Lesson 3: Improve with behavioral feedforward and feedback • Let’s talk about the following phrase: • Practice makes perfect. True? Not true? Without repeated feedback, behavior will likely not improve. As Geller states: Practice makes permanence.
Lesson 3: Improve with behavioral feedforward and feedback • Feedforward vs feedback • Feedforward: • When you are giving a directive or telling someone how to do something , or reminding someone to do something in a certain way • Feedback: • Behavioral support or correction following observation/analysis
Lesson 3: Improve with behavioral feedforward and feedback Show that you If you know that I care, you will care what I C are § care know Set caring § examples Define target I am willing to observe you and notice the § O bserve behaviors effective/ineffective behaviors Record behavioral § occurrences Identify existing I will note the environmental factors that A nalyze • contingencies influence behaviors Identify potential • contingencies • Listen actively I will emphasize successive approximations of C ommunicate • Speak desired behavior and highlight the positive to persuasively facilitate behavior and attitude improvement • Recognize Humor, Esteem, Listen, Praise H elp continuous If communication goes well, this is improvement accomplished. • Teach and *Use the above to increase the likelihood your encourage the input will be accepted. process
Lesson 3: Improve with behavioral feedforward and feedback: SOAR • When delivering positive statements, watch for the use of BUT • People may only remember after the BUT or none of it • Make it short and sweet Specific • DO NOT combine supportive and corrective feedback in one exchange • Time your feedforward/back before the next opportunity to perform the behavior arises. On-time • Make sure the feedforward/back fits the situation (ensure the learner can understand) Appropriate • Feedforward/back will be ineffective if delivered in a way indicating you are better or above the person Real
Discussion Questions Take about 10 or so minutes to discus the following questions, then we will discuss in a group: 1. Discuss a situation when you received behavior based IPPI Learning Academy feedforward or feedback. Talk about how these exchanges were appropriate or inappropriate using the SOAR guidelines? 2. Discuss a situation in which you gave behavior based feedforward or feedback. Were these appropriate or inappropriate using the SOAR guidelines? 3. List some situations in your job that necessitates giving behavior based feedforward or feedback (e.g., to clients, students, parents/families)
Lesson 4: More SUPPORTIVE Less IPPI Learning Academy CORRECTIVE
Lesson 4: More SUPPORTIVE, Less CORRECTIVE • Supportive feedback is the most powerful positive consequence to sustain a successful learning environment. • Increase opportunities for supportive feedback with the use of behavioral feedforward • SOAR (from previous slide) • Take it to a higher level (make a link between the behavior and the positive characteristic it reflects) • Deliver it privately (from one caring individual to another, not everyone likes public recognition) • Work on mastering supportive feedback before attempting corrective (easier, and won’t do any harm is done incorrectly)
Practice: Pick a partner Scenario You are a consultant in a public school. You have been working with the teacher’s aide to deliver praise that is specific to the target behavior (i.e., sitting with feet on the floor). You just IPPI Learning Academy observed her giving specific praise multiple times to the child she is working with within a short period of time. You would like to give her feedback on this. Take turns being the deliverer and receiver of the feedback.
Practice: • Did the feedback seem genuine? • Did it address a specific behavior? • Did the receiver feel rewarded? IPPI Learning Academy
Practice Corrective Feedback Scenario Last week, you met with an occupational therapist and discussed the importance of only using “sensory activities” (e.g., jumping on the trampoline) as an antecedent strategy OR as a IPPI Learning Academy reinforcer. You discussed the issues surrounding reinforcing inappropriate behaviors by offering activities in response to a problem behavior. You role played and practiced a number of scenarios. Just now, you observed the occupational therapist direct the student to the trampoline after he hit her and bolted away from the instructional area in the classroom. In your pairs, how would you demonstrate giving corrective feedback?
Practice: • Did the feedback seem genuine? • Did it address a specific behavior? • Did the receiver feel punished? IPPI Learning Academy
Lesson 5: Embrace IPPI Learning Academy and Practice Empathy
Lesson 5: Embrace and practice empathy • “So, you get nervous when Katie starts to hit and kick and you feel unsure of what to do” Repeat • “I hear you saying that when Katie becomes aggressive, it isn’t really clear what you should do in response to those behaviors. Rephrase • “I hear you, sometimes it is scary when aggressive behavior occurs when you are not expecting it.” Ratify • You know you are an empathetic listener if the person asks for advice • Staff member: “What do you think I should do?” Reflect
Practice Empathy • Partners: • Speaker: You will have 3 minutes to tell your partner a personal story (real or made up) where you could benefit from some advice. IPPI Learning Academy • Listener: Practice the R-word guidelines (repeat, rephrase, ratify, reflect). You will have 2 minutes to offer advice or views while the speaker is the empathetic listener. • Spend the next 2-3 minutes giving each other supportive and/ or corrective feedback regarding listening skills.
Lesson 6: Distinguish Between Managing Behavior and Leading IPPI Learning Academy People
Lesson 6: Distinguish between managing behavior and leading people • FLUENCY DRILL: • 1 minute timing • List as many words as you can to describe a MANAGER • List as many words as you can to describe a LEADER IPPI Learning Academy Manager: Leader: Boss Trailblazer Hold accountable Influencer Keep in line Motivator Organizer Goes above and beyond
Lesson 6: Distinguish between managing behavior and leading people Managers Leaders Managers control behavior with an Leaders cultivate self-motivation by external accountability system empowering staff * Empowered staff will answer YES to the following: IPPI Learning Academy
Lesson 7: Progressing from self-actualization to self- transcendence: Maslow’s Hierarchy of Needs Transcending the self means to go beyond self- interest to actively care for others Reaching beyond our own self needs to help others contributes to social acceptance, self-esteem and self-actualization
Part 3: Performance IPPI Learning Academy Management at IPPI-LA
Our Performance Diagnostics • Descriptive Assessment: • ABC Analysis: Clinician Behavior, Staff Behavior • Clinician Behavior: • Is our clinical team effective in staff development, training and IPPI Learning Academy providing feedback to staff members? • Coaching Data: • Quality and quantity of feedback: Analyze to look at feedback procedures • Staff Behavior: • Do staff members have the training, resources, knowledge and motivation to do the job? • How can we support staff in these areas? • Survey data • Procedural Integrity Data
ABC Analysis: our BEFORE Antecedent Behavior Consequence Clinical Team Member Behavior General expectations Undesired: Staff morale low • • • No specific training about how Provide feedback to staff Staff survey indicated they weren’t • • • to give feedback members that is vague, getting adequate training Assumption on leadership’s part uses too much jargon, can Staff avoid clinicians • • that clinical team members had be punitive or feel Behavior change only happens when • the skills and resources needed judgmental and/ or occurs clinician is there to provide adequate feedback long after the observed Increased clinician presence when • Lack of pinpointed staff behavior things are going WRONG • IPPI Learning Academy behaviors to focus on Only catch staff members • doing the wrong thing Written behavior plan Undesired: Corrective feedback • • • PMT training Broadly speaking: Increased supervisor presence • • • Didactic trainings in necessary demonstrating behaviors Potentially low rates of problem • • areas incompatible with the behavior by student (avoidance of Student materials present and critical behaviors to problem behaviors), resulting in less • available implement the student supervisor presence Opportunity to demonstrate behavior plan Long-term: increase in problem • • Student has previously behavior • demonstrated target behaviors Lower response effort • Staff Behavior under similar conditions (“I’ve “Teach the student a lesson” (Based • seen them do it!”) on value judgement)
Solutions Based on our ABC Analysis 1. Obtaining staff input: • Staff Survey • Monthly Meetings 2. Staff Training and Development IPPI Learning Academy 3. Formal Procedural Integrity • Behavior Skills Training 4. Coaching • Focused (based on critical behaviors identified within formal procedural integrity) • General (based on job description of staff behaviors)
Solution 1: Gaining Input From Staff • Ongoing assessment of the three beliefs that determine empowerment. We want to know if that staff have everything they need to successfully complete their jobs (Geller, 2017). IPPI Learning Academy
Staff Survey with Results IPPI Learning Academy
Staff Survey with Results IPPI Learning Academy
Staff Survey with Results IPPI Learning Academy
Monthly Staff Meetings • Clinicians meet with their respective ABA Therapists individually on a monthly basis to review the following: • Review of monthly coaching • Review of monthly PI IPPI Learning Academy • Survey Results • Staff areas of interest • Goals identified • Progress update on goals • Staff input (general)
Solution 2: Staff Training and Development Previous Model to Staff Training and Updated Model Development Didactic trainings Small-group trainings primarily consisting of Behavior Skills Training ( see IPPI Learning Academy next slide for example) Trainings conducted with all staff (new, Trainings broken down into cohorts by veteran, those working with younger age level/ functioning level of students. students, older students) Veteran staff play a more active role in assisting/ leading the trainings. Skill-based competency (i.e., quiz) Performance-based competency (Can staff actually perform the skill)
Behavior Skills Training IPPI Learning Academy
Example Training Session: IPPI Learning Academy
Solution 3: Procedural Integrity • After training is complete and staff have met our performance-based competencies, formal observations take place in a variety of areas: • Behavior Plans IPPI Learning Academy • Instructional protocols / curricula • Data collection and graphic displays
Feedback Following Formal Procedural Integrity • Evidenced-based strategies for staff feedback (Parsons, Rollyson, & Reid, 2012) 1. Start with a positive. 2. Specify: steps performed correctly. 3. Specify: steps performed incorrectly. 4. Specify: steps needed to improve. 5. Ask if they have questions. 6. Let them know when you will observe this again. 7. End feedback with a positive or empathetic statement.
Following Formal Procedural Integrity • Based on the results of the formal procedural integrity, decide which staff behaviors to pinpoint in order to improve performance • Identify 1-3 critical staff behaviors by answering the following questions 1. What staff behavior will impact the student performance the most? 2. What staff behavior is required at the highest rate throughout he day? 3. What behavior is the staff most likely to be successful with?
Procedural Integrity Sample IPPI Learning Academy Critical behaviors
Giving feedback • Evidenced-based strategies for staff feedback (Parsons, Rollyson, & Reid, 2012) 1. Start with a positive. 2. Specify: steps performed correctly. IPPI Learning Academy 3. Specify: steps performed incorrectly. 4. Specify: steps needed to improve. 5. Ask if they have questions. 6. Let them know when you will observe this again. 7. End feedback with a positive or empathetic statement.
Solution 4: Coaching • What does coaching look like? • Focused coaching : occurs after behavior skills training following procedural integrity IPPI Learning Academy • General coaching : Anytime staff are provided with feedback based on their performance • What behaviors are we pinpointing? • Coaching Checklist (for evaluations)
Coaching Form IPPI Learning Academy
Coaching Checklist IPPI Learning Academy
Coaching Checklist Continued IPPI Learning Academy
What does coaching look like? Samples… IPPI Learning Academy
What does coaching look like? Samples… IPPI Learning Academy
Let’s Bring it all IPPI Learning Academy Together
Goal-setting and Outcomes • Drivers • Huddle Board (weekly clinical meetings) • Coaching Data • Coaching quality: Coaching rubric IPPI Learning Academy • Quantity by clinician, classroom, teacher • Outcome Data • Student classroom removals • Student engagement
Drivers IPPI Learning Academy Decrease Increase student Improve coaching Support the classroom engagement in quality development of staff removals and groups self-motivation and seclusions self-efficacy
Solutions Based on Data: Clinical Team • Use of the Weekly Huddle: • Public posting of all coaching and outcome data (procedural integrity, student IPPI Learning Academy engagement, class removals) • Review data on a weekly basis during huddle and goal set • Meet weekly for clinical meetings to discuss other concerns • Motivating for clinicians, get excited, competitive
Outcome Data IPPI Learning Academy
Outcome Data Board IPPI Learning Academy
Outcome: Increasing staff performance • Coaching staff: • # coaches (supportive vs corrective) IPPI Learning Academy • Formal Procedural Integrity • Quality of coaching: Coaching rubric
Coaching Data Total # of Coaching Sessions Per Week 103 100 2017.2018 School Year 2016.2017 School Year Start coaching with goal setting 80 75 75 Add clinical supervisor 71 IPPI Learning Academy coaching 68 60 59 58 60 56 53 53 52 51 49 45 46 39 39 37 40 36 36 36 34 32 28 27 26 26 26 23 17 18 20 16 13 0 Week Week Week Week Week Week Week Week week week week week week week week week week week week week week week week week week week week week week 8/31- 9/5-9/ 9/11- 9/18- 9/25-
Coaching Data IPPI Learning Academy
Coaching Data Coaching Sessions By Week Per Clinician 75 70 65 60 55 50 IPPI Learning Academy 45 40 12 35 8 11 30 10 7 10 25 6 8 3 7 20 6 8 5 13 3 15 12 7 5 5 7 5 6 10 2 2 0 5 10 5 5 4 5 4 6 7 7 5 2 9 0 8 3 4 2 2 5 4 1 3 3 2 2 2 2 1 1 0 0 0 0 0 0 0 8/31-9/1 9/5-9/8 9/11-9/15 9/18-9/22 9/25-9/29
Coaching Data Total Coaches Per Classroom sub 0 1 1 0 0 clinical 2 11 16 15 14 15 2 5 4 3 6 IPPI Learning Academy 14 0 1 0 2 6 13 5 4 12 4 5 12 3 3 3 4 7 11 4 10 7 3 7 8 2 3 4 4 5 7 1 8 7 4 6 6 2 3 6 3 10 5 2 5 4 6 20 4 2 5 4 3 7 3 1 9 7 7 10 0 10 20 30 40 50 60 70 8/31-9/1 9/5-9/8 9/11-9/15 9/18-9/22 9/25-9/29
10 11 12 13 14 15 16 17 18 19 20 0 1 2 3 4 5 6 7 8 9 DuBois, Joycelyn 2 1 0 0 1 0 0 0 0 0 0 0 Ferens, Emily 1 3 2 1 1 0 0 1 Goodreau, Kacie 1 0 2 Louis-Charles, Kelly Coaching Data 0 2 1 1 Udris, Christina 2 0 Williams, Jackie 0 2 1 2 Tranquillo, Cat 1 2 Javocino, Steph 0 1 1 0 1 1 1 1 0 Peck, Evan 1 1 2 0 2 1 1 2 Powell, Kemoy 0 2 Griffin, Elliott 2 3 3 Bedard, Dan 0 0 1 Fernandes, Christine 0 0 1 0 0 0 0 0 1 1 1 0 2 0 Moskwa, Gillian 0 0 Sayeem, Mohammed 1 2 0 0 1 7 3 Colon, Jeovany 1 Lopez, Andy 0 0 0 1 1 1 0 0 1 Kelvin, Toledo 5 3 Morrell, Geoff 10 2 Reynolds, Ashley 0 0 1 Civitelli, Erin 1 0 1 0 0 2 0 3 1 1 2 Stafford, Melanie 0 1 2 2 8/31-9/1 Paige, Glenn 1 Fischer, Tiia 1 1 0 0 Ramirez, Maria 1 0 0 0 4 2 1 3 Coaching Sessions by Staff Berez, Josh 1 1 0 1 Gibbs, Azaria 3 3 3 4 Olderman, Jessica 9/5-9/8 0 0 0 0 Lampkin, Genesis 1 2 2 1 0 Sousa, Amanda 2 3 2 2 3 Shea, Corey 1 1 1 0 1 4 0 2 0 Bollaro, Matt 9/11-9/15 4 2 0 Rybnick, Vicky 1 1 1 1 Ramalho, Krystal 1 0 1 2 Sproha, Rachel 0 1 1 1 1 0 0 1 0 2 1 1 Gambardella, Melissa 0 0 1 Koch, Kristen 2 1 0 1 0 2 Garrison, Amanda 9/18-9/22 1 1 0 Parente, Arianna 0 1 1 Kimberly Hunnicutt 0 0 0 0 0 0 0 0 Magnano, Tammy Lewis, Vannissa 3 1 5 0 2 3 Sterner, Matt 1 0 1 2 1 4 2 Klino, Armin 9/25-9/29 1 1 2 1 Bailey, Lisa 1 2 2 2 5 3 2 4 Martinez, Jackie 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 1 1 0 0 0 0 0 0 1 1 Thomas, Donna Hutton, Chelsea 0 0 2 Cassanova, Shirley 0 0 0 0 1 0 1 0 1 Shue, Esther 1 Caligan, Jamie 1 0 Katie Cyr 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 Tam Shook 2 1 1 1 Jocelyn Simmons 1 1 Liz Hatzenbuhler 0 0 0 VictoriaGomez 1 1 1 1 1 1 April Ribas Bryan Sisbarro 2 1 2 2 Ashley Hally 1 2 2 2 Krystal Quinones 2 4 4 2 Christina Caputo 2 2 1 2 Liz Scinto 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 2 Christina Fricano 0 0 Amy Devine Taylor Knouse 1 0 2 Kayla Torpey 0 0 0 Noske 0 2 1 0 0 2 Rm 13 1 0 Rm 7 0 0 1 0 1 0 Rm 11 Rm 5 0 IPPI Learning Academy
Corrective vs Supportive Coach Type 3 4 IPPI Learning Academy Corrective Coach 8 7 2 69 35 Supportive Coach 44 49 23 0 10 20 30 40 50 60 70 80 9/25-9/29 9/18-9/22 9/11-9/15 9/5-9/8 8/31-9/1
Formal Procedural Integrity Observations IPPI Learning Academy
Change from previous year… Supportive vs Corrective Feedback Over Time September 2017-January 2018 15% 85% IPPI Learning Academy October 2016-June 2017 8% 24% 73% 0 200 400 600 800 1000 1200 1400 Corrective Feedback Supportive Feedback Corrective +Supportive Feedback
How do we know we are doing a good job coaching? • Bring it back to the clinician behavior IPPI Learning Academy • Clinicians receive weekly feedback on their coaches
Rubric Coaching IPPI Learning Academy
IPPI Learning Academy
Coaching Rubric Data Coaching Rubric Data: Upper Elementary 20 18 Feed forward/ higher learning training 16 IPPI Learning Academy Rubric Introduced 14 12 Rubric Score 10 8 6 4 2 0 9/11/2017 9/19/2017 9/26/2017 10/2/2017 1 3 Goal phase change lines 8
Coaching Rubric Data Coaching Rubric Data: Lower Elementary / 14 20 18 16 Rubric introduced IPPI Learning Academy FF/ HL training 14 12 Rubric Score 10 8 6 4 2 0 9/11/2017 9/19/2017 9/26/2017 10/2/2017 2 9 Goal phase change lines 10 12 11
Coaching Rubric Data Coaching Rubric Data: Middle and High School 20 18 Rubric Introduced 16 IPPI Learning Academy FF/ HL training 14 12 Rubric Score 10 8 6 4 2 0 9/11/2017 9/19/2017 9/26/2017 10/2/2017 4 5 Goal phase change lines 6 7
Outcome: Reducing Classroom Removals • Frequency of student classroom removals from the classroom across a 10 day cycle. IPPI Learning Academy • Students who are removed more than 10 times are considered “frequent fliers” and are closely monitored by the clinical team in terms of assessment and intervention. • Use of physical management
Outcome: Reducing Classroom Removals IPPI Learning Academy
Outcome: Reducing Classroom Removals IPPI Learning Academy
Student Example: 10 day and daily IPPI Learning Academy
Student Example: 10 day and daily IPPI Learning Academy
Outcome: Reducing Classroom Removals IPPI Learning Academy
Outcome: Student Engagement • Each classroom observed twice a month (minimum) • 10 minute, momentary time sampling IPPI Learning Academy • 2-4 students • Operationally define “engagement” • Data…
Student Engagement Data Classroom Observation Data: Lower Elementary 100 % of 10-second momentary time sample intervals during 10-minute observation 90 80 IPPI Learning Academy 70 60 50 40 30 20 10 0 September October Goal 6 7
Student Engagement Data Classroom Observation Data: Lower Elementary 100 % of 10-second momentary time sample intervals during 10-minute observation 90 80 IPPI Learning Academy 70 60 50 40 30 20 10 0 September October Goal 6 7
Student Engagement Data Classroom Observation Data: Upper Elementary 100 % of 10-second momentary time sample intervals during 10-minute observation 90 80 IPPI Learning Academy 70 60 50 40 30 20 10 0 September October Room 3 4 8 Goal
Student Engagement Data Classroom Observation Data: Middle School 100 % of 10-second momentary time sample intervals during 10-minute observation 90 80 IPPI Learning Academy 70 60 50 40 30 20 10 0 September October Goal 13 15
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