How are We Doing and Why Does it Matter: The Utility of Technology Supported Satisfaction Surveys for a Clinical Organization belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter clinic sessions and day-to-day service delivery. For this course, the practical stakes show up in clearer roles, fewer duplicated efforts, and better coordinated intervention, not in abstract discussion alone.
Provider: BehaviorLive — via Oklahoma Association for Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Satisfaction is defined as how happy an individual is with an organization's product, services, or overall experience. Simply put, satisfaction asks the question, "How are we doing?" These data are crucial as it can drive meaningful insights within an organization such as improving access to care, removing friction from a process, enhancing user experience of technology, improving RBT-BCBA collaboration, and strengthening communication (Institute of Medicine Committee on Quality of Health Care in America, 2001). While satisfaction data are incredibly valuable, gathering, analyzing, and reporting at scale can be quite daunting. Fortunately, technological advancements are making it easier to overcome these barriers. By leveraging technology-supported delivery methods for satisfaction surveys, organizations can capitalize on convenience, reduce bias, and simplify the process of data analysis and identification of trends and opportunities. Driving from years of robust, multi-state, technology-enabled support, this presentation will offer practical guidance on constructing robust satisfaction surveys. Real-world longitudinal data will be used to illustrate how satisfaction data can drive local and organizational priorities. Time will also be spent discussing pitfalls, considerations, and recommendations for each phase of the process. Time will also be devoted to questions and interactive discussion.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Janelle Stawasz is a BCBA (Board Certified Behavior Analyst) with a Masters of Education with an emphasis in elementary aged students with Autism – COPPA Grant under Dr. David Gast at The University of Georgia. Before attending UGA, Janelle attended Penn State University for her undergraduate degree under the supervision of Dr. Rick Kubina. These studies focused on Direct Instruction and the use of Standard Celeration Charts in the classroom setting. While at UGA her primary focus was with children with Autism in the school systems, specifically looking at the benefits of small group instruction in the classroom; including the use of incidental teaching and observational learning. After her time at UGA, she taught in Gwinnett County at a Title 1 school for 5 years in a self- contained classroom of children with autism. Those 5 years not only gave her experience in small group instruction, but also focused heavily on training of paraprofessionals and staff, and behavior reduction of moderate to severe problem behavior. During her time teaching, she also volunteered as a mentor teacher to other new teachers. While teaching, Janelle also worked for an in-home ABA company, gaining experience in serving children both in their homes, community and daycares. Since leaving the school systems, Janelle has worked for Hopebridge in a variety of positions. She worked at two clinics in Georgia, served as a Regional BCBA for Georgia, and now serves as the Director of ABA Clinical Operations for the South Region. She is passionate about caregiver guidance, compassionate treatment for challenging behavior, and development of the clinicians she leads.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
244 research articles with practitioner takeaways
233 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.