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Working With Staff to Promote Positive Behavior
Support: Recommendations and
Common Mistakes
Dennis H. Reid, Ph.D., BCBA
Evidence-Based Consulting and Supervision
Why evidence-based? Key part of PBS with students …
should extend to working with staff Importance well understood, but not
always practiced well Illustrated by issues faced by consultants
Illogical when considering “no bad students . . .”
Qualification: default procedure
Importance of Staff Acceptance Lack of staff acceptance of the consultant
or his/her recommendations often leads to failure
Behavioral consultants have a poor history of acceptance by nonbehavioral practitioners
Underlying PBS values: application with staff
The nature of consultation and supervision or management
Management(as defined in Webster’s
1976) To train (a horse) in its paces To control the movement or
behavior of; handle; manipulate To have charge of; direct To handle or use carefully To make docile or submissive To get a person to do what one
wishes by skill, tact, flattery, etc.
Behavioral Outcome Management
Select student outcome Specify staff performance Train Monitor Support Correct Evaluate
Identifying Behavioral Targets
When working with schools, consultants have two client groups: school staff and consumers
Need evidence-based approaches for student behavior change and working with staff
Staff Training Steps
1. Explain rationale 2. Describe skills 3. Provide written summary 4. Demonstrate skills 5. Trainee practice with feedback 6. Repeat #s 4 & 5 until
competency
Bottom-Line Rule of Staff Training
Training is not complete until staff demonstrate proficiency in routine
work site.
Behavioral Outcome Management
Select consumer outcome Specify staff performance Train Monitor Support Correct Evaluate
Making Monitoring Acceptable
Reid & Parsons (1995). Comparing choice and questionnaire measures of the acceptability of a staff training procedure. Journal of Applied Behavior Analysis, 28, 95-96.
Making Monitoring Acceptable
Greet staff upon entering work site Briefly explain reason for monitoring Use common sense re proceeding Provide feedback quickly Acknowledge staff upon departing
Also pertains to any consultant visit
Behavioral Outcome Management
Select consumer outcome Specify staff performance Train Monitor Support Correct Evaluate
Supportive Management
Set the occasion for proficient staff performance
Positively support/reinforce proficient performance
Feedback Protocol
Parsons & Reid (1995). Training residential supervisors to provide feedback for maintaining staff teaching skills with people who have severe disabilities. Journal of Applied Behavior Analysis, 28, 317-322.
Feedback Protocol 1. Begin with positive or empathetic
statement 2. Identify skills performed correctly 3. Identify skills performed incorrectly 4. Specify how to change/improve incorrect performance 5. Solicit questions 6. Describe next actions 7. End with positive or empathetic statement
Corrective Management
Identify correct performance Identify incorrect performance Specify how to change/improve
incorrect performance Systems and overall environmental
considerations
Summary: Importance of Positive and Evidence-Based Ways of Working With Staff
Review of importance of positive ways of working with staff
If not evidence-based, we as consultants and supervisors often work hard but flounder . . .
If we do not use evidence-base approaches to working with staff we often resort to . . .
“The successful innovator uses charisma, unflappable poise, humor, empathic assertiveness, a sense of timing, flattery, cajolery, persistence, bird-dogging, perceptiveness, and shrewdness.”
(Liberman, AIDD, 1983, 3, pg. iii)