter will speak clearly, so that all words are audible. It is also expected that the presenter will be prepared and articulate the information on the slides in a smooth and controlled manner (i.e., deliver pertinent information without long pauses or repetition of filler words).
Peer Review Component
Students are expected to provide their peers with meaningful and substantial feedback. The following questions must be answered in narrative format:
Scenario Clarity & Context
Identify one specific detail from the
_Scenario Slide_ that meaningfully helps explain the performance issue, and one missing detail that would improve the functional understanding of the situation. Explain why that missing piece matters.
Pinpoint Quality Check
Evaluate the
_Pinpoint Slide_ using behavioral criteria (observable, measurable, passes the dead person’s test, etc.). Which criterion is best met, and which (if any) is weakest? Provide a revised version of the pinpoint if improvement is needed.
PDC-HS Alignment
Select one PDC-HS domain (Training, Task Clarification, Resources, or Performance Consequences) and explain whether the presenter’s conclusions are logically supported by the scenario. Cite a specific example from their slides to justify your evaluation.
Intervention
Does the chosen intervention clearly align with the performance problem identified in the PDC-HS? Point to one element of the intervention that directly addresses the problem and one aspect that may be mismatched, missing, or unnecessary.
Measurement & Data Validity
Evaluate the
_Measuring Success Slide_: What type of data is being collected, and is it appropriate for the pinpointed behavior? Suggest one specific improvement to increase the reliability or validity of the measurement system.
**## ThePDC-HS.docx**
The PDC-HS
Performance Diagnostic Checklist – Human Services (PDC-HS)
Overview
The
**Performance Diagnostic Checklist – Human Services (PDC-HS)** is a structured assessment tool used to identify the environmental variables contributing to staff performance problems. The checklist evaluates four primary domains that influence performance:
1.
**Training**
2.
**Task Clarification and Prompting**
3.
**Resources, Materials, and Processes**
4.
**Performance Consequences, Effort, and Competition**
The goal of this assessment is to identify
**environmental barriers to performance** so that interventions can be designed that improve staff behavior and organizational outcomes.
Instructions
1. Identify a
**specific staff performance problem**.
2. Define the problem as a
**behavioral excess or behavioral deficit**.
3. Complete the checklist questions
**based on that specific behavior**, not the employee in general.
4. Items marked with an asterisk (*) should be confirmed
**through direct observation whenever possible**.
Case Information
Employee Name: ___________________________
Interviewer: ___________________________
Date: ___________________________
Describe the performance concern:
Section 1: Training
1. Has the employee received
**formal training** on this task?
☐ Yes
☐ No
If yes, check all training methods used:
☐ Instructions
☐ Demonstration
☐ Rehearsal
2. Can the employee
**accurately describe the target task and when it should be performed**?
☐ Yes
☐ No
3. Is there evidence that the employee has
**accurately completed the task in the past**?
☐ Yes
☐ No
4. If the task must be completed quickly, can the employee
**perform the task at the appropriate speed**?
☐ Yes
☐ No
☐ N/A
Section 2: Task Clarification & Prompting
1. Has the employee been
**informed that they are expected to perform the task**?
☐ Yes
☐ No
2. Can the employee
**state the purpose of the task**?
☐ Yes
☐ No
3. Is a
**job aid** (e.g., checklist, data sheet, guide) available in the work area?
☐ Yes
☐ No
4. Is the employee
**reminded to complete the task**?
☐ Yes
☐ No
Examples of reminders:
· Verbal reminders
· Written reminders
· Text or electronic reminders
5. Is the task performed in an
**environment well suited for completion**?
Examples:
· minimal noise
· minimal crowding
· appropriate workspace
☐ Yes
☐ No
Section 3: Resources, Materials, & Processes
1. Are there
**sufficient trained staff available** in the program?
☐ Yes
☐ No
2. Are the
**materials required to complete the task readily available**?
☐ Yes
☐ No
☐ N/A
If materials are required, list them:
Item 1: ___________________________
Item 2: ___________________________
Item 3: ___________________________
Item 4: ___________________________
3. Are the materials
**well designed for their intended purpose**?
☐ Yes
☐ No
☐ N/A
4. Are the materials
**well organized and easy to access**?
☐ Yes
☐ No
☐ N/A
5. Can the task be completed
**without completing other tasks first**?
☐ Yes
☐ No
If not, list required tasks:
Task 1: ___________________________
Task 2: ___________________________
Task 3: ___________________________
Task 4: ___________________________
6. If other tasks must occur first, are
**other employees responsible for completing them**?
☐ Yes
☐ No
☐ N/A
If yes, identify responsible employees:
Task 1: ___________________________
Task 2: ___________________________
Task 3: ___________________________
Task 4: ___________________________
Section 4: Performance Consequences, Effort, & Competition
1. Is the employee
**directly monitored by a supervisor**?
☐ Yes
☐ No
Monitoring frequency:
☐ Hourly
☐ Daily
☐ Weekly
☐ Monthly
☐ Other: __________
2. Does the employee
**receive feedback about their performance**?
☐ Yes
☐ No
If yes:
Feedback provider: ____________________
Frequency: ____________________
Delay from task completion: ____________________
Feedback focus:
☐ Positive
☐ Corrective
Feedback format:
☐ Verbal
☐ Written
☐ Graphed
☐ Other
3. Does the employee
**see the effects of completing the task correctly**?
☐ Yes
☐ No
If yes, describe:
4. Is the task
**relatively simple or low effort**?
☐ Yes
☐ No
5. Does the task
**take precedence over competing tasks**?
☐ Yes
☐ No
If not, list competing tasks:
Task 1: ___________________________
Task 2: ___________________________
Task 3: ___________________________
Task 4: ___________________________
Intervention Planning
Items marked
**“No”** on the checklist represent potential
**targets for intervention**.
Priority should be given to areas where
**multiple items are marked “No.”**
Interventions may be implemented:
·
**Sequentially** (preferred when resources are limited), or
·
**Simultaneously** when appropriate.
Example Interventions by Area
Training
· Behavioral Skills Training (BST)
· Improved staff selection processes
Task Clarification
· Task clarification
· Job aids or checklists
· Prompts
Resources & Materials
· Improve access to materials
· Reorganize work environment
· Adjust staffing
Consequences
· Increase supervisor presence
· Provide performance feedback
· Highlight task outcomes
· Reduce response effort
References (APA 7)
Arco, L. (2008). Feedback for improving staff training and performance in behavioral treatment programs.
_Behavioral Interventions, 23_, 39–64.
Bacon, D. L., Fulton, B. J., & Malott, R. W. (1982). Improving staff performance through the use of task checklists.
_Journal of Organizational Behavior Management, 4_(3–4), 17–25.
Barnes, C. S., Dunning, J. L., & Rehfeldt, R. A. (2011). An evaluation of strategies for training staff to implement the picture exchange communication system.
_Research in Autism Spectrum Disorders, 5_, 1574–1583.
Brackett, L., Reid, D. H., & Green, C. W. (2007). Effects of reactivity to observations on staff performance.
_Journal of Applied Behavior Analysis, 40_, 191–195.
Casella, S. E., Wilder, D. A., Neidert, P., Rey, C., Compton, M., & Chong, I. (2010). The effects of response effort on safe performance by therapists at an autism treatment facility.
_Journal of Applied Behavior Analysis, 43_, 729–734.
Cunningham, T. R., & Austin, J. (2007). Goal setting, task clarification, and feedback to increase the use of the hands-free technique by hospital operating room staff.
_Journal of Applied Behavior Analysis, 40_, 673–677.
Diener, L. H., McGee, H. M., & Miguel, C. F. (2009). An integrated approach for conducting a behavioral systems analysis.
_Journal of Organizational Behavior Management, 29_, 108–135.
Gatewood, R. D., Feild, H. S., & Barrick, M. R. (2008).
_Human resource selection_ (6th ed.). Cengage Learning.
Gravina, N., VanWagner, M., & Austin, J. (2008). Increasing physical therapy equipment preparation behaviors using task clarification, graphic feedback, and modification of the work environment.
_Journal of Organizational Behavior Management, 28_, 110–122.
Green, C. W., Rollyson, J. H., Passante, S. C., & Reid, D. H. (2002). Maintaining proficient supervisor performance with direct support personnel.
_Journal of Applied Behavior Analysis, 35_, 205–208.
May, R. J., Austin, J. L., & Dymond, S. (2011). Effects of a stimulus prompt display on therapists’ accuracy and rate of trial delivery during discrete trial teaching.
_Research in Autism Spectrum Disorders, 5_, 305–316.
Mozingo, D. B., Smith, T., Riordan, M. R., Reiss, M. L., & Bailey, J. S. (2006). Enhancing frequency recording by developmental disabilities treatment staff.
_Journal of Applied Behavior Analysis, 39_, 253–256.
Strouse, M. C., Carroll-Hernandez, T. A., Sherman, J. A., & Sheldon, J. B. (2003). Turning over turnover: Evaluation of a staff scheduling system in a community-based program for adults with developmental disabilities.
_Journal of Organizational Behavior Management, 23_, 45–63.
**video1730871913.mp4**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/video1730871913-mp4)
**## finalprojectrubric.docx**
Final Project Rubric
Grading Rubric (100 Points)
Presentation (5 points)
Speaker is audible and presentation submitted on time.
·
**5 pts:** All criteria met
·
**3 pts:** One criterion met
·
**0 pts:** No criteria met
Title Slide (5 points)
·
**5 pts:** Name and presentation title included
·
**3 pts:** One element missing
·
**0 pts:** Missing required elements
Scenario Slide (10 points)
Includes relevant contextual information such as:
· Setting
· Relationships between individuals
· Environmental variables
·
**10 pts:** All criteria met
·
**5 pts:** At least 50% met
·
**0 pts:** Less than 50% met
Pinpoint Slide (20 points)
Provides a clear, measurable, observable behavior definition.
·
**20 pts:** High-quality pinpoint provided
·
**10 pts:** Partially developed pinpoint
·
**0 pts:** Poor or incorrect pinpoint
PDC-HS Analysis (20 points)
Includes four slides addressing:
· Training
· Task Clarification and Prompting
· Resources, Materials, and Processes
· Performance Consequences, Effort, and Competition
·
**20 pts:** All slides present and supported
·
**10 pts:** Partial completion or limited support
·
**0 pts:** Slides missing or unsupported
Intervention Plan (20 points)
Includes:
· List of resources needed
· Task analysis describing implementation
·
**20 pts:** Comprehensive and well-developed
·
**10 pts:** Partial plan or incomplete resources
·
**0 pts:** Intervention plan missing or weak
Measuring Success (20 points)
Provides a clear behavior-analytic measurement and data collection plan.
·
**20 pts:** Clear, replicable measurement plan
·
**10 pts:** Partially developed plan
·
**0 pts:** Measurement plan missing or unclear
**## project.docx**
Final Project Instructions
Overview
In this course, you will complete a final project that identifies and resolves supervisee/trainee performance issues in the workplace. The objective of this assignment will be to create a brief presentation that demonstrates your ability to pinpoint performance issues, identify potential solutions, and measure the success of an intervention.
For this project, you will either:
· Report a real-life performance issue experienced by yourself or colleagues, or
· Create a hypothetical scenario of a performance issue in the workplace
Using the Performance Diagnostic Checklist – Human Services (provided to you during Module 7), you will analyze a pinpointed supervisee/trainee behavior from your situation/scenario and determine a potential intervention to implement and strategy for measuring success.
You will present your assessment and intervention process via a 5-10 minute PowerPoint (or similar) presentation. You may choose to present via recording or live during your Module 9 virtual live class. Both recorded and live presenters must submit their presentation in Canvas and presentations must be submitted at least 24 hours before the Module 9 live class.
Each student will be provided one peer’s presentation to review the following week and must submit the feedback as soon as possible.
Example project provided here – you cannot use this concern/pinpoint for your project.( the video attached)
Components
Title Slide
Should include your name and general title of your presentation (e.g., Repeated Delay in Data Collection)
Scenario Slide
Describe a staff performance issue you’ve observed or experienced or write a hypothetical scenario of a staff performance issue in the workplace. Include contextual information, including the setting, relevant relationships between individuals in the scenario/situation, and environmental variables that will help inform your PDC-HS process later.
Pinpoint Slide
Pinpoint the staff behavior of interest for increase or decrease. Ensure that your definition follows all the requirements of a high-quality pinpoint (measurable, observable, passes the “dead person’s” test, not a non-behavior, etc.) Please review content in Module 3 for a refresher on appropriate pinpoints.
PDC-HS Slides (x4):
Conduct a mock PDC-HS related to your scenario and briefly describe your findings for each section on separate slides. You should have a slide each for:
· Training
· Task Clarification and Prompting
· Resources, Materials, & Processes
· Performance Consequences, Effort, and Competition
Intervention Slide
Select the intervention that you believe will have the greatest impact on the behavior of the supervisee/trainee member. Provide a list of resources needed to implement the intervention (including people, time, funding, etc.), and a task analysis of the steps you would take to put the intervention in place.
Measuring Success Slide
Describe what data you would collect to determine if the intervention was successful and how you would collect those data. For a refresher on measurement strategies, please review the content from Module 3.
It is expected that the presenter will speak clearly, so that all words are audible. It is also expected that the presenter will be prepared and articulate the information on the slides in a smooth and controlled manner (i.e., deliver pertinent information without long pauses or repetition of filler words).
Peer Review Component
Students are expected to provide their peers with meaningful and substantial feedback. The following questions must be answered in narrative format:
Scenario Clarity & Context
Identify one specific detail from the
_Scenario Slide_ that meaningfully helps explain the performance issue, and one missing detail that would improve the functional understanding of the situation. Explain why that missing piece matters.
Pinpoint Quality Check
Evaluate the
_Pinpoint Slide_ using behavioral criteria (observable, measurable, passes the dead person’s test, etc.). Which criterion is best met, and which (if any) is weakest? Provide a revised version of the pinpoint if improvement is needed.
PDC-HS Alignment
Select one PDC-HS domain (Training, Task Clarification, Resources, or Performance Consequences) and explain whether the presenter’s conclusions are logically supported by the scenario. Cite a specific example from their slides to justify your evaluation.
Intervention
Does the chosen intervention clearly align with the performance problem identified in the PDC-HS? Point to one element of the intervention that directly addresses the problem and one aspect that may be mismatched, missing, or unnecessary.
Measurement & Data Validity
Evaluate the
_Measuring Success Slide_: What type of data is being collected, and is it appropriate for the pinpointed behavior? Suggest one specific improvement to increase the reliability or validity of the measurement system.
**## ThePDC-HS.docx**
The PDC-HS
Performance Diagnostic Checklist – Human Services (PDC-HS)
Overview
The
**Performance Diagnostic Checklist – Human Services (PDC-HS)** is a structured assessment tool used to identify the environmental variables contributing to staff performance problems. The checklist evaluates four primary domains that influence performance:
1.
**Training**
2.
**Task Clarification and Prompting**
3.
**Resources, Materials, and Processes**
4.
**Performance Consequences, Effort, and Competition**
The goal of this assessment is to identify
**environmental barriers to performance** so that interventions can be designed that improve staff behavior and organizational outcomes.
Instructions
1. Identify a
**specific staff performance problem**.
2. Define the problem as a
**behavioral excess or behavioral deficit**.
3. Complete the checklist questions
**based on that specific behavior**, not the employee in general.
4. Items marked with an asterisk (*) should be confirmed
**through direct observation whenever possible**.
Case Information
Employee Name: ___________________________
Interviewer: ___________________________
Date: ___________________________
Describe the performance concern:
Section 1: Training
1. Has the employee received
**formal training** on this task?
☐ Yes
☐ No
If yes, check all training methods used:
☐ Instructions
☐ Demonstration
☐ Rehearsal
2. Can the employee
**accurately describe the target task and when it should be performed**?
☐ Yes
☐ No
3. Is there evidence that the employee has
**accurately completed the task in the past**?
☐ Yes
☐ No
4. If the task must be completed quickly, can the employee
**perform the task at the appropriate speed**?
☐ Yes
☐ No
☐ N/A
Section 2: Task Clarification & Prompting
1. Has the employee been
**informed that they are expected to perform the task**?
☐ Yes
☐ No
2. Can the employee
**state the purpose of the task**?
☐ Yes
☐ No
3. Is a
**job aid** (e.g., checklist, data sheet, guide) available in the work area?
☐ Yes
☐ No
4. Is the employee
**reminded to complete the task**?
☐ Yes
☐ No
Examples of reminders:
· Verbal reminders
· Written reminders
· Text or electronic reminders
5. Is the task performed in an
**environment well suited for completion**?
Examples:
· minimal noise
· minimal crowding
· appropriate workspace
☐ Yes
☐ No
Section 3: Resources, Materials, & Processes
1. Are there
**sufficient trained staff available** in the program?
☐ Yes
☐ No
2. Are the
**materials required to complete the task readily available**?
☐ Yes
☐ No
☐ N/A
If materials are required, list them:
Item 1: ___________________________
Item 2: ___________________________
Item 3: ___________________________
Item 4: ___________________________
3. Are the materials
**well designed for their intended purpose**?
☐ Yes
☐ No
☐ N/A
4. Are the materials
**well organized and easy to access**?
☐ Yes
☐ No
☐ N/A
5. Can the task be completed
**without completing other tasks first**?
☐ Yes
☐ No
If not, list required tasks:
Task 1: ___________________________
Task 2: ___________________________
Task 3: ___________________________
Task 4: ___________________________
6. If other tasks must occur first, are
**other employees responsible for completing them**?
☐ Yes
☐ No
☐ N/A
If yes, identify responsible employees:
Task 1: ___________________________
Task 2: ___________________________
Task 3: ___________________________
Task 4: ___________________________
Section 4: Performance Consequences, Effort, & Competition
1. Is the employee
**directly monitored by a supervisor**?
☐ Yes
☐ No
Monitoring frequency:
☐ Hourly
☐ Daily
☐ Weekly
☐ Monthly
☐ Other: __________
2. Does the employee
**receive feedback about their performance**?
☐ Yes
☐ No
If yes:
Feedback provider: ____________________
Frequency: ____________________
Delay from task completion: ____________________
Feedback focus:
☐ Positive
☐ Corrective
Feedback format:
☐ Verbal
☐ Written
☐ Graphed
☐ Other
3. Does the employee
**see the effects of completing the task correctly**?
☐ Yes
☐ No
If yes, describe:
4. Is the task
**relatively simple or low effort**?
☐ Yes
☐ No
5. Does the task
**take precedence over competing tasks**?
☐ Yes
☐ No
If not, list competing tasks:
Task 1: ___________________________
Task 2: ___________________________
Task 3: ___________________________
Task 4: ___________________________
Intervention Planning
Items marked
**“No”** on the checklist represent potential
**targets for intervention**.
Priority should be given to areas where
**multiple items are marked “No.”**
Interventions may be implemented:
·
**Sequentially** (preferred when resources are limited), or
·
**Simultaneously** when appropriate.
Example Interventions by Area
Training
· Behavioral Skills Training (BST)
· Improved staff selection processes
Task Clarification
· Task clarification
· Job aids or checklists
· Prompts
Resources & Materials
· Improve access to materials
· Reorganize work environment
· Adjust staffing
Consequences
· Increase supervisor presence
· Provide performance feedback
· Highlight task outcomes
· Reduce response effort
References (APA 7)
Arco, L. (2008). Feedback for improving staff training and performance in behavioral treatment programs.
_Behavioral Interventions, 23_, 39–64.
Bacon, D. L., Fulton, B. J., & Malott, R. W. (1982). Improving staff performance through the use of task checklists.
_Journal of Organizational Behavior Management, 4_(3–4), 17–25.
Barnes, C. S., Dunning, J. L., & Rehfeldt, R. A. (2011). An evaluation of strategies for training staff to implement the picture exchange communication system.
_Research in Autism Spectrum Disorders, 5_, 1574–1583.
Brackett, L., Reid, D. H., & Green, C. W. (2007). Effects of reactivity to observations on staff performance.
_Journal of Applied Behavior Analysis, 40_, 191–195.
Casella, S. E., Wilder, D. A., Neidert, P., Rey, C., Compton, M., & Chong, I. (2010). The effects of response effort on safe performance by therapists at an autism treatment facility.
_Journal of Applied Behavior Analysis, 43_, 729–734.
Cunningham, T. R., & Austin, J. (2007). Goal setting, task clarification, and feedback to increase the use of the hands-free technique by hospital operating room staff.
_Journal of Applied Behavior Analysis, 40_, 673–677.
Diener, L. H., McGee, H. M., & Miguel, C. F. (2009). An integrated approach for conducting a behavioral systems analysis.
_Journal of Organizational Behavior Management, 29_, 108–135.
Gatewood, R. D., Feild, H. S., & Barrick, M. R. (2008).
_Human resource selection_ (6th ed.). Cengage Learning.
Gravina, N., VanWagner, M., & Austin, J. (2008). Increasing physical therapy equipment preparation behaviors using task clarification, graphic feedback, and modification of the work environment.
_Journal of Organizational Behavior Management, 28_, 110–122.
Green, C. W., Rollyson, J. H., Passante, S. C., & Reid, D. H. (2002). Maintaining proficient supervisor performance with direct support personnel.
_Journal of Applied Behavior Analysis, 35_, 205–208.
May, R. J., Austin, J. L., & Dymond, S. (2011). Effects of a stimulus prompt display on therapists’ accuracy and rate of trial delivery during discrete trial teaching.
_Research in Autism Spectrum Disorders, 5_, 305–316.
Mozingo, D. B., Smith, T., Riordan, M. R., Reiss, M. L., & Bailey, J. S. (2006). Enhancing frequency recording by developmental disabilities treatment staff.
_Journal of Applied Behavior Analysis, 39_, 253–256.
Strouse, M. C., Carroll-Hernandez, T. A., Sherman, J. A., & Sheldon, J. B. (2003). Turning over turnover: Evaluation of a staff scheduling system in a community-based program for adults with developmental disabilities.
_Journal of Organizational Behavior Management, 23_, 45–63.
**video1730871913.mp4**
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