Evidence-Based Performance Management: Applying Behavioral Science to Support Practitioners

Novak, Matthew D.; Reed, Florence D. DiGennaro; Erath, Tyler G.; Blackman, Abigail L.; Ruby, Sandra A.; Pellegrino, Azure J.

doi:10.1007/s40614-019-00232-z

Cited by 16 publications

(7 citation statements)

References 63 publications

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“…In the current training arrangement, instructions and models were provided in a brief training video as opposed to a training workshop. When compared to previous studies evaluating BST implementation (Erath et al, 2020; Lerman et al, 2020; Parsons et al, 2013), VBT is an alternative modality that organizations could use in lieu of a primarily lecture‐ or didactic‐based training and could potentially eliminate the need for multiple experts to conduct a live training (Novak et al, 2019; Shapiro & Kazemi, 2017). This outcome could reduce the resources needed to teach staff how to operate as peer trainers.…”

Section: Discussionmentioning

confidence: 99%

Training human service staff to implement behavioral skills training using a video‐based intervention

Erath

Reed

Blackman

2021

J of App Behav Analysis

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The current study evaluated the efficacy of a video-based training to teach 4 staff working in a human service setting to use behavioral skills training (BST) to teach job-related skills to others. Low levels of BST integrity were observed during baseline. Immediately after viewing a 13-min training video, 2 participants implemented BST at mastery (i.e., 100% integrity). The remaining 2 participants required brief supplemental performance feedback to reach criterion performance. The effects of the training generalized to training 2 novel skills and maintained in follow-up probes conducted 1 to 4 weeks posttraining. A social validity measure indicated high levels of satisfaction with the video-based training and high acceptability of BST. Implications of these findings for organizational training practices and directions for future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Training human service staff to implement behavioral skills training using a video‐based intervention

Erath

Reed

Blackman

2021

J of App Behav Analysis

Self Cite

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“…However, comparisons between customized and standardized email performance-based feedback would still need to be conducted. Additionally, future researchers should consider evaluating other feedback components (e.g., specific vs. general feedback, frequent vs. infrequent feedback, group vs. individual feedback, and source of feedback; Novak et al, 2019 ; Sleiman et al, 2020 ) within email feedback in order to further refine email performance-based feedback interventions.…”

Section: Discussionmentioning

confidence: 99%

“…Performance feedback is a critical component of professional development (Barton et al, 2020 ; Miltenberger, 2012 ). Performance feedback involves the use of data, derived from an observation occurring during supervision, to inform the delivery of feedback in order to change and sustain the individual’s behavior (Barton et al, 2016 , 2020 ; Hemmeter et al, 2011 ; Novak et al, 2019 ). Within school settings, researchers found performance feedback to increase procedural fidelity and maintain the teacher’s use of effective practices, which in turn increased the quality of instruction provided and improves child learning outcomes (Barton et al, 2020 ; Schles & Robertson, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Email Performance-Based Feedback on Teacher Candidate Implementation of a Multiple Stimulus Without Replacement Preference Assessment

2022

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The purpose of this study was to evaluate the effects of performance-based feedback delivered via email on teacher candidates’ implementation of a multiple stimulus without replacement (MSWO) preference assessment with an adult confederate. Six participants enrolled in a special education teacher preparation program were recruited to participate. After exposure to an introductory MSWO training video, participant fidelity of MSWO administration was measured. Following baseline, performance feedback was delivered via e-mail to each participant after the completion of each research session. Results indicate that performance feedback delivered via e-mail improved fidelity of implementation for all six participants. Implications and future directions are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10864-022-09496-z.

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“…Accurate data collection is necessary to deliver accurate feedback (e.g., Matey et al, 2019). Novak et al (2019) suggested that observation data is essential for delivering feedback and that feedback may be more effective based on direct observations compared to indirect reports. If feedback is more effective when content is based on direct observation, feedback accuracy may be compromised if observational data are skewed or inaccurate.…”

mentioning

confidence: 99%

Varying reactions to feedback and their effects on observer accuracy and feedback omission

Matey

Sleiman

Nastasi

et al. 2021

J of App Behav Analysis

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The effectiveness of performance feedback depends on many factors, including accuracy and repeated delivery over time. Previous research has suggested that requiring the delivery of performance feedback may result in less accurate observations and feedback during subsequent observations. The current study evaluated whether different reactions (i.e., positive, neutral, or negative) to feedback would affect the accuracy of subsequent observations or the delivery of feedback. Forty-five participants were assigned to 1 of 3 reactions groups and they were instructed to observe and record the safety performance of a confederate during a baseline condition. Following 2 baseline sessions, participants were instructed to deliver feedback and the confederate reacted to the feedback according to the assigned condition for 4 sessions. Results provide evidence that positive reactions maintain observation accuracy and the provision of feedback, while both neutral and negative reactions decrease observation accuracy and result in frequent omission of feedback.

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Evidence-Based Performance Management: Applying Behavioral Science to Support Practitioners

Cited by 16 publications

References 63 publications

Training human service staff to implement behavioral skills training using a video‐based intervention

Training human service staff to implement behavioral skills training using a video‐based intervention

The Effects of Email Performance-Based Feedback on Teacher Candidate Implementation of a Multiple Stimulus Without Replacement Preference Assessment

Varying reactions to feedback and their effects on observer accuracy and feedback omission

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