Final supervision project
Improving Fidelity in Behavior Intervention (BIP)
Yaniela Gari
University of West Florida
Supervision and Management Fluency.
Instructor: Elizabeth Garrison.
March 30, 2025
Scenario
The scenario involved a behavior technician who frequently fails to implement behavior intervention plans (BIPs) with fidelity during client sessions.
The technician is responsible for following BIPs but often omits critical steps or modifies procedures without consultation.
The setting is an in-home ABA therapy program with limited supervision during sessions.
The technician reports confusion about certain procedures and feels unsupported when questions arise.
Environmental factors include inconsistent access to materials and distractions in the home environment.
The lack of fidelity impacts client progress and creates inconsistencies in data collection.
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Pinpoint
The pinpointed behavior is the technician’s failure to implement BIP steps with fidelity.
This is defined as omitting or incorrectly performing 3 or more critical steps per session.
The behavior is measurable (count of steps omitted/modified), and observable (visible during session reviews).
The behavior passes the "dead person’s test" (a dead person could not perform the steps).
Examples of non-behaviors include lack of motivation or confusion are excluded, as they are not directly observable or measurable (St. Peter et al., 2023).
Data will be collected through direct observation and session video reviews to ensure accuracy.
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PDC-HS - Training
The technician received initial training on BIP implementation but has not participated in ongoing or refresher training.
Training sessions were conducted in a group setting, limiting opportunities for individualized feedback.
The technician reports uncertainty about specific procedures, such as prompting hierarchies and data collection methods.
No formal competency checks were conducted after training to ensure mastery of skills.
Recommendations include providing individualized training sessions and conducting regular competency assessments (St. Peter et al., 2023).
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PDC-HS - Task Clarification and Prompting
The BIP steps are outlined in written form but lack visual aids or step-by-step checklists for easy reference.
The technician reports difficulty remembering all steps during sessions due to the complexity of the plans.
No prompts or reminders are provided during sessions to guide the technician through the procedures.
Supervisors do not consistently review the BIP steps with the technician before sessions.
Recommendations include creating visual aids, checklists, and providing verbal prompts during sessions (Pingo et al., 2020).
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PDC-HS - Resources, Materials, & Processes
The technician often lacks access to necessary materials, such as timers, data sheets, or preferred reinforcers, during sessions.
The materials provided are sometimes outdated or not aligned with the client’s current needs.
The process for restocking materials is unclear, leading to frequent shortages.
Environmental distractions in the home setting such as noise further hinder implementation.
Recommendations include ensuring consistent access to materials, updating resources, and creating a clear restocking process (Sinclair et al., 2020).
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PDC-HS - Performance Consequences, Effort, and Competition
The technician receives minimal feedback on their performance, making it difficult to gauge success.
No positive reinforcement or recognition is provided for correct implementation of BIP steps.
The effort required to implement BIPs is high due to complex procedures and lack of supports.
Competing responsibilities, such as managing multiple clients, reduce focus on fidelity.
Recommendations include providing regular feedback, reinforcing correct implementation, and simplifying procedures where possible (St. Peter et al., 2023).
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Intervention
Intervention: Implement a multi-component support system for the technician.
Provide individualized training sessions with competency checks and visual aids such as step-by-step checklists (LeBlanc et al., 2020).
Ensure consistent access to updated materials and establish a clear restocking process.
Introduce regular feedback sessions and positive reinforcement for correct implementation.
Simplify BIP procedures where possible and reduce competing responsibilities.
Resources needed: Trainer time, updated materials, checklists, and a structured feedback system (Sinclair et al., 2020).
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Measuring Success
Data Collection: Track the number of BIP steps implemented correctly per session using direct observation and video reviews.
Baseline: Compare current performance such as average steps omitted/modified) to post-intervention data.
Success Criteria: A 90% reduction in omitted or modified steps within 4 weeks.
Additional Measures: Technician self-reports on confidence and supervisor ratings of fidelity.
Tools: Checklists, session review forms, and a fidelity rating scale.
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Expected Outcomes
Improved fidelity of BIP implementation, with a 90% reduction in omitted or modified steps.
Increased technician confidence and competence in following BIP procedures.
Enhanced client progress due to consistent and accurate implementation of interventions (Sinclair et al., 2020).
Reduced supervisor workload as fewer corrections and retraining sessions are needed.
A more supportive and structured environment for the technician, leading to higher job satisfaction (St. Peter et al., 2023).
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Conclusion
We identified a problem with BIP implementation, performed a comprehensive PDC-HS analysis, and suggested a multi-component intervention to tackle these problems.
Client success relies on fidelity in BIP implementation and ongoing support, training, and feedback to help improve technician performance.
The expected results include higher fidelity, excellent client progress, and a better work environment.
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References
LeBlanc, L. A., Sellers, T. P., & Ala'i, S. (2020). Building and sustaining meaningful and effective relationships as a supervisor and mentor. Cornwall on Hudson, NY: Sloan Publishing. https://doi.org/17230001
Pingo, J. C., Dixon, M. R., & Paliliunas, D. (2020). Intervention enhancing effects of acceptance and commitment training on performance feedback for direct support professional work performance, stress, and job satisfaction. Behavior analysis in practice, 13(1), 1-10. https://doi.org/10.1007/s40617-019-00333-w
Sinclair, A. C., Gesel, S. A., LeJeune, L. M., & Lemons, C. J. (2020). A review of the evidence for real-time performance feedback to improve instructional practice. The Journal of Special Education, 54(2), 90-100. https://doi.org/10.1177/0022466919878470
St. Peter, C. C., Brand, D., Jones, S. H., Wolgemuth, J. R., & Lipien, L. (2023). On a persisting curious double standard in behavior analysis: Behavioral scholars' perspectives on procedural fidelity. Journal of Applied Behavior Analysis, 56(2), 336-351. https://doi.org/10.1002/jaba.974
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