Evaluating the Performance Diagnostic Checklist‐Human Services to assess incorrect error‐correction procedures by preschool paraprofessionals

Four preschool aides kept making the same error-correction mistakes during one-to-one discrete-trial lessons.

The researchers first ran the Performance Diagnostic Checklist-Human Services (PDC-HS) to see why. Then they used short BST lessons aimed at the exact gaps the checklist found.

Later they taped a simple reminder sheet near the table to test if that alone would help.

After PDC-guided BST every aide delivered error corrections with 100% accuracy. The reminder sheet later did nothing; accuracy stayed high only when the trained skills stayed in place.

Levin et al. (2014) and Eldevik et al. (2013) also got staff to high DTT fidelity, but they used computer lessons instead of in-person BST. The new study shows you can reach the same goal by letting the PDC-HS tell you which pieces of BST are actually needed.

Paden et al. (2025) kept fidelity high with video self-monitoring after training. Bowe’s team did not add self-monitoring, yet gains held, suggesting solid initial BST may be enough for some staff.

Boudreau et al. (2015) proved kids learn faster when you pick the right error-correction style. Bowe’s work makes sure aides can carry out those styles correctly, linking the two papers head-to-tail.

You no longer have to guess what training an aide needs. Run the free PDC-HS, teach only the weak steps, and skip the rest. This saves you time, keeps kids learning, and avoids the common trap of posting another sign that no one follows.