Section 9: Ensuring Staff Competence Flashcards
1
Q
Treatment Integrity
A
(Procedural Fidelity; Fidelity of Implementation; Program Integrity)
- the degree to which a treatment plan is implemented as it is written and intended
- not correctly collecting data or waiting to start the program, but how the steps of the program are implemented
- looks at the steps of the technology and how they are implemented in the treatment package
2
Q
How do you know you are providing good quality services?
A
- significant clinical outcomes
- the learner has acquired new skills
- challenging behaviors are reduced
- service providers and administrators are motivated and reinforced
- the individual is motivated and reinforced
3
Q
Compentency Based Training for Staff
A
- the skill level, training, consistency, and natural consequences must be securely in place
- interventionist’s success = client’s success
- the people who train staff must be capable trainers who can not only describe the skills but perform them as well
- staff trainer must be skilled at providing constructive learnable feedback
4
Q
4 Ways to Create a Procedural Intergrity System
A
STMR - Supverisors Trained Me Repeatedly
- Specify- clearly specify what staff must do to implement the plan
- Train- train staff on procedures using competency and performance based strategies
- Monitor- routinely monitor staff performance
-
Reinforce- reinforce correct performance
- ETHICS WARNING- you designing and using reinforcement systems in a way that improves student/supervisee/client performance is your ethical duty
5
Q
2 Methods for Measuring Treatment Integrity
A
-
Direct Methods
- observation
-
Indirect Methods
- self-reports
- questionnaires
- behavior rating scales
6
Q
8 Steps for Using Competency Based Training for Mediators
A
- a precise description of the skill to be taught
- a brief written descritpion (TA) of the skills be be taught. This reinforces what is taught and acts as a permanent product for staff to maintain and reivew.
- demonstration- a trainer to model the skill in the closest approximation of the conditions in which the skill will be utilized
- learning through video models
- an opportunity to practice and learn through role play
- in the training setting, natural setting, and natural setting with clients
- a trainer to observe the individual performing the skill in the training setting as well as the job setting = Rehearsal. Competency must be observed on the job before it can be determined.
- A trainer should provide immediate, postiviely minded, performance feedback on proficiency and explain how improvements can be made
- feedback must be immediate and specific
- Repeat all the steps of the process until the mediator has mastered it
7
Q
Protocol for Providing Feedback
A
- ETHICS WARNING- it is the supervisor’s responsibility to use reinforcement systems that improve performance and provide documented timely feedback on an ongoing basis
- 7 Steps
- start with a postive empatheitc statement
- identify skills performed correctly
- identify skills performed incorrectly
- specify how to change or improve performance problems
- allow individual to ask questions
- describe what should be done next
- end with a positive and supportive statement
8
Q
Systematic Performance Monitoring
A
- Accomplishes 2 Goals:
- provides means for evaluating staff performance and program implementation
- exhibits a program’s effect on the individual’s target behavior
- how supervisors can ensure that their staff is carrying out the procedures as inteded
- involves systematic data collection in order to provide objective performance measurement
- ensures staff will receive feedback more openly
- another way for supervisors to determine if the plan is working to help the client
9
Q
Things to Look at in Performance Monitoring
A
- knowledge of the target behavior
- how the enviornment is arranged
- understanding of antecedents
- use of consequences
- an understanding of behaviors to increase and staff response to these behaviors (i.e. teaching replacement behaviors)
- an understanding of behaviors to decrease and staff response to those behaviors (e.g. reactive strategies)
- how staff conform to specified routines
- practice of discrete trial training
10
Q
4 Ways to Effectively Monitor Staff Performance
A
IFOF- I Feel Overwhelmed Frequently
- INFORM the staff they are being monitored and WHY
- be FRIENDLY, polite, and courteous to staff
- Monitory staff OVERTly
- Give immediate FEEDBACK
11
Q
Choice Measures in Staff Competence
A
- a tool given to employees to evaluate if they like how their employers are monitoring and supervising them that involves items that they must choose between on the meausres
- choice measures are more sensitive than questionaires
- questionnaires are usually used in OBM (Organizational Behavior Management) and usually use Likert scales (responses rated from 1 to 10)
- Ex. When your supervisor comes for an observation, do you prefer a surprise observation or being notified ahead of time?
12
Q
Data Based Measures of Staff Performance
A
-
Time Sampling Data Collection
- brief observation periods
-
Evaluate Data Collection
- correct procedure used, data taken daily and on time
-
Permanent Product Data Collection
- behavior measured through permanent change in the environment (e.g. video recording, paperwork, data collection, reports, monitoring forms, etc)
- less invasive and intimidating
- easier for staff because its less stressful
- easier for supervisor to schedule
- behavior measured through permanent change in the environment (e.g. video recording, paperwork, data collection, reports, monitoring forms, etc)
13
Q
What Staff Performance Data Measures and How its Reported
A
- the number of outcomes (e.g. how many of something were produced)
-
Rating Scales
- scores for specific tasks of a staff’s responsibilities. Each skills can be weighted with varying values or have equal weights
-
Ranking
- least preferred method
- can create competitiveness and ill feelings
-
Point Systems
- helps to determine specific reinforcement and can be used to evaluate an individual’s progress over time
- Qualitative and Quantitative measures should be used
14
Q
Identify the Contingencies Governing Staff Behavior and Intervene Accordingly
A
- consider the reasons for the current behavioral challenge
- gather information on the current contingencies of reinforcement
- if your staff does not possess a skill
- you would then design interventions to teach the skill
- if your staff does possess the skill but does not engage in the behavior
- you would design your intervention to foucs on effectively reinforcing staff’s use of that skill
15
Q
Behaviorally Anchored Rating Scale for Staff Monitoring
A
- evaluation system that uses narrative description, incident reporting, and measurable ratings
- since the score is based on descriptive information as well as quantitative measurement, feedback is specific and less judgmental
- a numeric scale, a descriptive scale, and an example of what would qualify receiving that number on the scale
