Describe a time when you struggled to perform a task at work. What was the job task? Using the PDC-HS, what questions would you have responded to with a no? If you were you

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Employee’s Name: _____________________ Interviewer: _____________________ Date: _____________ Describe Performance Concern: ________________________________________________________________

1 ¦ Yes ¦ No Has the employee received formal training on this task? If yes, check all

applicable training methods: ¦ Instructions ¦ Demonstration ¦ Rehearsal 2* ¦ Yes ¦ No Can the employee accurately describe the target task and when it should be

performed?* 3 ¦ Yes ¦ No Is there evidence that the employee has accurately completed the task in the

past? 4* ¦ Yes ¦ No

¦ N/A If the task needs to be completed quickly, can the employee perform it at the appropriate speed?*

1 ¦ Yes ¦ No Has the employee been informed that he/she is expected to perform the task? 2* ¦ Yes ¦ No Can the employee state the purpose of the task? 3* ¦ Yes ¦ No Is a job aid (e.g., a checklist, data sheet) for completing the task visibly located in

the task area? 4 ¦ Yes ¦ No Is the employee ever verbally, textually, or electronically reminded to complete

the task? 5 ¦ Yes ¦ No Is the task being performed in an environment well-suited for task completion

(e.g., not noisy or crowded)?

1 ¦ Yes ¦ No Are there sufficient numbers of trained staff available in the program? 2* ¦ Yes ¦ No

¦ N/A If materials (e.g., teaching stimuli, preferred items) are required for task completion, are they readily available (e.g., easy to find, nearby)? If no materials are required, proceed to question 5. List materials below and indicate their availability. Item 1: _________________________ Item 2: _________________________ Item 3: _________________________ Item 4: _________________________

Instructions: Answer the questions below about the employee’s specific performance problem (not the employee in general). The problem should be operationalized as either a behavioral excess or deficit. Items with an asterisk (*) should be answered only after the information is verified through direct observation.

TRAINING

TASK CLARIFICATION & PROMPTING

RESOURCES, MATERIALS, & PROCESSES

PDC-HS Performance Diagnostic Checklist – Human Services

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3* ¦ Yes ¦ No ¦ N/A

Are the materials necessary to complete the task well designed for their intended purpose?

4* ¦ Yes ¦ No ¦ N/A

Are the materials necessary to complete the task well organized for their intended purpose?

5 ¦ Yes ¦ No Can the task be completed without first completing other tasks?? If not, indicate below the tasks that must be completed first. Task 1: ________________________ Task 2:_________________________ Task 3: ________________________ Task 4: _________________________

6 ¦ Yes ¦ No ¦ N/A

If you answered NO for Question 5, are other employees responsible for completing any of the earlier tasks in the process? If so, indicate the employee(s) below. Task 1: ________________________ Task 2: _________________________ Task 3: ________________________ Task 4: _________________________

1 ¦ Yes ¦ No Is the employee ever directly monitored by a supervisor? If so, indicate the

frequency of monitoring. ¦ hourly ¦ daily ¦ weekly ¦ monthly ¦ Other: __________________

2 ¦ Yes ¦ No Does the employee ever receive feedback about the performance? If yes, indicate below. By whom? ______________ How often? ______________ Delay from task? ______________ Check all that apply: Feedback Focus: ¦ Positive ¦ Corrective Feedback Type: ¦ Written ¦ Verbal ¦ Graphed ¦ Other: ____________________

3 ¦ Yes ¦ No Does the employee ever see the effects of accurate task completion? If yes, how? _______________________________________

4 ¦ Yes ¦ No Is the task simple or does it involve relatively low response effort? 5 ¦ Yes ¦ No Does the task generally take precedence over other potentially competing tasks?

If not, indicate these competing tasks below. Task 1: ________________________ Task 2: _________________________ Task 3: ________________________ Task 4: _________________________

PERFORMANCE CONSEQUENCES, EFFORT, & COMPETETION

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Area Item # Sample Intervention(s) Literature Citations Training 1, 2, 3, 4 Behavioral skills training (i.e.,

instructions, modeling, rehearsal, feedback) Improved personnel selection

• Barnes, Dunning, & Rehfeldt (2011)

• Nabeyama & Sturmey (2010) • Gatewood, Feild, & Barrick

(2008) Task

Clarification & Prompting

1, 2 Task clarification & checklists • Cunningham & Austin (2007) • Gravina, VanWagner, & Austin

(2008) • Bacon, Fulton, & Malott (1982)

3, 4 Prompts • May, Austin, & Dymond (2011) • Petscher & Bailey (2006)

5 Change/alter task location • Green, Reid, Passante, & Canipe (2008)

Resources, Materials, & Processes

1 Adjust staffing • Strouse, Carroll-Hernandez, Sherman, & Sheldon (2003)

2, 3, 4 Improve access to (2), redesign (3), or reorganize (4) task materials

• Casella, Wilder, Neidert, Rey, Compton & Chong (2010)

5, 6 Reassess task process and

personnel • Diener, McGee, & Miguel (2009) • McGee & Diener (2010)

Performance Consequences,

Effort, & Competition

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2

3

4

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Increased supervisor presence Performance feedback Regularly highlight task outcomes Reduce task effort Reduce aversive task properties

• Brackett, Reid, & Green (2007) • Mozingo, Smith, Riordan, Reiss,

& Bailey (2006)

• Arco (2008) • Green, Rollyson, Passante, &

Reid (2002)

• Methot, Williams, Cummings, & Bradshaw (1996)

• Casella, Wilder, Neidert, Rey,

Compton, & Chong (2010) • Green, Reid, Passante, &

Canipe (2008)

INTERVENTION PLANNING

Instructions: Each item scored as NO on the PDC-HS should be considered as an opportunity for intervention with priority given to areas in which multiple items are endorsed. Interventions may be implemented concurrently or consecutively, with the latter option being preferred for settings in which staff resources are limited. Sample interventions and illustrative literature citations for each area are provided below.

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Arco, L. (2008). Feedback for improving staff training and performance in behavioral treatment programs.

Behavioral Interventions, 23, 39–64. Bacon D. L., Fulton, B. J., & Malott R. W. (1982). Improving staff performance through the use of task checklists.

Journal of Organizational Behavior Management, 4(3/4), 17–25. Barnes, C. S., Dunning, J. L., & Rehfeldt, R. A. (2011). An evaluation of strategies for training staff to implement

the picture exchange communication system. Research in Autism Spectrum Disorders, 5, 1574–1583. Brackett, L., Reid, D. H., & Green, C. W. (2007). Effects of reactivity to observations on staff performance.

Journal of Applied Behavior Analysis, 40, 191–195. Casella, S. E., Wilder, D. A., Neidert, P., Rey, C., Compton, M., & Chong, I. (2010). The effects of response

effort on safe performance by therapists at an autism treatment facility. Journal of Applied Behavior Analysis, 43, 729–734.

Cunningham, T. R., & Austin, J. (2007). Goal setting, task clarification, and feedback to increase the use of the hands-free technique by hospital operating room staff. Journal of Applied Behavior Analysis, 40, 673– 677.

Diener, L. H., McGee, H. M., & Miguel, C. F. (2009). An integrated approach for conducting a behavioral systems analysis. Journal of Organizational Behavior Management, 29, 108–135.

Gatewood, R. D., Feild, H., S., & Barrick, M. (2008). Human resource selection (6th ed.). Independence, KY: Cengage Learning.

Gravina, N., VanWagner, M., & Austin, J. (2008). Increasing physical therapy equipment preparation behaviors using task clarification, graphic feedback and modification of work environment. Journal of Organizational Behavior Management, 28, 110–122.

Green, C. W., Rollyson, J. H., Passante, S. C., & Reid, D. H. (2002). Maintaining proficient supervisor performance with direct support personnel: An analysis of two management approaches. Journal of Applied Behavior Analysis, 35, 205-208.

Green, C., Reid, D., Passante, S., & Canipe, V. (2008). Changing less-preferred duties to more-preferred: A potential strategy for improving supervisor work enjoyment. Journal of Organizational Behavior Management, 28, 90–109.

May, R. J., Austin, J. L., & Dymond, S. (2011). Effects of a stimulus prompt display on therapists' accuracy, rate, and variation of trial type delivery during discrete trial teaching. Research in Autism Spectrum Disorders, 5, 305–316.

McGee, H. M., & Diener, L. H. (2010). Behavioral systems analysis in health and human services. Behavior Modification, 34, 415–442.

Methot, L., Williams, L., Cummings, A., & Bradshaw, B. (1996). Effects of a supervisory performance feedback meeting format on subsequent supervisor-staff and staff-client interactions in a sheltered workshop and a residential group home. Journal of Organizational Behavior Management, 16(2), 3–25.

Mozingo, D. B., Smith, T., Riordan, M. R., Reiss, M. L., & Bailey, J. S. (2006). Enhancing frequency recording by developmental disabilities treatment staff. Journal of Applied Behavior Analysis, 39, 253–256.

Nabeyama, R., & Sturmey, P. (2010). Using self-recording, feedback, modeling, and behavioral rehearsal for safe and correct staff guarding and ambulation distance of students with multiple physical disabilities. Journal of Applied Behavior Analysis, 43, 341–345.

Petscher, E. S., & Bailey, J. S. (2006). Effects of training, prompting, and self-monitoring on staff behavior in a classroom for students with disabilities. Journal of Applied Behavior Analysis, 39, 215–226.

Strouse, M. C., Carroll-Hernandez, T. A., Sherman, J. A., & Sheldon, J. B. (2003). Turning over turnover: The evaluation of a staff scheduling system in a community-based program for adults with developmental disabilities. Journal of Organizational Behavior Management, 23, 45–63.

REFERENCES

Reflection Paper Rubric (25 points) Reflection papers consist of brief responses to a prompt related to the information shared in each week’s module. Using both the assigned materials and external references, the student should thoughtfully and thoroughly respond to the prompt. During the following week, students will be required to provide feedback on a peer’s reflection paper, and will be required to paste the text of their completed peer review into their own submission comments in Canvas, which will allow for the instructor to grade more easily. Reflection paper assignments will be graded as follows:

Category 5 points 3 points 0 points Reflection Length* *(excludes reference section and direct quotes from references that are longer than 5 words)

Reflection paper content was greater than 150 words.

Reflection paper content was between 100-149 words.

Reflection paper content was less than 99 words.

Grammar, Usage, and Spelling

Reflection paper contained less than 2 grammar, usage, or spelling errors.

Reflection paper contained 3-4 grammar, usage, or spelling errors.

Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent.

References and Utilization of Outside Resources

The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.

The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally-cited reference.

The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference.

Addressing the Prompt

The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing.

The author’s reflection paper clearly responds to the assignment prompt, develops ideas cogently, organizes them logically, and supports them through empirical writing.

The author’s reflection paper does not correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information is presented with limited logic and lack of development and organization of ideas.

Application The author’s post clearly demonstrates application and relationship to the week’s assigned reading/topic.

The author’s post refers to the assigned topic/reading tangentially but does not demonstrate application.

The author’s post does not demonstrate application of the week’s assigned topic/reading.

Peer Review – Your peer review text must be copied and pasted into the comments of your own reflection paper submission to receive credit.

Completes peer-review of colleague’s reflection paper and provides well-thought- out, thorough feedback.

Completes peer-review of colleague’s reflection paper, but provides only vague, non-specific feedback or input.

Does not complete peer- review of a colleague’s reflection paper or does not copy the text into the comments section of their own submission to allow for grading.

Late reflection papers will adhere to the general submission policy found on the Virtual Course Schedule.