You Down with PDC. Why Isn't Everyone.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Organizational behavior management (OBM), is a subdiscipline of applied behavior analysis (ABA) that utilizes a performance analysis (PA) at the individual level within organizations (Wilder et al., 2020). The goal of a PA is to identify potential performance issues and barriers through pre-intervention measures similar to that of a functional assessment, which include indirect measures, descriptive assessments, and functional analysis (Austin, 2000; Wilder et al., 2020). One potential solution to support organizations in identifying performance management needs is the use of the Performance Diagnostic Checklist (PDC). The PDC was developed as a tool to aid managers in identifying variables within four categories that contributed to low performance by employees for a given problem (Austin, 2000). Once completed, a supervisor could then implement an evidence based analytic treatment package based on the results, versus introducing an intervention that may not effectively address the need. Since 2000, modifications have been made to the PDC to focus on human services (Carr, 2013); safety (Martinez-Onstott et. al, 2016), and parent interactions (Hodges et. al., 2020). While the PDC has been around since 2000, more systematic reviews of the PDC have focused only on the PDC-HS. This workshop will present clinical recommendations and guidance for future directions in research as well as providing participants with background, knowledge, and skills related to implementing the PDC and selecting appropriate interventions.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 3 | General |
| COA | 3 | — |
| FL MH/PSY | 3 | — |
Regina has a doctorate in Applied Behavior Analysis at Endicott College. She has been a BCBA since 2005. Regina has worked in various settings including schools, homes, and clinics spanning over 20 years. She has had many valuable opportunities which helped to continually develop her clinical and leadership skills. She has a special interest in applying the science of Applied Behavior Analysis to develop systems to improve the quality and efficiency of services provided to consumers. This is directly related to providing training and supervision to others and the ongoing pursuit of guiding the development of new BCBAs. She is currently interested in studying the areas of performance assessments and management, executive functioning skills, leadership, and ABA in schools. Regina is currently on the Board of Directors for CTABA and an adjunct professor at Endicott College and Western Connecticut State University. She also is the chair for CTABA's Professionals Issues Committee and Public Schools SIG.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 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.