LearningintheWorkplace:UsingPerformanceDiagnosticstoImproveStaffPerformancePresentedby:ElizabethL.SellingerPhD,BCBA-DKatieCyr,BCBA,TamShook,BCBA,VictoriaGomezMarch1,2018

INSTITUTEOFPROFESSIONALPRACTICE,INCINDIVIDUALLIVES.INDIVIDUALSOLUTIONS IPPILearningAcademy

Whoweareandwhythismatterstous!

•  IPPILearningAcademy•  PrivateapprovedspecialeducationschoolinCT•  67studentsingradesK-12•  Varietyofeligibilitycategories,primarilyautism•  Referredstudentstendtoengageinhighlevelsofproblembehavior(e.g.,aggression,disruptivebehaviors)

•  10Classroomswithcertifiedspecialeducationteachers•  Fullclinicalteam(4BCBAs,5seniorABAtherapists)•  40+ABATherapists

Objectives•  DefineOBM/PerformanceManagementandPerformanceDiagnosticsanddescribethelevelsofanalysisappliedtoorganizations

•  Identifystrategiesforimplementingmorepositiveconsequencesandimprovingthequalityofbehavioralfeedforwardandfeedback

•  Befamiliarwithacaseexampleutilizingperformancemanagementprocedureswithinaneducationalsetting

Agenda:

• PartI:IntroductiontoPerformanceManagement

• PartII:HumanisticBehaviorism• PartIII:CaseExampleatIPPILearningAcademy

Part1:Introduction

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OrganizationalBehaviorManagement(OBM)

•  Inshort,OBMistheuseofappliedbehavioranalysistoimproveperformancewithintheworksetting.

•  OBMhasbeenusedinavarietyofworksettings(e.g.,medicalfield,governmentagencies,sales,education,humanservices)

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ApplyingOBM:3Areas(www.obmnetwork.com)

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PerformanceManagement

• UseABAprinciplestomanageemployees

• Usetheseresultstomakechangesthatwillincreasedesiredstaffbehavior

BehaviorSystemsAnalysis

• Analysisoftheorganizationanditscomponents

Behavior-basedSafety

• Focusonreductionofinjuriesandpromotingsafebehaviorintheworkplace

PerformanceDiagnostics

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yProblemsolvingprocess:

•  Identifytheproblem(pinpointkeybehaviors)

•  Analyzetheproblem(usingdiagnostics)

•  Recommendwaysto“fix”theproblemAswithanythingwedoinABA,DATAisthekey!

Simplyput,DOIT(Geller,2016).

Justlikewedowhenworkingwithindividuals,ourfirststepistoconductabehaviorassessmenttofindoutthereasonswhyanindividualisbehavinginsomeway

PerformanceDiagnostics

• LevelsofAnalysis:

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IndividualPerformerLevel:Analysisofindividualorgroupsofindividuals’behaviorExample:ABCAnalysis

ProcessLevel:Analysisofbehaviorsrequiredtocompleteataskortasks(outcome)Example:Processmapping

OrganizationalLevel:IntegratingIndividualandProcessLevels,mostcomprehensivetypeofanalysis

PerformanceDiagnostics•  Individualperformerlevel:•  Descriptiveassessments(analyzingwhenandwhyabehavioroccurs)•  ABCAnalysisofStaffBehavior

•  InformantAssessments(setofquestionsusedtodiagnoseaproblem,easierandlessformalthandescriptiveassessments,shouldNOTbedoneinplaceofdirectobservation,butasasupplement)•  PerformanceDiagnosticChecklist-HumanServices•  Looksattrainingprovided,taskclarificationandprompting,resources/

materials/processes,performanceconsequences(includingeffortneededandcompetition)

•  Basedontheresultsoftheinterview,offerssampleinterventions•  PDC-HS

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PerformanceDiagnostics•  ProcessLevel:•  ProcessMapping•  Atoolusedtoassistinvisualizingaprocessorprocedure•  Makesaprocesseasiertoanalyzeandproblem-solve

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ProcessMapping:Example

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PerformanceDiagnostics•  OrganizationalLevel:Examples

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VantageAnalysis BehaviorSystemsAnalysis

•  Looksatorganization-wideperformancethrough6vantagepoints:philosophical,social,organizational,departmental,andindividualoutcomesandindividualactivities(Smith&Chase,1990).

•  Identifiesprocessandsystemschangestoincreaseperformance

•  Basedonthepremisethatorganizationsareacomplexsystem

•  Anindividual’sperformanceisaproductofthesystem(CambridgeCenterforBehavioralStudies,2010).

Focusofourworkshop…•  Individualperformerlevel:Fortherestofthispresentation,wewillfocusonchangingthebehaviorofagroupofemployees

•  Hundredsofarticles,books,chapterspublishedintheareaofOBMinhumanservices(Reid,D.H.&Parsons,M.B.,2000)•  Researchfocusesprimarilyon2areas:

•  Stafftraining•  Toteachverbalskills:Verbal/writteninstruction•  Toteachperformanceskills:combinewithmodeling,practiceandfeedback

•  Staffmanagement•  Antecedentstrategies:

•  Onthejobinstructions•  Increasejobstructure(e.g.,performancechecklists)

•  Consequentstrategies•  Feedback(verbal,written)•  Reinforcement(money,food,othertangibleitems)•  Self-managementprocedures

•  Combinationofantecedentandconsequentstrategies•  ScottGeller’sActivelyCaringForPeopleInSchools(2017)

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Part2:HumanisticBehaviorism

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ScottGeller’sTEDTalk•  https://www.youtube.com/watch?v=7sxpKhIbr0E•  ThePsychologyofSelfMotivation

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HumanisticBehaviorism:ActivelyCaringForPeople•  AccordingtoScottGellar(2017):•  …enhanceslong-termpositiveandsustainablerelationsbetweenteachers,students,(and)schooladministrators…(p.xxi)

•  WhyisthisimportanttousattheIPPILearningAcademy?•  Lessons:•  Employmorepositiveconsequences•  Benefitfromobservationallearning•  Improvewithbehavioralfeedforwardandfeedback•  Usemoresupportivethancorrectivefeedback•  Embraceandpracticeempathy•  Distinguishbetweenmanagingbehaviorandleadingpeople•  Progressfromself-actualizationtoself-transcendance

Lesson1:EmployMorePositiveConsequences

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Lesson1:Employmorepositiveconsequences• Whydowebehave?•  Iammorelikelytodosomethingifyourewardmethanifyoupunishtheabsenceofit•  Improvesbothbehaviorandattitudeatthesametime

•  LOTSofindividualdifferenceswhenitcomestomotivationandattitude

Discussion:•  Weallknowwhathappenstoourattitudewhenundesirablebehaviorisfollowedbyanegativeconsequence.Withthatinmind:

•  Whyarenegativeconsequencesusedmoreoftenthanpositiveconsequencestoimprovebehaviorinschools,insports,athome,inorganizations,andthroughoutcommunities?

•  Whichbehaviorchangetechniquewillhavethelongest-termbenefit?Why?

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Lesson1:Employmorepositiveconsequences•  Achievement-relatedpersonstates:

FailureAccepter

SuccessSeeker

(Mostdesirable:adapttosetbacks,self-confident,don’tevadedemandingtasks

toavoidfailure)

FailureAvoider

(Donotanticipatesuccessanddreadfailure.Willprotectselffromappearing

incompetent)

Overstriver

No

No

Yes

Yes

Doyouseeksuccess?

Doyou

avoidfailure?

Discussion:

•  Whatconversationsdoyouhavewithothersandwithinyourselfthatinfluencesuccess-seekingmorethanfailure-avoidingmindsets,andviceversa?

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Lesson1:Employmorepositiveconsequences

•  Sowhat?•  Weliveinasocietythatfocusesonnegativeconsequencestocontrolbehavior,unfortunately.

•  Byemployingpositiveconsequences,youcanimprovebehaviorANDmotivationatthesametime!

Lesson2:BenefitFromObservationalLearning

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Lesson2:Benefitfromobservationallearning

•  Ifyouwanttogetbetteratsomething,watchsomeonewhodoesitbetter!

•  Ouractionsinfluenceothers!•  Thinkaboutthiswithregardtostaffbehaviorintheworkplace.Whetherweknowitornot,thestudentswatchwhatwedo.

•  NotonlyareouractionsWATCHED,butouropinionsandviewschangedependingonwhatweobserve.Wemaybehavedifferentlyinresponsetobehaviorsweobserve

Lesson2:Benefitfromobservationallearning Howcanthebehaviorofonestaffmemberimpactanentiregroup?•  Example1:Shelbyisunhappyatwork.Shedoesnotfeelsupportedandfeelsliketherulesatworkaresilly(sheonlyusedhercellphonetwiceandspilledcoffeeonstudentmaterialsonce!).Shelbygoesaroundtellingherpeershowunhappysheisandhowtheleadershipteamisridiculous.Shewalksaroundwithanangryface,comesinlateandleavesasquicklyaspossibleattheendoftheday.

•  Example2:Christinereceivedsomeverydifficultfeedbackatwork.Shedidnotpasstheproceduralintegritycheckandneededextrasupports.Christinewantstodobetter.Christineaskshersupervisorswhatshecandooutsideofworktohelpher.Sheaskshercolleagueslotsofquestionsinanefforttoimprove.Shevolunteersforextratasks,stayslatewithoutbeingasked,andalwayshasasmile.

Lesson3:ImproveWithBehavioralFeedforwardandFeedback

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Lesson3:Improvewithbehavioralfeedforwardandfeedback

• Let’stalkaboutthefollowingphrase:

• Practicemakesperfect.

True?Nottrue?Withoutrepeatedfeedback,behaviorwilllikelynotimprove.

AsGellerstates:

Practicemakespermanence.

Lesson3:Improvewithbehavioralfeedforwardandfeedback

•  Feedforwardvsfeedback

•  Feedforward:•  Whenyouaregivingadirectiveortellingsomeonehowtodosomething,orremindingsomeonetodosomethinginacertainway

•  Feedback:•  Behavioralsupportorcorrectionfollowingobservation/analysis

Lesson3:Improvewithbehavioralfeedforwardandfeedback

Care§  Showthatyou

care§  Setcaring

examples

IfyouknowthatIcare,youwillcarewhatIknow

Observe§  Definetarget

behaviors§  Recordbehavioral

occurrences

Iamwillingtoobserveyouandnoticetheeffective/ineffectivebehaviors

Analyze•  Identifyexisting

contingencies•  Identifypotential

contingencies

Iwillnotetheenvironmentalfactorsthatinfluencebehaviors

Communicate•  Listenactively•  Speak

persuasively

Iwillemphasizesuccessiveapproximationsofdesiredbehaviorandhighlightthepositivetofacilitatebehaviorandattitudeimprovement

Help•  Recognize

continuousimprovement

•  Teachandencouragetheprocess

Humor,Esteem,Listen,PraiseIfcommunicationgoeswell,thisisaccomplished.*Usetheabovetoincreasethelikelihoodyourinputwillbeaccepted.

Lesson3:Improvewithbehavioralfeedforwardandfeedback:SOARSpecific

• Whendeliveringpositivestatements,watchfortheuseofBUT• PeoplemayonlyrememberaftertheBUTornoneofit

• Makeitshortandsweet• DONOTcombinesupportiveandcorrectivefeedbackinoneexchange

On-time

• Timeyourfeedforward/backbeforethenextopportunitytoperformthebehaviorarises.

Appropriate• Makesurethefeedforward/backfitsthesituation(ensurethelearnercanunderstand)

Real

• Feedforward/backwillbeineffectiveifdeliveredinawayindicatingyouarebetterorabovetheperson

DiscussionQuestionsTakeabout10orsominutestodiscusthefollowingquestions,thenwewilldiscussinagroup:1.  Discussasituationwhenyoureceivedbehaviorbased

feedforwardorfeedback.TalkabouthowtheseexchangeswereappropriateorinappropriateusingtheSOARguidelines?

2.  Discussasituationinwhichyougavebehaviorbasedfeedforwardorfeedback.WeretheseappropriateorinappropriateusingtheSOARguidelines?

3.  Listsomesituationsinyourjobthatnecessitatesgivingbehaviorbasedfeedforwardorfeedback(e.g.,toclients,students,parents/families)

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Lesson4:MoreSUPPORTIVELessCORRECTIVE

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Lesson4:MoreSUPPORTIVE,LessCORRECTIVE•  Supportivefeedbackisthemostpowerfulpositiveconsequencetosustainasuccessfullearningenvironment.•  Increaseopportunitiesforsupportivefeedbackwiththeuseofbehavioralfeedforward

•  SOAR(frompreviousslide)•  Takeittoahigherlevel(makealinkbetweenthebehaviorandthepositivecharacteristicitreflects)

•  Deliveritprivately(fromonecaringindividualtoanother,noteveryonelikespublicrecognition)

•  Workonmasteringsupportivefeedbackbeforeattemptingcorrective(easier,andwon’tdoanyharmisdoneincorrectly)

Practice:PickapartnerScenario

Youareaconsultantinapublicschool.Youhavebeenworkingwiththeteacher’saidetodeliverpraisethatisspecifictothetargetbehavior(i.e.,sittingwithfeetonthefloor).Youjustobservedhergivingspecificpraisemultipletimestothechildsheisworkingwithwithinashortperiodoftime.Youwouldliketogiveherfeedbackonthis.Taketurnsbeingthedelivererandreceiverofthefeedback.

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Practice:•  Didthefeedbackseemgenuine?•  Diditaddressaspecificbehavior?•  Didthereceiverfeelrewarded?

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PracticeCorrectiveFeedbackScenario

Lastweek,youmetwithanoccupationaltherapistanddiscussedtheimportanceofonlyusing“sensoryactivities”(e.g.,jumpingonthetrampoline)asanantecedentstrategyORasareinforcer.Youdiscussedtheissuessurroundingreinforcinginappropriatebehaviorsbyofferingactivitiesinresponsetoaproblembehavior.Youroleplayedandpracticedanumberofscenarios.Justnow,youobservedtheoccupationaltherapistdirectthestudenttothetrampolineafterhehitherandboltedawayfromtheinstructionalareaintheclassroom.

Inyourpairs,howwouldyoudemonstrategivingcorrectivefeedback?

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Practice:• Didthefeedbackseemgenuine?• Diditaddressaspecificbehavior?• Didthereceiverfeelpunished?

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Lesson5:EmbraceandPracticeEmpathy

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Lesson5:Embraceandpracticeempathy

Repeat• “So,yougetnervouswhenKatiestartstohitandkickandyoufeelunsureofwhattodo”

Rephrase• “IhearyousayingthatwhenKatiebecomesaggressive,itisn’treallyclearwhatyoushoulddoinresponsetothosebehaviors.

Ratify• “Ihearyou,sometimesitisscarywhenaggressivebehavioroccurswhenyouarenotexpectingit.”

Reflect

• Youknowyouareanempatheticlistenerifthepersonasksforadvice• Staffmember:“WhatdoyouthinkIshoulddo?”

PracticeEmpathy•  Partners:•  Speaker:Youwillhave3minutestotellyourpartnerapersonalstory(realormadeup)whereyoucouldbenefitfromsomeadvice.

•  Listener:PracticetheR-wordguidelines(repeat,rephrase,ratify,reflect).Youwillhave2minutestoofferadviceorviewswhilethespeakeristheempatheticlistener.

•  Spendthenext2-3minutesgivingeachothersupportiveand/orcorrectivefeedbackregardinglisteningskills.

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Lesson6:DistinguishBetweenManagingBehaviorandLeadingPeople

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Lesson6:Distinguishbetweenmanagingbehaviorandleadingpeople•  FLUENCYDRILL:•  1minutetiming•  ListasmanywordsasyoucantodescribeaMANAGER•  ListasmanywordsasyoucantodescribeaLEADER

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Manager: Leader:

BossHoldaccountableKeepinlineOrganizer

TrailblazerInfluencerMotivatorGoesaboveandbeyond

Lesson6:DistinguishbetweenmanagingbehaviorandleadingpeopleManagers Leaders

Managerscontrolbehaviorwithanexternalaccountabilitysystem

Leaderscultivateself-motivationbyempoweringstaff*EmpoweredstaffwillanswerYEStothefollowing:

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Lesson7:Progressingfromself-actualizationtoself-

transcendence:Maslow’sHierarchyofNeeds

Transcendingtheselfmeanstogobeyondself-interesttoactivelycareforothers

Reachingbeyondourownselfneedstohelpotherscontributestosocialacceptance,self-esteemandself-actualization

Part3:PerformanceManagementatIPPI-LA

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OurPerformanceDiagnostics•  DescriptiveAssessment:•  ABCAnalysis:ClinicianBehavior,StaffBehavior•  ClinicianBehavior:

•  Isourclinicalteameffectiveinstaffdevelopment,trainingandprovidingfeedbacktostaffmembers?•  CoachingData:

•  Qualityandquantityoffeedback:Analyzetolookatfeedbackprocedures

•  StaffBehavior:•  Dostaffmembershavethetraining,resources,knowledgeandmotivationtodothejob?

•  Howcanwesupportstaffintheseareas?•  Surveydata•  ProceduralIntegrityData

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ABCAnalysis:ourBEFOREAntecedent Behavior Consequence

ClinicalTeamM

embe

rBeh

avior •  Generalexpectations

•  Nospecifictrainingabouthowtogivefeedback

•  Assumptiononleadership’spartthatclinicalteammembershadtheskillsandresourcesneededtoprovideadequatefeedback

•  Lackofpinpointedstaffbehaviorstofocuson

•  Undesired:•  Providefeedbacktostaff

membersthatisvague,usestoomuchjargon,canbepunitiveorfeeljudgmentaland/oroccurslongaftertheobservedbehavior

•  Onlycatchstaffmembersdoingthewrongthing

•  Staffmoralelow•  Staffsurveyindicatedtheyweren’t

gettingadequatetraining•  Staffavoidclinicians•  Behaviorchangeonlyhappenswhen

clinicianisthere•  Increasedclinicianpresencewhen

thingsaregoingWRONG

StaffB

ehavior

•  Writtenbehaviorplan•  PMTtraining•  Didactictrainingsinnecessary

areas•  Studentmaterialspresentand

available•  Opportunitytodemonstrate•  Studenthaspreviously

demonstratedtargetbehaviorsundersimilarconditions(“I’veseenthemdoit!”)

•  Undesired:•  Broadlyspeaking:

demonstratingbehaviorsincompatiblewiththecriticalbehaviorstoimplementthestudentbehaviorplan

•  Correctivefeedback•  Increasedsupervisorpresence•  Potentiallylowratesofproblem

behaviorbystudent(avoidanceofproblembehaviors),resultinginlesssupervisorpresence

•  Long-term:increaseinproblembehavior

•  Lowerresponseeffort•  “Teachthestudentalesson”(Based

onvaluejudgement)

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SolutionsBasedonourABCAnalysis

1.  Obtainingstaffinput:•  StaffSurvey•  MonthlyMeetings

2.  StaffTrainingandDevelopment3.  FormalProceduralIntegrity

•  BehaviorSkillsTraining4.  Coaching

•  Focused(basedoncriticalbehaviorsidentifiedwithinformalproceduralintegrity)

•  General(basedonjobdescriptionofstaffbehaviors)

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Solution1:GainingInputFromStaff•  Ongoingassessmentofthethreebeliefsthatdetermineempowerment.Wewanttoknowifthatstaffhaveeverythingtheyneedtosuccessfullycompletetheirjobs(Geller,2017).

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StaffSurveywithResults

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StaffSurveywithResults

StaffSurveywithResults

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MonthlyStaffMeetings•  CliniciansmeetwiththeirrespectiveABATherapistsindividuallyonamonthlybasistoreviewthefollowing:•  Reviewofmonthlycoaching•  ReviewofmonthlyPI•  SurveyResults•  Staffareasofinterest•  Goalsidentified•  Progressupdateongoals•  Staffinput(general)

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Solution2:StaffTrainingandDevelopment

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PreviousModeltoStaffTrainingandDevelopment

UpdatedModel

Didactictrainings Small-grouptrainingsprimarilyconsistingofBehaviorSkillsTraining(seenextslideforexample)

Trainingsconductedwithallstaff(new,veteran,thoseworkingwithyoungerstudents,olderstudents)

Trainingsbrokendownintocohortsbyagelevel/functioninglevelofstudents.Veteranstaffplayamoreactiveroleinassisting/leadingthetrainings.

Skill-basedcompetency(i.e.,quiz) Performance-basedcompetency(Canstaffactuallyperformtheskill)

BehaviorSkillsTraining

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ExampleTrainingSession:

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Solution3:ProceduralIntegrity•  Aftertrainingiscompleteandstaffhavemetourperformance-basedcompetencies,formalobservationstakeplaceinavarietyofareas:•  BehaviorPlans•  Instructionalprotocols/curricula•  Datacollectionandgraphicdisplays

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FeedbackFollowingFormalProceduralIntegrity

•  Evidenced-basedstrategiesforstafffeedback(Parsons,Rollyson,&Reid,2012)1.  Startwithapositive.2.  Specify:stepsperformedcorrectly.3.  Specify:stepsperformedincorrectly.4.  Specify:stepsneededtoimprove.5.  Askiftheyhavequestions.6.  Letthemknowwhenyouwillobservethisagain.7.  Endfeedbackwithapositiveorempatheticstatement.

•  Basedontheresultsoftheformalproceduralintegrity,decidewhichstaffbehaviorstopinpointinordertoimproveperformance

•  Identify1-3criticalstaffbehaviorsbyansweringthefollowingquestions1.  Whatstaffbehaviorwillimpactthestudentperformancethe

most?2.  Whatstaffbehaviorisrequiredatthehighestratethroughouthe

day?3.  Whatbehavioristhestaffmostlikelytobesuccessfulwith?

FollowingFormalProceduralIntegrity

ProceduralIntegritySample

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Criticalbehaviors

Givingfeedback•  Evidenced-basedstrategiesforstafffeedback(Parsons,Rollyson,&Reid,2012)1.  Startwithapositive.2.  Specify:stepsperformed

correctly.3.  Specify:stepsperformed

incorrectly.4.  Specify:stepsneededto

improve.5.  Askiftheyhave

questions.6.  Letthemknowwhenyou

willobservethisagain.7.  Endfeedbackwitha

positiveorempatheticstatement.

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Solution4:Coaching• Whatdoescoachinglooklike?•  Focusedcoaching:occursafterbehaviorskillstrainingfollowingproceduralintegrity• Generalcoaching:Anytimestaffareprovidedwithfeedbackbasedontheirperformance• Whatbehaviorsarewepinpointing?•  CoachingChecklist(forevaluations) IP

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CoachingForm

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CoachingChecklist

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CoachingChecklistContinued

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Whatdoescoachinglooklike?Samples…

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Whatdoescoachinglooklike?Samples…

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Let’sBringitallTogether

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Goal-settingandOutcomes•  Drivers•  HuddleBoard(weeklyclinicalmeetings)•  CoachingData

•  Coachingquality:Coachingrubric•  Quantitybyclinician,classroom,teacher

•  OutcomeData•  Studentclassroomremovals•  Studentengagement

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Drivers

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Decreaseclassroomremovalsandseclusions

Increasestudentengagementingroups

Improvecoachingquality

Supportthedevelopmentofstaffself-motivationandself-efficacy

SolutionsBasedonData:ClinicalTeam• UseoftheWeeklyHuddle:• Publicpostingofallcoachingandoutcomedata(proceduralintegrity,studentengagement,classremovals)• Reviewdataonaweeklybasisduringhuddleandgoalset• Meetweeklyforclinicalmeetingstodiscussotherconcerns• Motivatingforclinicians,getexcited,competitive

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OutcomeData

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OutcomeDataBoard

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Outcome:Increasingstaffperformance

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• Coachingstaff:• #coaches(supportivevscorrective)• FormalProceduralIntegrity• Qualityofcoaching:Coachingrubric

CoachingData

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DuBo

is,Jo

ycelyn

Ferens,Emily

Good

reau,Kacie

Louis-Ch

arles,Kelly

Udris,Christina

Williams,Ja

ckie

Tranqu

illo,Cat

Javocino

,Steph

Pe

ck,Evan

Powell,Ke

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Griffin,Elliott

Bedard,D

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s,Christine

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elanie

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Olderman,Jessic

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enesis

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Shea,Corey

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elissa

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Noske

Rm13

Rm7

Rm11

Rm5

CoachingSessionsbyStaff

8/31-9/1 9/5-9/8 9/11-9/15 9/18-9/22 9/25-9/29

CorrectivevsSupportive

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23

2

49

7

44

8

35

4

69

3

0 10 20 30 40 50 60 70 80

SupportiveCoach

CorrectiveCoach

CoachType

9/25-9/29 9/18-9/22 9/11-9/15 9/5-9/8 8/31-9/1

FormalProceduralIntegrityObservations

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Changefrompreviousyear…

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8%

15%

24%

85%

73%

0 200 400 600 800 1000 1200 1400

October2016-June2017

September2017-January2018

SupportivevsCorrectiveFeedbackOverTime

CorrectiveFeedback SupportiveFeedback Corrective+SupportiveFeedback

Howdoweknowwearedoingagoodjobcoaching?

• Bringitbacktotheclinicianbehavior• Cliniciansreceiveweeklyfeedbackontheircoaches IP

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CoachingRubric

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CoachingRubricData

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RubricIntroduced

Feedforward/higherlearningtraining

0

2

4

6

8

10

12

14

16

18

20

9/11/2017 9/19/2017 9/26/2017 10/2/2017

RubricScore

CoachingRubricData:UpperElementary

1 3 Goal phasechangelines 8

CoachingRubricData

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Rubricintroduced

FF/HLtraining

0

2

4

6

8

10

12

14

16

18

20

9/11/2017 9/19/2017 9/26/2017 10/2/2017

RubricScore

CoachingRubricData:LowerElementary/14

2 9 Goal phasechangelines 10 12 11

CoachingRubricData

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FF/HLtraining

RubricIntroduced

0

2

4

6

8

10

12

14

16

18

20

9/11/2017 9/19/2017 9/26/2017 10/2/2017

RubricScore

CoachingRubricData:MiddleandHighSchool

4 5 Goal phasechangelines 6 7

Outcome:ReducingClassroomRemovals

• Frequencyofstudentclassroomremovalsfromtheclassroomacrossa10daycycle.• Studentswhoareremovedmorethan10timesareconsidered“frequentfliers”andarecloselymonitoredbytheclinicalteamintermsofassessmentandintervention.• Useofphysicalmanagement

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Outcome:ReducingClassroomRemovals

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y

Outcome:ReducingClassroomRemovals

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StudentExample:10dayanddaily

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StudentExample:10dayanddaily

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Outcome:ReducingClassroomRemovals

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Outcome:StudentEngagement

• Eachclassroomobservedtwiceamonth(minimum)• 10minute,momentarytimesampling• 2-4students• Operationallydefine“engagement”• Data…

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StudentEngagementData

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0

10

20

30

40

50

60

70

80

90

100

September October

%of1

0-second

mom

entarytimesampleintervalsd

uring10-m

inuteob

servation

ClassroomObservationData:LowerElementary

Goal 6 7

StudentEngagementData

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0

10

20

30

40

50

60

70

80

90

100

September October

%of1

0-second

mom

entarytimesampleintervalsd

uring10-m

inuteob

servation

ClassroomObservationData:LowerElementary

Goal 6 7

StudentEngagementData

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0

10

20

30

40

50

60

70

80

90

100

September October

%of1

0-second

mom

entarytimesampleintervalsd

uring10-m

inuteob

servation

ClassroomObservationData:UpperElementary

Room3 4 8 Goal

StudentEngagementData

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0

10

20

30

40

50

60

70

80

90

100

September October

%of1

0-second

mom

entarytimesampleintervalsd

uring10-m

inuteob

servation

ClassroomObservationData:MiddleSchool

Goal 13 15

StudentEngagementData

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ABCAnalysis:OurworkinprogressAntecedent Behavior Consequence

ClinicalTeamM

embe

rBeh

avior •  Specifictrainingonproviding

feedforwardandfeedback•  Rubricoutliningspecific

expectations•  Coachingchecklist:provide

areasforgeneralcoaching•  Weeklymeetings/Huddle:

ClinicalTeamtodiscusscoaching/outcomedata

•  Weekly1:1Meetingswithclinicalsupervisortodiscussstaffandstudents

•  Coachesgivenaremorespecific,aremoresupportivethancorrective

Short-term:•  Coachingrubricdata(weekly)

focusingonqualityandquantity•  Datatosupportannualperformance

evaluations!•  Increasedscoresinprocedural

integrityLong-term:•  Lesstime‘puttingoutfires’•  Improvedstudentoutcomesdata•  Timetoworkonmovingforward

StaffB

ehavior

•  Increasedsupervisorpresence(frequentobservationandfeedbacksessions)

•  Ensurenecessarymaterialsarepreparedandreadilyavailable(e.g.,protocols,behaviorplan‘cheatsheets,’reinforcers,teachingmaterials)

•  BehaviorSkillsTrainingpriortoimplementationofprotocolsorbehaviorplans

•  Broadlyspeaking:demonstratingbehaviorscompatiblewiththecriticalbehaviorstoimplementthestudentbehaviorplan

Programmedconsequences:•  Moresupportivethancorrective

feedback•  Highlighttaskoutcomes:showthe

datatostaffmembersNaturalconsequences:•  Overtime,lowerratesofstudent

problembehavior•  Increaseofdesiredstudentbehavior•  Longterm:reducetheneedfor

physicalintervention

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FutureConsiderations•  Goal-settingforproceduralintegrity•  Analysisofproceduralintegrityandoutcomedata•  WorkingwithstaffmemberstodevelopindividualSMARTSgoals

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References

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Austin,J.,&Carr,J.E.,(2000).HandbookofAppliedBehaviorAnalysis.CA:ContextPress.

Bacon,D.L.,Fulton,B.J.,&MaylottR.W.(1982)Improvingstaffperformancethroughtheuseofchecklists.JournalofOrganizationalBehaviorManagement,4(3/4).17-25.

Balcazar,F.,Hopkins,B.L.,&Suarez,Y.(1986).Acritical,objectivereviewofperformancefeedback.JournalofOrganizationalBehaviorManagement,7,65-89.

CambridgeCenterforBehavioralStudies.(2010).Behavioralsystemsanalysis.(2010).Retrievedfrom:http://www.behavior.org/resource.php?id=395

Geller,E.S.,(2017).ActivelyCaringforPeopleinSchools.NewYork,NY:Morgan JamesPublishing

Parsons,M.B,Rollyson,J.H.,&Reid,D.H.(2012)Evidencebasedstafftraining:Aguideforpractitioners.BehaviorAnalysisinPractice,5(2),2-11.

Rodriguez,M.,Sundberg,D.,&Biagi,S.(2016)OBMApplied!APracticalGuidetoImplementingOrganizationalBehaviorManagement.Melbourne,FL:ABATechnologies.

Smith,J.,&Chase,P.(1990).Usingthevantageanalysischarttosolveorganization-wideproblems.JournalofOrganizationalBehaviorManagement,11(1),127-148.

WhatisOBM?(February,2017)Retrievedfrom:www.obmnetwork.com

Questions?Thankyou!esellinger@ippi.org

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