Chat with us, powered by LiveChat For behavior analysts, determining the function of problem behavior is necessary to develop effective intervention plans. This is common practice not only in clinical applications but - Writingforyou

For behavior analysts, determining the function of problem behavior is necessary to develop effective intervention plans. This is common practice not only in clinical applications but

 

Overview

For behavior analysts, determining the function of problem behavior is necessary to develop effective intervention plans. This is common practice not only in clinical applications but within organizations as well. In this assignment, you will pinpoint a workplace performance problem, assess the reason why the problem exists, and identify strategies to improve performance.

Instructions

Identify a performance problem in your current workplace, a previous workplace, or a hypothetical problem in a fictional workplace. Then complete the following:

  • Provide a brief description (one paragraph) of the workplace.
    • You might include the size of the organization, industry, management hierarchy, supports and resources, limitations, et cetera.
  • Pinpoint the performance problem.
    • Precisely define the problem behavior so that it is clear, concise, and countable.
  • Conduct an assessment to determine the factors contributing to the performance problem.
  • Review the scholarly literature, and identify strategies that would address the performance problem based on the results of the assessment.
    • Your strategies should demonstrate compassionate supervisory practices.
  • Discuss your personal experience with this assignment. Examples of what you might choose to discuss include the following:
    • Do you believe the organization (real, former, or hypothetical) would consider conducting an assessment and implementing strategies to improve the performance problem? Why or why not?
    • Were you surprised by the results of the assessment?
    • While the strategies are likely to be effective, do you think they are realistic?
    • Provide any other thoughts or considerations.

Submit both your performance problem analysis and your PIC/NIC and PDC Template to the assignment area.

Additional Requirements

  • Written Communication: Writing should be free of errors that detract from the overall message.
  • APA Formatting: References and citations are formatted according to APA style guidelines. Review Evidence and APALinks to an external site. for more information.
  • Resources: At least three scholarly or professional resources.
  • Length: 4–6 double-spaced pages, excluding title page and list of references.

Refer to the Performance Problems Rubric to ensure you understand the grading criteria for this assignment.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

  • Competency 1: Apply the principles of behavior analysis to supervisory practices.
    • Pinpoint a performance problem.
    • Conduct an assessment and provide a summary of the results.
    • Evaluate the process of assessing the performance problem.
  • Competency 3: Apply compassionate approaches to supervisory practices.
    • Identify strategies to address the performance problem, using scholarly sources to support decisions.
  • Competency 4: Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.
    • Demonstrate an academic writing style through well-organized prose that follows assignment guidelines.
    • Demonstrate compliance with APA style, citation, and referencing guidelines.

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PIC/NIC Analysis

Pinpoint:

Antecedents

Behaviors

Consequences

P/N

I/F

C/U

Baseline

Strategies

The Performance Diagnostic Checklist (PDC)

Performance Diagnostic Checklist

Antecedents and Information

Yes

No

Is there a written job description telling exactly what is expected of the employee?

Has the employee received adequate instruction about what to do? (Instructions like: “I want you to do this and this before we leave today.”)

Are employees aware of the mission of the department or organization?

If yes, can they tell you what that mission is?

Are there job or task aids in the employees’ immediate environment?

If yes, are those aids visible while they complete the task in question?

Are there reminders to prompt the task at the correct time and duration?

Is the supervisor present during task completion?

Are there frequently updated, challenging, and attainable goals that employees are comfortable with?

If yes, do employees feel these goals are fair?

Equipment and Processes

Yes

No

If equipment is required, is it reliable?

Is it in good working order?

Is it ergonomically correct?

Is the equipment and environment optimally arranged in a physical sense?

Are larger processes suffering from certain incomplete tasks along the way (process disconnects)?

Are these processes arranged in a logical manner, without unnecessary repetition?

Are these processes maximally efficient?

Are there any other obstacles that are keeping the employee from completing the task?

Knowledge and Skills—Training

Yes

No

Can the employee tell you what they are supposed to be doing and how to do it?

If yes, have they mastered the task?

If fluency is necessary, are they fluent?

Can the employee physically demonstrate completion of the task?

If yes, have they mastered the task?

If fluency is necessary, are they fluent?

Does the employee have the capacity to learn the task?

Consequences

Yes

No

Are there consequences delivered contingent on the task?

Frequency?

Immediacy?

Consistency and probability?

Positive or negative? (circle one)

Are there Premack reinforcers?

Do employees see the effects of performance?

If yes, how?

Natural?

Arranged?

Do supervisors deliver feedback?

If yes, written or verbal? (circle one) Other?

Direct or indirect? (circle one) Other?

Is there performance monitoring?

If yes, self or supervisor direct or supervisor indirect? (circle one)

Is there a response effort associated with the performance?

Are there other behaviors competing with the desired performance?

Reference

Austin, J. (2000). Performance analysis and performance diagnostics. In J. Austin & J. E. Carr (Eds.), Handbook of applied behavior analysis (pp. 321–349). Context Press.

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