The Performance Diagnostic Checklist-Human Services (1.1): An initial assessment of validity and reliability.

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an assessment used to identify variables contributing to staff performance concerns in human-service settings. In the current study, we introduce and assess the test validity, interrater reliability, and test-retest reliability of the PDC-HS (1.1), a revised version of the assessment that included revised instructions, questions, and intervention planning references. We measured the psychometric properties of the revised assessment by analyzing answers obtained from watching video vignettes of simulated interviews between consultants and a supervisor. Twenty-one participants watched the vignettes and completed the PDC-HS (1.1) based on the answers provided during the interview. We also included an item analysis to identify questions on which participants made errors and an intervention selection task to assess whether participants selected an appropriate intervention to target the indicated domain. The results support the use of the PDC-HS (1.1) in human services settings.

A comparison of TAGteach and video self-evaluation to improve dance movement accuracy.

Previous behavior-analytic research to improve dance performance has separately demonstrated the efficacy of TAGteach and self-evaluative video feedback. However, no research has directly compared these two interventions. In this study, we used an adapted alternating-treatment design to examine the effects of TAGteach versus self-evaluative video feedback to improve the accuracy of dance movements among four beginner-level dance students. All participants performed better on movements that were taught using TAGteach compared with those that were taught using video self-evaluation. However, conclusions about the superiority of TAGteach should be tempered until further research on this topic is conducted.

The Performance Diagnostic Checklist - Human Services: Guidance for Assessment Administration.

The Performance Diagnostic Checklist - Human Services (PDC-HS) is an assessment designed to assess the environmental variables contributing to employee performance concerns in human-service settings. Recent research has demonstrated that interventions indicated by the PDC-HS result in improved employee performance across several human-service settings and that the assessment has acceptable reliability and validity. Although PDC-HS-indicated interventions have been effective at increasing employee performance, there is a need for additional guidance when using the assessment given the limited nature of the original administration guidelines. Thus, the purpose of the current manuscript is to introduce additional guidance for use of the PDC-HS across a variety of situations.

Evaluation of a Graduated Exposure Procedure to Teach Extended Mask Wearing in Various Settings to Children With Autism.

During the COVID-19 outbreak, the Center for Disease Control (CDC) recommended that everyone 2 years and older wear a face mask while in a community setting. However, children with autism may be reluctant to wear a mask, particularly for extended durations. In the current study, we implemented a graduated exposure procedure to teach mask wearing for a minimum of 1 hour in an early intensive behavioral (EIBI) intervention clinic to three children diagnosed with autism. We subsequently probed mask wearing, and if necessary implemented the graduated exposure procedure, in each participant's home and in a mock physician's office. Finally, we collected probe data on mask wearing in another community setting and 1 month post-treatment maintenance data in the EIBI clinic. During baseline, participants wore masks for 0 second to 5 minutes. After treatment, all participants wore the mask for at least 1 hour in each setting, with maintenance probes indicating 4 to 5 hour mask tolerance.

A Review of Recent Research on the Manipulation of Response Effort in Applied Behavior Analysis.

Response effort refers to the distance, force/pressure, or number of discrete behaviors required to engage in a response. In applied behavior analysis, response effort has been used as an independent variable to address a variety of target responses. In this manuscript, we summarize recent clinical and organizational studies in which response effort was manipulated to increase a desirable behavior or decrease a problematic behavior. Recent clinical applications include the manipulation of response effort to decrease self-injurious behavior and pica and increase appropriate eating, compliance, and manding. Recent organizational applications include the manipulation of response effort to increase safety and recycling. We also review the collection of data on treatment integrity, social validity, and maintenance in response effort research and analyze the effectiveness of response effort manipulations. We conclude by discussing the putative behavioral mechanisms responsible for the effects of response effort manipulations and by providing some directions for future research.

The effects of stimulus magnitude and duration during pretrial delivery of preferred items to increase compliance.

Previous research has suggested that the response-independent delivery of preferred stimuli can increase compliance to low-probability instructions, although these results have been mixed. Two variables that might affect compliance during this procedure are the magnitude and duration of access to the stimuli. In the current study, we evaluated stimulus magnitude and duration of access during pretrial delivery of preferred items on compliance among children with autism. In Experiment 1, we compared high and low magnitude edible stimuli. In Experiment 2, we compared long and short durations of access to leisure stimuli. Results show that high magnitudes and long durations of access to preferred stimuli delivered once immediately before a low-probability instruction increased compliance more than low magnitudes and short durations of access to preferred stimuli. We discuss the implications and possible mechanisms responsible for these results.

Evaluation of the high-probability instructional sequence to increase compliance with multiple low-probability instructions among children with autism.

The high-probability (high-p) instructional sequence typically consists of the delivery of a series of high-p instructions immediately followed by the delivery of a low-probability (low-p) instruction and is a commonly used procedure to increase compliance among children with intellectual disabilities. In the current study, we used withdrawal designs to evaluate the use of the high-p sequence to increase compliance with a series of 2 or 3 low-p instructions among 3 children with autism. The sequence was moderately effective in increasing compliance with all low-p instructions for 2 participants. Compliance exhibited by the 3rd participant, for whom the high-p sequence was ineffective, increased when differential reinforcement was delivered. We discuss the utility of the high-p sequence to increase compliance with multiple instructions and the putative mechanisms responsible for the effects of the sequence.

Assessment and Treatment of a Foot Fetish Exhibited by an Adolescent With Autism.

We conducted a functional analysis to identify the specific features of feet responsible for evoking inappropriate sexual behavior (ISB) by an adolescent male with autism. Results showed that bare female and male feet evoked ISB. We then evaluated a treatment consisting of a rule describing appropriate and inappropriate behavior in the presence of bare feet and a verbal reprimand contingent on ISB; the combination of these was effective. Finally, as an additional treatment option, we evaluated an environmental enrichment procedure, which also reduced ISB to low levels.

Evaluation of Instructions and Video Modeling to Train Parents to Implement a Structured Meal Procedure for Food Selectivity Among Children With Autism.

We evaluated written instructions plus video modeling-and when necessary, in vivo prompting and feedback-to teach 3 parents to implement a structured meal procedure to decrease food selectivity among their children with autism. In addition to data on correct parent implementation, we also collected data on child bite acceptance. Results showed that instructions and video modeling were effective to achieve the mastery criteria for 1 parent; the other 2 parents required in vivo prompts and feedback. Two of the children exhibited an increase in bite acceptance during the structured meal procedure.

Further analysis of modifications to the three-step guided compliance procedure to enhance compliance among children with autism.

Three-step guided compliance (vocal prompt, vocal plus model prompt, vocal prompt plus physical guidance) is a commonly used procedure to increase compliance among children with intellectual disabilities. Previous research has suggested that under some conditions, slight modifications to the three-step procedure may enhance its effectiveness. These modifications include omitting the model prompt and decreasing the interprompt interval. In the current study, we evaluated another modification to the procedure: the delivery of a high-preference item contingent upon compliance with the first vocal prompt (i.e., differential reinforcement). For 2 participants with autism, compliance remained low when we implemented differential reinforcement and the guided compliance procedure in isolation. However, compliance improved when we combined differential reinforcement and the three-step guided procedure, suggesting that for at least some children, the combination of contingent access to a high-preference item and the guided compliance procedure is more effective than either intervention alone.

The Performance Diagnostic Checklist-Human Services: A brief review.

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool designed to identify the variables contributing to poor employee performance in human service settings, such as clinics, schools, and residential facilities. Upon completion of the tool, an intervention indicated by PDC-HS results is used to improve employee performance. To date, the PDC-HS has been used in a number of studies. This review describes the existing research on the PDC-HS and provides suggestions for future research.

The use of auditory feedback and edible reinforcement to decrease toe walking among children with autism.

We replicated and extended previous research on the use of auditory feedback to decrease toe walking exhibited by 3 children with autism. After pretreatment screening analyses suggested that toe walking occurred independent of social consequences, we attached squeakers to the heels of each participants' shoes. The squeakers provided auditory feedback when participants walked appropriately (i.e., with a heel-to-toe gait). For all participants, the auditory feedback itself produced increases in appropriate walking. For 1 participant, this feedback was sufficient to reduce toe walking to clinically acceptable levels; however, for 2 other participants, delivery of edible items paired with the auditory feedback was necessary. Intervention effects maintained when the schedule for edible delivery was thinned for all participants. In addition, for 2 participants, effects maintained when the intervention was implemented in a different setting and with a different person with no edibles or a thin schedule of edibles.

A cross-cultural examination on global orientations and moral foundations.

Although there is a flourishing literature on the psychology of globalization and the psychology of morality, respectively, the moral dimension has been largely absent in the discourse of globalization psychology. Our current work attempts to fill this gap by establishing a conceptual and empirical link between global orientations and moral foundations. Our results indicated that (1) multicultural acquisition was positively linked with both individualizing and binding values; (2) ethnic protection was positively linked with only binding values; and (3) the relation patterns between global orientations and moral foundations were essentially congruent across cultures albeit with some cultural variations. Our findings provide direct evidence to map out the relation patterns between how people mentally cope with globalization and their explicit moral matrices.

The Effect of Various High-Probability to Low-Probability Instruction Ratios During the Use of the High-Probability Instructional Sequence.

The high-probability (high-p) instructional sequence, which involves the delivery of a series of high-p instructions immediately before delivery of a low-probability (low-p) instruction, is a commonly used procedure to increase compliance among children and individuals with intellectual disabilities. Although the modal ratio of high-p instructions to low-p instructions is 3:1, other ratios may be more effective. In the current study, we compared three ratios of high-p with low-p instructions (i.e., 1:1, 3:1, and 5:1) during use of the high-p instructional sequence to increase compliance among three children with autism. Results suggest that the high-p sequence was effective to increase compliance for two of three participants and that the 5:1 ratio was most effective overall, although differences among ratios were slight for some participants. Implications of these findings and directions for future research are discussed.

An Evaluation of the Performance Diagnostic Checklist-Human Services (PDC-HS) Across Domains.

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool designed to assess the environmental variables that contribute to poor employee performance in human service settings. Although the PDC-HS has been shown to effectively identify variables contributing to problematic performance, interventions based on only two of the four PDC-HS domains have been evaluated to date. In addition, the extent to which PDC-HS-indicated interventions are more effective than nonindicated interventions for two domains remains unclear. In the current study, we administered the PDC-HS to supervisors to assess the variables contributing to infrequent teaching of verbal operants and use of a timer by therapists at a center-based autism treatment program. Each of the four PDC-HS domains was identified as contributing to poor performance for at least one therapist. We then evaluated PDC-HS-indicated interventions for each domain. In addition, to assess the predictive validity of the tool, we evaluated various nonindicated interventions prior to implementing a PDC-HS-indicated intervention for two of the four domains. Results suggest that the PDC-HS-indicated interventions were effective across all four domains and were more effective than the nonindicated interventions for the two domains for which they were evaluated. Results are discussed in terms of the utility of the PDC-HS to identify appropriate interventions to manage therapist performance in human service settings.

The Use of the Performance Diagnostic Checklist-Human Services to Assess and Improve the Job Performance of Individuals with Intellectual Disabilities.

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool designed to identify the variables responsible for performance problems. To date, the PDC-HS has not been examined with individuals with intellectual disabilities. In the current study, two supervisors with intellectual disabilities completed the PDC-HS to assess the productivity of two supervisees with disabilities who performed a pricing task in a thrift store. The PDC-HS suggested that performance deficits were due to a lack of training; a PDC-HS-indicated intervention was effective to increase accurate pricing. • The PDC-HS is an informant-based tool designed to identify the variables responsible for employee performance problems in human service settings. • The PDC-HS can be completed by some individuals with intellectual disabilities in a supervisory position to identify the variables responsible for problematic job performance among their supervisees. • A PDC-HS indicated intervention was demonstrated to be effective to improve the job performance of individuals with disabilities. • The PDC-HS may be a useful tool to support performance improvement and job maintenance among individuals with intellectual disabilities.

The effects of high-p and low-p instruction similarity on compliance among young children.

The high-probability (high-p) instructional sequence involves the delivery of a series of high-probability instructions immediately before delivery of a low-probability or target instruction. It has been shown to be efficacious for treating noncompliance among children and individuals with intellectual disabilities. Previous research (Esch & Fryling, ) has suggested that matching the topography of the response required to comply with high-p instructions with the topography of the response required to comply with the low-p instruction in the sequence may lead to greater increases in compliance with the low-p instruction. In this study, we compared high-p instructions that required both similar and dissimilar responses to two topographies of low-p instructions (motor and vocal) among two young children. Results suggested that the topography of the response required by the high-p instructions did not affect levels of compliance with low-p instructions for either participant. Implications of these findings and directions for future research are discussed.

Recent research on the high-probability instructional sequence: A brief review.

The high-probability (high-p) instructional sequence consists of the delivery of a series of high-probability instructions immediately before delivery of a low-probability or target instruction. It is commonly used to increase compliance in a variety of populations. Recent research has described variations of the high-p instructional sequence and examined the conditions under which the sequence is most effective. This manuscript reviews the most recent research on the sequence and identifies directions for future research. Recommendations for practitioners regarding the use of the high-p instructional sequence are also provided.

Evaluation of a preliminary method to examine antecedent and consequent contributions to noncompliance.

We evaluated a preliminary method for examining the antecedent and consequent contributions to noncompliance exhibited by two children with disabilities. In Phase 1, we assessed whether noncompliance was a result of a skill deficit. For one participant, we then conducted a functional analysis to determine the variables maintaining noncompliance in Phase 2. In Phase 3, we conducted a treatment evaluation to increase compliance for each participant. We identified the antecedent and consequent variables responsible for noncompliance and developed an effective intervention for both participants.

Conceptualization and Development of the Behavior Analysis Programs at the Florida Institute of Technology.

We describe the conceptualization and development of the Behavior Analysis programs at the Florida Institute of Technology (Florida Tech). From its beginnings as a small master's program in applied behavior analysis (ABA), the Behavior Analysis programs at Florida Tech have now grown to include three Master of Science programs across two campuses, a Ph.D. program in Behavior Analysis, an undergraduate degree (B.A.) in ABA, an online certificate program that has attracted students internationally, and a hybrid (live and online) Master of Arts in Professional Behavior Analysis program at several sites around the USA. These programs are now housed in the first ever School of Behavior Analysis at a Tier 1, nationally ranked private university.