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Dennis H. Reid, Ph.D., BCBA

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

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Dennis H. Reid, Ph.D., BCBA

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  1. Working with Staff to Promote Data-Based Decision Making: Recommended Strategies andCommon Pitfalls Dennis H. Reid, Ph.D., BCBA

  2. 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

  3. Qualifications • Focus on students with special needs • Experience reference • Research emphasis within applied behavior analysis

  4. Rationale for Focus on Staff Performance • Proficient implementation of evidence-based interventions • Intuitive appeal • Research-based correlations • Accurate data collection • nonexamples

  5. 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

  6. Evidence-Based Staff Training • Providing knowledge • Equipping with skills • Verbal vs. performance training procedures • Research evidence • Common practice

  7. 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

  8. Why Not More Evidence-Based Staff Training? • History • Lack of training of trainers • Time and effort

  9. Effective Staff Training • Often necessary, rarely sufficient

  10. Supervising Staff Use of Evidence-Based Procedures • Changing nonproficient performance • Supporting and maintaining proficient performance • Enhancing staff work enjoyment • Time, effort, importance, pleasantness

  11. Evidence-Based Supervision • Qualifications • Organizational Behavior Management (OBM) • Outcome Management

  12. 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

  13. Identification of student outcomes and necessary staff performance • Usually ok

  14. Monitoring • Three major obstacles • Staff dislike • Lack of direct observation • Reactivity

  15. 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.

  16. 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

  17. 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.

  18. 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.

  19. Reducing Reactivity • Observe frequently • Compare internal and external monitoring results • Make some monitoring indigenous

  20. Outcome Management • Supporting proficient performance and correcting nonproficient performance: Feedback • Advantages • Common obstacles • Lack of skill • Unpleasantness for monitor

  21. 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.

  22. 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

  23. 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

  24. Bottom Line • Promote use of evidence-based training and supervisory procedures to enhance staff use of evidence-based student interventions and data collection

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