Enhancing the Accuracy of Low‐frequency Behavior Data Collection by Direct‐care Staff

Abstract

Accurate data collection on low-frequency problem behavior is imperative given the paucity of opportunities to observe, record, and assess responding. Infrequently occurring behavior also provides a challenge for staff training relative to data collection. The present study evaluated the use of task clarification and feedback to teach direct-care staff members to take data on recorded, simulated problem behavior. Results indicated that the procedures were effective in increasing accuracy not only in the contrived scenarios but also for problem behavior in the natural environment. These data suggest that task clarification and feedback on simulated problem behavior may be an effective method to increase accurate data collection on problem behavior in the natural environment. Copyright © 2013 John Wiley & Sons, Ltd.Behavior analysts require accurate data collection for both assessing and treating problem behavior. Despite the integral role that data collection plays in treatment plans for individuals with significant maladaptive behavior, there is little research available on the accuracy of data obtained from direct-care staff. Concerns surrounding accurate data collection are compounded when direct-care staff must collect data on multiple components of problem behavior (e.g., antecedent(s), duration of target behavior, and consequence(s) delivered) for assessing problem behavior. This problem is magnified when problem behavior occurs infrequently as this results in fewer opportunities to observe, record, and assess responding.A literature exists on training paraprofessionals and others to collect data, conduct assessments, and even create and implement function-based treatments. Mozingo, Smith, Riordan, Reiss, and Bailey (2006) increased the accuracy of frequency-based data collection using training (i.e., lecture followed by distribution of cards with target behavior definitions) and supervisor feedback. Maag and Larson (2004) taught a general education

A review of research on direct-care staff data collection regarding the severity and function of challenging behavior in individuals with intellectual and developmental disabilities

“…Direct care staff often are given the task of collecting data on challenging behavior. In particular, difficulty arises when staff are required to collect data on low-frequency behavior (Reis et al, 2013). When behavior is infrequent, staff may not be sufficiently trained on how to collect data if the behavior did not occur during their training on data collection.…”