Using Key Performance Indicators to Assess and Motivate Clinical Management is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of clinic sessions and day-to-day service delivery. In Using Key Performance Indicators to Assess and Motivate Clinical Management, for this course, the practical stakes show up in better performance, lower drift, and more sustainable team development, not in abstract discussion alone.
Provider: BehaviorLive — via Women in Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Assessing the effectiveness of a leader at any organization is critical but is often assumed or overlooked. At ABA organizations, clinical management are often motivated or assessed by the billable hours their team can accrue. Additionally, ABA outcomes are often assessed at the client level, comparing the client to their progress made over time. Using aggregate data of clinical outcomes and Key Performance Indicators (KPIs) for clinical management, you can assess where each leader's strengths and needs fall amongst their assigned teams. When you improve the skills of the leader and provide a clear focus, their improvements will impact the teams they manage, which ultimately will impact the overall outcomes of each client. Billable hours alone should not be a key indicator of how successful a team is without certainty that you are achieving other goals related to client care. Without KPIs for clinical management, organizations can fail to realize where their deficits are and how to improve them.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Brittany Rader, M.Ed., BCBA, LBA, President, Clinical Services for Behavioral Framework, is a Board Certified and Licensed Behavior Analyst in Virginia and Maryland, and a Certified Trauma Professional. Brittany graduated with honors from George Mason University with a master’s degree in special education and emphasis in Applied Behavior Analysis. With over 10 years of experience, Brittany has spent most of her ABA career focused in the areas of staff training and development, curriculum design, and program development. Brittany has experience in the home, clinic, and school settings, and has served as an expert witness. Brittany began her career providing consultation and training to public school systems in the principles of ABA to better support students with Individualized Education Plans and increase their access to the general education setting and curriculum. Brittany has made various contributions to the field through her research in behavior analytic practices. Brittany has also served on the Council of Autism Service Providers (CASP) standards development committee, Autism Commission on Quality (ACQ), to assist in the development of their accreditation standards. While at Behavioral Framework, Brittany served as Clinical Director and Vice President of Clinical Services before taking on her current position of President, Clinical Services.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
258 research articles with practitioner takeaways
239 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.