An Analysis of the Commonality and Type of Preintervention Assessment Procedures in the <i>Journal of Organizational Behavior Management</i> (2000–2015)

Wilder, David A.; Lipschultz, Joshua L.; King, Allison; Driscoll, Sean J.; Sigurðsson, Sigurður

doi:10.1080/01608061.2017.1325822

Cited by 25 publications

(2 citation statements)

References 15 publications

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“…Although the assessment of problem behavior exhibited by clients has been commonplace for decades (Iwata, Dorsey, Slifer, Bauman, & Richman, 1994), the use of preintervention assessments to identify the variables responsible for staff or caregiver performance problems has only recently become common (Wilder, Lipschultz, King, Driscoll, & Sigurdsson, 2018). For example, the Performance Diagnostic Checklist–Human Services (PDC-HS; Carr, Wilder, Majdalany, Mathisen, & Strain, 2013) was developed to identify the variables contributing to insufficient performance by employees in human service settings such as schools, clinics, group homes, and day training programs.…”

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confidence: 99%

Assessment and improvement of parent training: An evaluation of the Performance Diagnostic Checklist–Parent.

Hodges

Villacorta

Wilder

et al. 2020

Behavioral Development

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We conducted 2 experiments in which we used an informant-based assessment tool (i.e., the Performance Diagnostic Checklist-Parent; PDC-P) to identify an intervention specifically targeted to address the variables responsible for deficient intervention plan implementation by parents. In Experiment 1, we administered the PDC-P to 3 parents who were inaccurately implementing their child's mand training program. We then evaluated an intervention designed to address the reason for deficient program implementation identified by the assessment tool. In Experiment 2, we administered the PDC-P to 3 additional parents. We then compared an intervention not indicated by the tool to a PDC-P-indicated intervention. Across both experiments, results indicated that the PDC-P was useful to identify an effective intervention to increase accurate implementation of mand training for all parent participants. In Experiment 2, the indicated intervention was more effective than the nonindicated intervention to improve parent performance. Furthermore, performance improvements sustained for up to 8 (Experiment 2) or 12 (Experiment 1) weeks for some parents. Accurate use of mands improved for some, but not all, children.

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confidence: 99%

Assessment and improvement of parent training: An evaluation of the Performance Diagnostic Checklist–Parent.

Hodges

Villacorta

Wilder

et al. 2020

Behavioral Development

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“…Organizational Behavior Management (OBM) researchers and practitioners have had considerable success improving staff performance in clinical settings (e.g., schools, clinics, hospitals, residential programs) across areas such as training and development, supervisory procedures, feedback systems, and other areas of system support (McGee & Diener, 2010;Reid & Parson, 2000). Although OBM has historically omitted functional assessment techniques when assessing performance problems (Austin, Carr, & Agnew, 1999), a number of advancements have been made in the area of organizational functional assessments, particularly with the use of the Performance Diagnostic Checklist (PDC; e.g., Wilder, Lipschultz, King, Driscoll, & Sigurdsson, 2018). Carr, Wilder, Majdalany, Mathisen, and Strain (2013) recently adapted the PDC to human service settings with the Performance Diagnostic Checklist-Human Services (PDC-HS), offering a way to identify the environmental variables responsible for performance deficits in clinical areas of application.…”

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A Behavioral Safety Model for Clinical Settings: Coaching for Institutionalization

Weatherly

2019

Perspect Behav Sci

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Decades of research in the field of behavior analysis has offered a framework to assess behavior-environment interactions across any population and setting that involves behavior. This foundation makes a behavior-analytic perspective of safety systems a vital area of applied behavior analysis and one that can have a tremendous impact on the tens of thousands of behavior analysts working in frontline and leadership positions in clinical settings. Given the important work being done by clinicians and the growing need for behavioral services worldwide, organizations should create systems that are measured by more than just outcomes. Systems should be built to support the safe and effective practices that lead to those outcomes. This article discusses a behavioral safety model applied to clinical systems and showcases the role of training and coaching in the institutionalization of this model. Keywords Safety. Balance of variables. Coaching. Organizational behavior management. Autism The application of the principles of behavior has benefited numerous populations around the world for decades. Whether working with educational systems (e.g., Cooper, 1982), business and industry (e.g., Bucklin, Alvero, Dickinson, Austin, & Jackson, 2000), or even our animal cousins in zoos and aquariums (e.g., Alligood, Dorey, Mehrkam, & Leighty, 2017), if it involves behavior then the science behind understanding behavior is relevant and necessary for improvements in these areas. One area of particular strength in applied behavior analysis is in the clinical application of behavior analysis, particularly services provided to individuals with autism spectrum disorder (ASD) and related developmental disabilities. A survey conducted by the Association of Professional Behavior Analysts (APBA, 2014) showed that over 60% of Board Certified

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Using the Performance Diagnostic Checklist–Human Services to identify an indicated intervention to decrease employee tardiness

Merritt

Reed

Martinez³

2019

J of App Behav Analysis

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We assessed and reduced the tardiness of 4 direct‐care staff employed at a school that provides educational services to children with autism. The Performance Diagnostic Checklist – Human Services was administered to participants and their supervisors to identify one or more indicated interventions. Relative to baseline, tardiness was lower during intervention. The most effective intervention included task clarification, a problem‐solving discussion, tokens exchangeable for back‐up reinforcers, and weekly graphic feedback. Moreover, participants reported that the intervention components, particularly praise and a token, had high acceptability.

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An Analysis of the Commonality and Type of Preintervention Assessment Procedures in the Journal of Organizational Behavior Management (2000–2015)

Cited by 25 publications

References 15 publications

Assessment and improvement of parent training: An evaluation of the Performance Diagnostic Checklist–Parent.

Assessment and improvement of parent training: An evaluation of the Performance Diagnostic Checklist–Parent.

A Behavioral Safety Model for Clinical Settings: Coaching for Institutionalization

Using the Performance Diagnostic Checklist–Human Services to identify an indicated intervention to decrease employee tardiness

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