Learning in the Workplace: Using Performance … OBM...Learning in the Workplace: Using Performance...
Transcript of Learning in the Workplace: Using Performance … OBM...Learning in the Workplace: Using Performance...
LearningintheWorkplace:UsingPerformanceDiagnosticstoImproveStaffPerformancePresentedby:ElizabethL.SellingerPhD,BCBA-DKatieCyr,BCBA,TamShook,BCBA,VictoriaGomezMarch1,2018
INSTITUTEOFPROFESSIONALPRACTICE,INCINDIVIDUALLIVES.INDIVIDUALSOLUTIONS IPPILearningAcademy
Whoweareandwhythismatterstous!
• IPPILearningAcademy• PrivateapprovedspecialeducationschoolinCT• 67studentsingradesK-12• Varietyofeligibilitycategories,primarilyautism• Referredstudentstendtoengageinhighlevelsofproblembehavior(e.g.,aggression,disruptivebehaviors)
• 10Classroomswithcertifiedspecialeducationteachers• Fullclinicalteam(4BCBAs,5seniorABAtherapists)• 40+ABATherapists
Objectives• DefineOBM/PerformanceManagementandPerformanceDiagnosticsanddescribethelevelsofanalysisappliedtoorganizations
• Identifystrategiesforimplementingmorepositiveconsequencesandimprovingthequalityofbehavioralfeedforwardandfeedback
• Befamiliarwithacaseexampleutilizingperformancemanagementprocedureswithinaneducationalsetting
Agenda:
• PartI:IntroductiontoPerformanceManagement
• PartII:HumanisticBehaviorism• PartIII:CaseExampleatIPPILearningAcademy
Part1:Introduction
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OrganizationalBehaviorManagement(OBM)
• Inshort,OBMistheuseofappliedbehavioranalysistoimproveperformancewithintheworksetting.
• OBMhasbeenusedinavarietyofworksettings(e.g.,medicalfield,governmentagencies,sales,education,humanservices)
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ApplyingOBM:3Areas(www.obmnetwork.com)
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PerformanceManagement
• UseABAprinciplestomanageemployees
• Usetheseresultstomakechangesthatwillincreasedesiredstaffbehavior
BehaviorSystemsAnalysis
• Analysisoftheorganizationanditscomponents
Behavior-basedSafety
• Focusonreductionofinjuriesandpromotingsafebehaviorintheworkplace
PerformanceDiagnostics
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• Identifytheproblem(pinpointkeybehaviors)
• Analyzetheproblem(usingdiagnostics)
• Recommendwaysto“fix”theproblemAswithanythingwedoinABA,DATAisthekey!
Simplyput,DOIT(Geller,2016).
Justlikewedowhenworkingwithindividuals,ourfirststepistoconductabehaviorassessmenttofindoutthereasonswhyanindividualisbehavinginsomeway
PerformanceDiagnostics
• LevelsofAnalysis:
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IndividualPerformerLevel:Analysisofindividualorgroupsofindividuals’behaviorExample:ABCAnalysis
ProcessLevel:Analysisofbehaviorsrequiredtocompleteataskortasks(outcome)Example:Processmapping
OrganizationalLevel:IntegratingIndividualandProcessLevels,mostcomprehensivetypeofanalysis
PerformanceDiagnostics• Individualperformerlevel:• Descriptiveassessments(analyzingwhenandwhyabehavioroccurs)• ABCAnalysisofStaffBehavior
• InformantAssessments(setofquestionsusedtodiagnoseaproblem,easierandlessformalthandescriptiveassessments,shouldNOTbedoneinplaceofdirectobservation,butasasupplement)• PerformanceDiagnosticChecklist-HumanServices• Looksattrainingprovided,taskclarificationandprompting,resources/
materials/processes,performanceconsequences(includingeffortneededandcompetition)
• Basedontheresultsoftheinterview,offerssampleinterventions• PDC-HS
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PerformanceDiagnostics• ProcessLevel:• ProcessMapping• Atoolusedtoassistinvisualizingaprocessorprocedure• Makesaprocesseasiertoanalyzeandproblem-solve
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ProcessMapping:Example
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PerformanceDiagnostics• OrganizationalLevel:Examples
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VantageAnalysis BehaviorSystemsAnalysis
• Looksatorganization-wideperformancethrough6vantagepoints:philosophical,social,organizational,departmental,andindividualoutcomesandindividualactivities(Smith&Chase,1990).
• Identifiesprocessandsystemschangestoincreaseperformance
• Basedonthepremisethatorganizationsareacomplexsystem
• Anindividual’sperformanceisaproductofthesystem(CambridgeCenterforBehavioralStudies,2010).
Focusofourworkshop…• Individualperformerlevel:Fortherestofthispresentation,wewillfocusonchangingthebehaviorofagroupofemployees
• Hundredsofarticles,books,chapterspublishedintheareaofOBMinhumanservices(Reid,D.H.&Parsons,M.B.,2000)• Researchfocusesprimarilyon2areas:
• Stafftraining• Toteachverbalskills:Verbal/writteninstruction• Toteachperformanceskills:combinewithmodeling,practiceandfeedback
• Staffmanagement• Antecedentstrategies:
• Onthejobinstructions• Increasejobstructure(e.g.,performancechecklists)
• Consequentstrategies• Feedback(verbal,written)• Reinforcement(money,food,othertangibleitems)• Self-managementprocedures
• Combinationofantecedentandconsequentstrategies• ScottGeller’sActivelyCaringForPeopleInSchools(2017)
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Part2:HumanisticBehaviorism
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ScottGeller’sTEDTalk• https://www.youtube.com/watch?v=7sxpKhIbr0E• ThePsychologyofSelfMotivation
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HumanisticBehaviorism:ActivelyCaringForPeople• AccordingtoScottGellar(2017):• …enhanceslong-termpositiveandsustainablerelationsbetweenteachers,students,(and)schooladministrators…(p.xxi)
• WhyisthisimportanttousattheIPPILearningAcademy?• Lessons:• Employmorepositiveconsequences• Benefitfromobservationallearning• Improvewithbehavioralfeedforwardandfeedback• Usemoresupportivethancorrectivefeedback• Embraceandpracticeempathy• Distinguishbetweenmanagingbehaviorandleadingpeople• Progressfromself-actualizationtoself-transcendance
Lesson1:EmployMorePositiveConsequences
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Lesson1:Employmorepositiveconsequences• Whydowebehave?• Iammorelikelytodosomethingifyourewardmethanifyoupunishtheabsenceofit• Improvesbothbehaviorandattitudeatthesametime
• LOTSofindividualdifferenceswhenitcomestomotivationandattitude
Discussion:• Weallknowwhathappenstoourattitudewhenundesirablebehaviorisfollowedbyanegativeconsequence.Withthatinmind:
• Whyarenegativeconsequencesusedmoreoftenthanpositiveconsequencestoimprovebehaviorinschools,insports,athome,inorganizations,andthroughoutcommunities?
• Whichbehaviorchangetechniquewillhavethelongest-termbenefit?Why?
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Lesson1:Employmorepositiveconsequences• Achievement-relatedpersonstates:
FailureAccepter
SuccessSeeker
(Mostdesirable:adapttosetbacks,self-confident,don’tevadedemandingtasks
toavoidfailure)
FailureAvoider
(Donotanticipatesuccessanddreadfailure.Willprotectselffromappearing
incompetent)
Overstriver
No
No
Yes
Yes
Doyouseeksuccess?
Doyou
avoidfailure?
Discussion:
• Whatconversationsdoyouhavewithothersandwithinyourselfthatinfluencesuccess-seekingmorethanfailure-avoidingmindsets,andviceversa?
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Lesson1:Employmorepositiveconsequences
• Sowhat?• Weliveinasocietythatfocusesonnegativeconsequencestocontrolbehavior,unfortunately.
• Byemployingpositiveconsequences,youcanimprovebehaviorANDmotivationatthesametime!
Lesson2:BenefitFromObservationalLearning
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Lesson2:Benefitfromobservationallearning
• Ifyouwanttogetbetteratsomething,watchsomeonewhodoesitbetter!
• Ouractionsinfluenceothers!• Thinkaboutthiswithregardtostaffbehaviorintheworkplace.Whetherweknowitornot,thestudentswatchwhatwedo.
• NotonlyareouractionsWATCHED,butouropinionsandviewschangedependingonwhatweobserve.Wemaybehavedifferentlyinresponsetobehaviorsweobserve
Lesson2:Benefitfromobservationallearning Howcanthebehaviorofonestaffmemberimpactanentiregroup?• Example1:Shelbyisunhappyatwork.Shedoesnotfeelsupportedandfeelsliketherulesatworkaresilly(sheonlyusedhercellphonetwiceandspilledcoffeeonstudentmaterialsonce!).Shelbygoesaroundtellingherpeershowunhappysheisandhowtheleadershipteamisridiculous.Shewalksaroundwithanangryface,comesinlateandleavesasquicklyaspossibleattheendoftheday.
• Example2:Christinereceivedsomeverydifficultfeedbackatwork.Shedidnotpasstheproceduralintegritycheckandneededextrasupports.Christinewantstodobetter.Christineaskshersupervisorswhatshecandooutsideofworktohelpher.Sheaskshercolleagueslotsofquestionsinanefforttoimprove.Shevolunteersforextratasks,stayslatewithoutbeingasked,andalwayshasasmile.
Lesson3:ImproveWithBehavioralFeedforwardandFeedback
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Lesson3:Improvewithbehavioralfeedforwardandfeedback
• Let’stalkaboutthefollowingphrase:
• Practicemakesperfect.
True?Nottrue?Withoutrepeatedfeedback,behaviorwilllikelynotimprove.
AsGellerstates:
Practicemakespermanence.
Lesson3:Improvewithbehavioralfeedforwardandfeedback
• Feedforwardvsfeedback
• Feedforward:• Whenyouaregivingadirectiveortellingsomeonehowtodosomething,orremindingsomeonetodosomethinginacertainway
• Feedback:• Behavioralsupportorcorrectionfollowingobservation/analysis
Lesson3:Improvewithbehavioralfeedforwardandfeedback
Care§ Showthatyou
care§ Setcaring
examples
IfyouknowthatIcare,youwillcarewhatIknow
Observe§ Definetarget
behaviors§ Recordbehavioral
occurrences
Iamwillingtoobserveyouandnoticetheeffective/ineffectivebehaviors
Analyze• Identifyexisting
contingencies• Identifypotential
contingencies
Iwillnotetheenvironmentalfactorsthatinfluencebehaviors
Communicate• Listenactively• Speak
persuasively
Iwillemphasizesuccessiveapproximationsofdesiredbehaviorandhighlightthepositivetofacilitatebehaviorandattitudeimprovement
Help• Recognize
continuousimprovement
• Teachandencouragetheprocess
Humor,Esteem,Listen,PraiseIfcommunicationgoeswell,thisisaccomplished.*Usetheabovetoincreasethelikelihoodyourinputwillbeaccepted.
Lesson3:Improvewithbehavioralfeedforwardandfeedback:SOARSpecific
• Whendeliveringpositivestatements,watchfortheuseofBUT• PeoplemayonlyrememberaftertheBUTornoneofit
• Makeitshortandsweet• DONOTcombinesupportiveandcorrectivefeedbackinoneexchange
On-time
• Timeyourfeedforward/backbeforethenextopportunitytoperformthebehaviorarises.
Appropriate• Makesurethefeedforward/backfitsthesituation(ensurethelearnercanunderstand)
Real
• Feedforward/backwillbeineffectiveifdeliveredinawayindicatingyouarebetterorabovetheperson
DiscussionQuestionsTakeabout10orsominutestodiscusthefollowingquestions,thenwewilldiscussinagroup:1. Discussasituationwhenyoureceivedbehaviorbased
feedforwardorfeedback.TalkabouthowtheseexchangeswereappropriateorinappropriateusingtheSOARguidelines?
2. Discussasituationinwhichyougavebehaviorbasedfeedforwardorfeedback.WeretheseappropriateorinappropriateusingtheSOARguidelines?
3. Listsomesituationsinyourjobthatnecessitatesgivingbehaviorbasedfeedforwardorfeedback(e.g.,toclients,students,parents/families)
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Lesson4:MoreSUPPORTIVELessCORRECTIVE
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Lesson4:MoreSUPPORTIVE,LessCORRECTIVE• Supportivefeedbackisthemostpowerfulpositiveconsequencetosustainasuccessfullearningenvironment.• Increaseopportunitiesforsupportivefeedbackwiththeuseofbehavioralfeedforward
• SOAR(frompreviousslide)• Takeittoahigherlevel(makealinkbetweenthebehaviorandthepositivecharacteristicitreflects)
• Deliveritprivately(fromonecaringindividualtoanother,noteveryonelikespublicrecognition)
• Workonmasteringsupportivefeedbackbeforeattemptingcorrective(easier,andwon’tdoanyharmisdoneincorrectly)
Practice:PickapartnerScenario
Youareaconsultantinapublicschool.Youhavebeenworkingwiththeteacher’saidetodeliverpraisethatisspecifictothetargetbehavior(i.e.,sittingwithfeetonthefloor).Youjustobservedhergivingspecificpraisemultipletimestothechildsheisworkingwithwithinashortperiodoftime.Youwouldliketogiveherfeedbackonthis.Taketurnsbeingthedelivererandreceiverofthefeedback.
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Practice:• Didthefeedbackseemgenuine?• Diditaddressaspecificbehavior?• Didthereceiverfeelrewarded?
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PracticeCorrectiveFeedbackScenario
Lastweek,youmetwithanoccupationaltherapistanddiscussedtheimportanceofonlyusing“sensoryactivities”(e.g.,jumpingonthetrampoline)asanantecedentstrategyORasareinforcer.Youdiscussedtheissuessurroundingreinforcinginappropriatebehaviorsbyofferingactivitiesinresponsetoaproblembehavior.Youroleplayedandpracticedanumberofscenarios.Justnow,youobservedtheoccupationaltherapistdirectthestudenttothetrampolineafterhehitherandboltedawayfromtheinstructionalareaintheclassroom.
Inyourpairs,howwouldyoudemonstrategivingcorrectivefeedback?
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Practice:• Didthefeedbackseemgenuine?• Diditaddressaspecificbehavior?• Didthereceiverfeelpunished?
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Lesson5:EmbraceandPracticeEmpathy
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Lesson5:Embraceandpracticeempathy
Repeat• “So,yougetnervouswhenKatiestartstohitandkickandyoufeelunsureofwhattodo”
Rephrase• “IhearyousayingthatwhenKatiebecomesaggressive,itisn’treallyclearwhatyoushoulddoinresponsetothosebehaviors.
Ratify• “Ihearyou,sometimesitisscarywhenaggressivebehavioroccurswhenyouarenotexpectingit.”
Reflect
• Youknowyouareanempatheticlistenerifthepersonasksforadvice• Staffmember:“WhatdoyouthinkIshoulddo?”
PracticeEmpathy• Partners:• Speaker:Youwillhave3minutestotellyourpartnerapersonalstory(realormadeup)whereyoucouldbenefitfromsomeadvice.
• Listener:PracticetheR-wordguidelines(repeat,rephrase,ratify,reflect).Youwillhave2minutestoofferadviceorviewswhilethespeakeristheempatheticlistener.
• Spendthenext2-3minutesgivingeachothersupportiveand/orcorrectivefeedbackregardinglisteningskills.
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Lesson6:DistinguishBetweenManagingBehaviorandLeadingPeople
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Lesson6:Distinguishbetweenmanagingbehaviorandleadingpeople• FLUENCYDRILL:• 1minutetiming• ListasmanywordsasyoucantodescribeaMANAGER• ListasmanywordsasyoucantodescribeaLEADER
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Manager: Leader:
BossHoldaccountableKeepinlineOrganizer
TrailblazerInfluencerMotivatorGoesaboveandbeyond
Lesson6:DistinguishbetweenmanagingbehaviorandleadingpeopleManagers Leaders
Managerscontrolbehaviorwithanexternalaccountabilitysystem
Leaderscultivateself-motivationbyempoweringstaff*EmpoweredstaffwillanswerYEStothefollowing:
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Lesson7:Progressingfromself-actualizationtoself-
transcendence:Maslow’sHierarchyofNeeds
Transcendingtheselfmeanstogobeyondself-interesttoactivelycareforothers
Reachingbeyondourownselfneedstohelpotherscontributestosocialacceptance,self-esteemandself-actualization
Part3:PerformanceManagementatIPPI-LA
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OurPerformanceDiagnostics• DescriptiveAssessment:• ABCAnalysis:ClinicianBehavior,StaffBehavior• ClinicianBehavior:
• Isourclinicalteameffectiveinstaffdevelopment,trainingandprovidingfeedbacktostaffmembers?• CoachingData:
• Qualityandquantityoffeedback:Analyzetolookatfeedbackprocedures
• StaffBehavior:• Dostaffmembershavethetraining,resources,knowledgeandmotivationtodothejob?
• Howcanwesupportstaffintheseareas?• Surveydata• ProceduralIntegrityData
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ABCAnalysis:ourBEFOREAntecedent Behavior Consequence
ClinicalTeamM
embe
rBeh
avior • Generalexpectations
• Nospecifictrainingabouthowtogivefeedback
• Assumptiononleadership’spartthatclinicalteammembershadtheskillsandresourcesneededtoprovideadequatefeedback
• Lackofpinpointedstaffbehaviorstofocuson
• Undesired:• Providefeedbacktostaff
membersthatisvague,usestoomuchjargon,canbepunitiveorfeeljudgmentaland/oroccurslongaftertheobservedbehavior
• Onlycatchstaffmembersdoingthewrongthing
• Staffmoralelow• Staffsurveyindicatedtheyweren’t
gettingadequatetraining• Staffavoidclinicians• Behaviorchangeonlyhappenswhen
clinicianisthere• Increasedclinicianpresencewhen
thingsaregoingWRONG
StaffB
ehavior
• Writtenbehaviorplan• PMTtraining• Didactictrainingsinnecessary
areas• Studentmaterialspresentand
available• Opportunitytodemonstrate• Studenthaspreviously
demonstratedtargetbehaviorsundersimilarconditions(“I’veseenthemdoit!”)
• Undesired:• Broadlyspeaking:
demonstratingbehaviorsincompatiblewiththecriticalbehaviorstoimplementthestudentbehaviorplan
• Correctivefeedback• Increasedsupervisorpresence• Potentiallylowratesofproblem
behaviorbystudent(avoidanceofproblembehaviors),resultinginlesssupervisorpresence
• Long-term:increaseinproblembehavior
• Lowerresponseeffort• “Teachthestudentalesson”(Based
onvaluejudgement)
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SolutionsBasedonourABCAnalysis
1. Obtainingstaffinput:• StaffSurvey• MonthlyMeetings
2. StaffTrainingandDevelopment3. FormalProceduralIntegrity
• BehaviorSkillsTraining4. Coaching
• Focused(basedoncriticalbehaviorsidentifiedwithinformalproceduralintegrity)
• General(basedonjobdescriptionofstaffbehaviors)
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Solution1:GainingInputFromStaff• Ongoingassessmentofthethreebeliefsthatdetermineempowerment.Wewanttoknowifthatstaffhaveeverythingtheyneedtosuccessfullycompletetheirjobs(Geller,2017).
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StaffSurveywithResults
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StaffSurveywithResults
StaffSurveywithResults
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MonthlyStaffMeetings• CliniciansmeetwiththeirrespectiveABATherapistsindividuallyonamonthlybasistoreviewthefollowing:• Reviewofmonthlycoaching• ReviewofmonthlyPI• SurveyResults• Staffareasofinterest• Goalsidentified• Progressupdateongoals• Staffinput(general)
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Solution2:StaffTrainingandDevelopment
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PreviousModeltoStaffTrainingandDevelopment
UpdatedModel
Didactictrainings Small-grouptrainingsprimarilyconsistingofBehaviorSkillsTraining(seenextslideforexample)
Trainingsconductedwithallstaff(new,veteran,thoseworkingwithyoungerstudents,olderstudents)
Trainingsbrokendownintocohortsbyagelevel/functioninglevelofstudents.Veteranstaffplayamoreactiveroleinassisting/leadingthetrainings.
Skill-basedcompetency(i.e.,quiz) Performance-basedcompetency(Canstaffactuallyperformtheskill)
BehaviorSkillsTraining
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ExampleTrainingSession:
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Solution3:ProceduralIntegrity• Aftertrainingiscompleteandstaffhavemetourperformance-basedcompetencies,formalobservationstakeplaceinavarietyofareas:• BehaviorPlans• Instructionalprotocols/curricula• Datacollectionandgraphicdisplays
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FeedbackFollowingFormalProceduralIntegrity
• Evidenced-basedstrategiesforstafffeedback(Parsons,Rollyson,&Reid,2012)1. Startwithapositive.2. Specify:stepsperformedcorrectly.3. Specify:stepsperformedincorrectly.4. Specify:stepsneededtoimprove.5. Askiftheyhavequestions.6. Letthemknowwhenyouwillobservethisagain.7. Endfeedbackwithapositiveorempatheticstatement.
• Basedontheresultsoftheformalproceduralintegrity,decidewhichstaffbehaviorstopinpointinordertoimproveperformance
• Identify1-3criticalstaffbehaviorsbyansweringthefollowingquestions1. Whatstaffbehaviorwillimpactthestudentperformancethe
most?2. Whatstaffbehaviorisrequiredatthehighestratethroughouthe
day?3. Whatbehavioristhestaffmostlikelytobesuccessfulwith?
FollowingFormalProceduralIntegrity
ProceduralIntegritySample
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Criticalbehaviors
Givingfeedback• Evidenced-basedstrategiesforstafffeedback(Parsons,Rollyson,&Reid,2012)1. Startwithapositive.2. Specify:stepsperformed
correctly.3. Specify:stepsperformed
incorrectly.4. Specify:stepsneededto
improve.5. Askiftheyhave
questions.6. Letthemknowwhenyou
willobservethisagain.7. Endfeedbackwitha
positiveorempatheticstatement.
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Solution4:Coaching• Whatdoescoachinglooklike?• Focusedcoaching:occursafterbehaviorskillstrainingfollowingproceduralintegrity• Generalcoaching:Anytimestaffareprovidedwithfeedbackbasedontheirperformance• Whatbehaviorsarewepinpointing?• CoachingChecklist(forevaluations) IP
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CoachingForm
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CoachingChecklist
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CoachingChecklistContinued
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Whatdoescoachinglooklike?Samples…
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Whatdoescoachinglooklike?Samples…
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Let’sBringitallTogether
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Goal-settingandOutcomes• Drivers• HuddleBoard(weeklyclinicalmeetings)• CoachingData
• Coachingquality:Coachingrubric• Quantitybyclinician,classroom,teacher
• OutcomeData• Studentclassroomremovals• Studentengagement
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Drivers
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Decreaseclassroomremovalsandseclusions
Increasestudentengagementingroups
Improvecoachingquality
Supportthedevelopmentofstaffself-motivationandself-efficacy
SolutionsBasedonData:ClinicalTeam• UseoftheWeeklyHuddle:• Publicpostingofallcoachingandoutcomedata(proceduralintegrity,studentengagement,classremovals)• Reviewdataonaweeklybasisduringhuddleandgoalset• Meetweeklyforclinicalmeetingstodiscussotherconcerns• Motivatingforclinicians,getexcited,competitive
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OutcomeData
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OutcomeDataBoard
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Outcome:Increasingstaffperformance
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• Coachingstaff:• #coaches(supportivevscorrective)• FormalProceduralIntegrity• Qualityofcoaching:Coachingrubric
CoachingData
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17 18
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2017.2018SchoolYear2016.2017SchoolYear
CoachingData
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CoachingData
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CoachingData
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CoachingData
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DuBo
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Olderman,Jessic
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Lampkin,G
enesis
Sousa,Amanda
Shea,Corey
Bollaro,M
att
Rybn
ick,Vicky
Ramalho
,Krystal
Sproha,R
ache
lGa
mbardella,M
elissa
Koch,Kristen
Garriso
n,Amanda
Parente,Aria
nna
Kimbe
rlyHun
nicutt
Magnano
,Tam
my
Lewis,Vannissa
Sterne
r,Matt
Klino,Arm
in
Bailey,Lisa
Martin
ez,Jackie
Thom
as,D
onna
Hutton
,Che
lsea
Cassanova,Shirle
yShue
,Esthe
rCaligan,Jam
ie
Katie
Cyr
TamSho
ok
JocelynSimmon
sLizH
atzenb
uhler
VictoriaGo
mez
AprilRibas
BryanSisbarro
AshleyHally
KrystalQ
uino
nes
Christin
aCapu
to
LizS
cinto
Christin
aFricano
AmyDe
vine
TaylorKno
use
KaylaTo
rpey
Noske
Rm13
Rm7
Rm11
Rm5
CoachingSessionsbyStaff
8/31-9/1 9/5-9/8 9/11-9/15 9/18-9/22 9/25-9/29
CorrectivevsSupportive
IPPILearningAcadem
y
23
2
49
7
44
8
35
4
69
3
0 10 20 30 40 50 60 70 80
SupportiveCoach
CorrectiveCoach
CoachType
9/25-9/29 9/18-9/22 9/11-9/15 9/5-9/8 8/31-9/1
FormalProceduralIntegrityObservations
IPPILearningAcadem
y
Changefrompreviousyear…
IPPILearningAcadem
y
8%
15%
24%
85%
73%
0 200 400 600 800 1000 1200 1400
October2016-June2017
September2017-January2018
SupportivevsCorrectiveFeedbackOverTime
CorrectiveFeedback SupportiveFeedback Corrective+SupportiveFeedback
Howdoweknowwearedoingagoodjobcoaching?
• Bringitbacktotheclinicianbehavior• Cliniciansreceiveweeklyfeedbackontheircoaches IP
PILearningAcadem
y
CoachingRubric
IPPILearningAcadem
y
IPPILearningAcadem
y
CoachingRubricData
IPPILearningAcadem
y
RubricIntroduced
Feedforward/higherlearningtraining
0
2
4
6
8
10
12
14
16
18
20
9/11/2017 9/19/2017 9/26/2017 10/2/2017
RubricScore
CoachingRubricData:UpperElementary
1 3 Goal phasechangelines 8
CoachingRubricData
IPPILearningAcadem
y
Rubricintroduced
FF/HLtraining
0
2
4
6
8
10
12
14
16
18
20
9/11/2017 9/19/2017 9/26/2017 10/2/2017
RubricScore
CoachingRubricData:LowerElementary/14
2 9 Goal phasechangelines 10 12 11
CoachingRubricData
IPPILearningAcadem
y
FF/HLtraining
RubricIntroduced
0
2
4
6
8
10
12
14
16
18
20
9/11/2017 9/19/2017 9/26/2017 10/2/2017
RubricScore
CoachingRubricData:MiddleandHighSchool
4 5 Goal phasechangelines 6 7
Outcome:ReducingClassroomRemovals
• Frequencyofstudentclassroomremovalsfromtheclassroomacrossa10daycycle.• Studentswhoareremovedmorethan10timesareconsidered“frequentfliers”andarecloselymonitoredbytheclinicalteamintermsofassessmentandintervention.• Useofphysicalmanagement
IPPILearningAcadem
y
Outcome:ReducingClassroomRemovals
IPPILearningAcadem
y
Outcome:ReducingClassroomRemovals
IPPILearningAcadem
y
StudentExample:10dayanddaily
IPPILearningAcadem
y
StudentExample:10dayanddaily
IPPILearningAcadem
y
Outcome:ReducingClassroomRemovals
IPPILearningAcadem
y
Outcome:StudentEngagement
• Eachclassroomobservedtwiceamonth(minimum)• 10minute,momentarytimesampling• 2-4students• Operationallydefine“engagement”• Data…
IPPILearningAcadem
y
StudentEngagementData
IPPILearningAcadem
y
0
10
20
30
40
50
60
70
80
90
100
September October
%of1
0-second
mom
entarytimesampleintervalsd
uring10-m
inuteob
servation
ClassroomObservationData:LowerElementary
Goal 6 7
StudentEngagementData
IPPILearningAcadem
y
0
10
20
30
40
50
60
70
80
90
100
September October
%of1
0-second
mom
entarytimesampleintervalsd
uring10-m
inuteob
servation
ClassroomObservationData:LowerElementary
Goal 6 7
StudentEngagementData
IPPILearningAcadem
y
0
10
20
30
40
50
60
70
80
90
100
September October
%of1
0-second
mom
entarytimesampleintervalsd
uring10-m
inuteob
servation
ClassroomObservationData:UpperElementary
Room3 4 8 Goal
StudentEngagementData
IPPILearningAcadem
y
0
10
20
30
40
50
60
70
80
90
100
September October
%of1
0-second
mom
entarytimesampleintervalsd
uring10-m
inuteob
servation
ClassroomObservationData:MiddleSchool
Goal 13 15
StudentEngagementData
IPPILearningAcadem
y
ABCAnalysis:OurworkinprogressAntecedent Behavior Consequence
ClinicalTeamM
embe
rBeh
avior • Specifictrainingonproviding
feedforwardandfeedback• Rubricoutliningspecific
expectations• Coachingchecklist:provide
areasforgeneralcoaching• Weeklymeetings/Huddle:
ClinicalTeamtodiscusscoaching/outcomedata
• Weekly1:1Meetingswithclinicalsupervisortodiscussstaffandstudents
• Coachesgivenaremorespecific,aremoresupportivethancorrective
Short-term:• Coachingrubricdata(weekly)
focusingonqualityandquantity• Datatosupportannualperformance
evaluations!• Increasedscoresinprocedural
integrityLong-term:• Lesstime‘puttingoutfires’• Improvedstudentoutcomesdata• Timetoworkonmovingforward
StaffB
ehavior
• Increasedsupervisorpresence(frequentobservationandfeedbacksessions)
• Ensurenecessarymaterialsarepreparedandreadilyavailable(e.g.,protocols,behaviorplan‘cheatsheets,’reinforcers,teachingmaterials)
• BehaviorSkillsTrainingpriortoimplementationofprotocolsorbehaviorplans
• Broadlyspeaking:demonstratingbehaviorscompatiblewiththecriticalbehaviorstoimplementthestudentbehaviorplan
Programmedconsequences:• Moresupportivethancorrective
feedback• Highlighttaskoutcomes:showthe
datatostaffmembersNaturalconsequences:• Overtime,lowerratesofstudent
problembehavior• Increaseofdesiredstudentbehavior• Longterm:reducetheneedfor
physicalintervention
IPPILearningAcadem
y
FutureConsiderations• Goal-settingforproceduralintegrity• Analysisofproceduralintegrityandoutcomedata• WorkingwithstaffmemberstodevelopindividualSMARTSgoals
IPPILearningAcadem
y
References
IPPILearningAcadem
y
Austin,J.,&Carr,J.E.,(2000).HandbookofAppliedBehaviorAnalysis.CA:ContextPress.
Bacon,D.L.,Fulton,B.J.,&MaylottR.W.(1982)Improvingstaffperformancethroughtheuseofchecklists.JournalofOrganizationalBehaviorManagement,4(3/4).17-25.
Balcazar,F.,Hopkins,B.L.,&Suarez,Y.(1986).Acritical,objectivereviewofperformancefeedback.JournalofOrganizationalBehaviorManagement,7,65-89.
CambridgeCenterforBehavioralStudies.(2010).Behavioralsystemsanalysis.(2010).Retrievedfrom:http://www.behavior.org/resource.php?id=395
Geller,E.S.,(2017).ActivelyCaringforPeopleinSchools.NewYork,NY:Morgan JamesPublishing
Parsons,M.B,Rollyson,J.H.,&Reid,D.H.(2012)Evidencebasedstafftraining:Aguideforpractitioners.BehaviorAnalysisinPractice,5(2),2-11.
Rodriguez,M.,Sundberg,D.,&Biagi,S.(2016)OBMApplied!APracticalGuidetoImplementingOrganizationalBehaviorManagement.Melbourne,FL:ABATechnologies.
Smith,J.,&Chase,P.(1990).Usingthevantageanalysischarttosolveorganization-wideproblems.JournalofOrganizationalBehaviorManagement,11(1),127-148.
WhatisOBM?(February,2017)Retrievedfrom:www.obmnetwork.com