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Using the Performance Diagnostic Checklist-Human Services to identify an indicated intervention to decrease employee

Todd A Merritt1, Florence D DiGennaro Reed1, Cynthia E Martinez2

  • 1University of Kansas.

Journal of Applied Behavior Analysis
|October 4, 2019
PubMed
Summary
This summary is machine-generated.

This study reduced staff tardiness at an autism school using performance diagnostics and interventions. Task clarification, problem-solving, tokens, and feedback proved most effective, with high staff acceptance.

Keywords:
Performance Diagnostic Checklist-Human Servicesemployee tardinessperformance managementpre-intervention assessment

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Area of Science:

  • Behavioral Analysis in Human Services
  • Applied Behavior Analysis (ABA) in Educational Settings

Background:

  • Staff tardiness can disrupt educational services for children with autism.
  • Identifying effective interventions for improving staff punctuality is crucial for service continuity.

Purpose of the Study:

  • To assess and reduce tardiness among direct-care staff at a school for children with autism.
  • To identify effective interventions for improving staff punctuality using the Performance Diagnostic Checklist - Human Services.

Main Methods:

  • Administered the Performance Diagnostic Checklist - Human Services to staff and supervisors.
  • Implemented identified interventions, including task clarification, problem-solving discussions, token exchange, and graphic feedback.
  • Compared tardiness rates during intervention phases to baseline.

Main Results:

  • Staff tardiness significantly decreased relative to baseline during the intervention phases.
  • A combination of task clarification, problem-solving, token exchange, and weekly graphic feedback was the most effective intervention.
  • Intervention components, especially praise and tokens, were reported to have high acceptability among participants.

Conclusions:

  • Performance diagnostics and multi-component interventions can effectively reduce staff tardiness in autism education settings.
  • The findings support the use of behavior-analytic strategies to improve staff performance and service delivery.