final proj

The PDC-HS

Performance Diagnostic Checklist – Human Services (PDC-HS)

Overview

The  Performance Diagnostic Checklist – Human Services (PDC-HS) is a structured assessment tool used to identify the environmental variables contributing to staff performance problems. The checklist evaluates four primary domains that influence performance:

1. Training

2. Task Clarification and Prompting

3. Resources, Materials, and Processes

4. Performance Consequences, Effort, and Competition

The goal of this assessment is to identify  environmental barriers to performance so that interventions can be designed that improve staff behavior and organizational outcomes.

Instructions

1. Identify a  specific staff performance problem.

2. Define the problem as a  behavioral excess or behavioral deficit.

3. Complete the checklist questions  based on that specific behavior, not the employee in general.

4. Items marked with an asterisk (*) should be confirmed  through direct observation whenever possible.

Case Information

Employee Name: ___________________________

Interviewer: ___________________________

Date: ___________________________

Describe the performance concern:

Section 1: Training

1. Has the employee received  formal training on this task?

☐ Yes ☐ No

If yes, check all training methods used:

☐ Instructions ☐ Demonstration ☐ Rehearsal

2. Can the employee  accurately describe the target task and when it should be performed?

☐ Yes ☐ No

3. Is there evidence that the employee has  accurately completed the task in the past?

☐ Yes ☐ No

4. If the task must be completed quickly, can the employee  perform the task at the appropriate speed?

☐ Yes ☐ No ☐ N/A

Section 2: Task Clarification & Prompting

1. Has the employee been  informed that they are expected to perform the task?

☐ Yes ☐ No

2. Can the employee  state the purpose of the task?

☐ Yes ☐ No

3. Is a  job aid (e.g., checklist, data sheet, guide) available in the work area?

☐ Yes ☐ No

4. Is the employee  reminded to complete the task?

☐ Yes ☐ No

Examples of reminders:

· Verbal reminders

· Written reminders

· Text or electronic reminders

5. Is the task performed in an  environment well suited for completion?

Examples:

· minimal noise

· minimal crowding

· appropriate workspace

☐ Yes ☐ No

Section 3: Resources, Materials, & Processes

1. Are there  sufficient trained staff available in the program?

☐ Yes ☐ No

2. Are the  materials required to complete the task readily available?

☐ Yes ☐ No ☐ N/A

If materials are required, list them:

Item 1: ___________________________

Item 2: ___________________________

Item 3: ___________________________

Item 4: ___________________________

3. Are the materials  well designed for their intended purpose?

☐ Yes ☐ No ☐ N/A

4. Are the materials  well organized and easy to access?

☐ Yes ☐ No ☐ N/A

5. Can the task be completed  without completing other tasks first?

☐ Yes ☐ No

If not, list required tasks:

Task 1: ___________________________

Task 2: ___________________________

Task 3: ___________________________

Task 4: ___________________________

6. If other tasks must occur first, are  other employees responsible for completing them?

☐ Yes ☐ No ☐ N/A

If yes, identify responsible employees:

Task 1: ___________________________

Task 2: ___________________________

Task 3: ___________________________

Task 4: ___________________________

Section 4: Performance Consequences, Effort, & Competition

1. Is the employee  directly monitored by a supervisor?

☐ Yes ☐ No

Monitoring frequency:

☐ Hourly ☐ Daily ☐ Weekly ☐ Monthly ☐ Other: __________

2. Does the employee  receive feedback about their performance?

☐ Yes ☐ No

If yes:

Feedback provider: ____________________

Frequency: ____________________

Delay from task completion: ____________________

Feedback focus:

☐ Positive ☐ Corrective

Feedback format:

☐ Verbal ☐ Written ☐ Graphed ☐ Other

3. Does the employee  see the effects of completing the task correctly?

☐ Yes ☐ No

If yes, describe:

4. Is the task  relatively simple or low effort?

☐ Yes ☐ No

5. Does the task  take precedence over competing tasks?

☐ Yes ☐ No

If not, list competing tasks:

Task 1: ___________________________

Task 2: ___________________________

Task 3: ___________________________

Task 4: ___________________________

Intervention Planning

Items marked  “No” on the checklist represent potential  targets for intervention.

Priority should be given to areas where  multiple items are marked “No.”

Interventions may be implemented:

· Sequentially (preferred when resources are limited), or

· Simultaneously when appropriate.

Example Interventions by Area

Training

· Behavioral Skills Training (BST)

· Improved staff selection processes

Task Clarification

· Task clarification

· Job aids or checklists

· Prompts

Resources & Materials

· Improve access to materials

· Reorganize work environment

· Adjust staffing

Consequences

· Increase supervisor presence

· Provide performance feedback

· Highlight task outcomes

· Reduce response effort

References (APA 7)

Arco, L. (2008). Feedback for improving staff training and performance in behavioral treatment programs.  Behavioral Interventions, 23, 39–64.

Bacon, D. L., Fulton, B. J., & Malott, R. W. (1982). Improving staff performance through the use of task checklists.  Journal of Organizational Behavior Management, 4(3–4), 17–25.

Barnes, C. S., Dunning, J. L., & Rehfeldt, R. A. (2011). An evaluation of strategies for training staff to implement the picture exchange communication system.  Research in Autism Spectrum Disorders, 5, 1574–1583.

Brackett, L., Reid, D. H., & Green, C. W. (2007). Effects of reactivity to observations on staff performance.  Journal of Applied Behavior Analysis, 40, 191–195.

Casella, S. E., Wilder, D. A., Neidert, P., Rey, C., Compton, M., & Chong, I. (2010). The effects of response effort on safe performance by therapists at an autism treatment facility.  Journal of Applied Behavior Analysis, 43, 729–734.

Cunningham, T. R., & Austin, J. (2007). Goal setting, task clarification, and feedback to increase the use of the hands-free technique by hospital operating room staff.  Journal of Applied Behavior Analysis, 40, 673–677.

Diener, L. H., McGee, H. M., & Miguel, C. F. (2009). An integrated approach for conducting a behavioral systems analysis.  Journal of Organizational Behavior Management, 29, 108–135.

Gatewood, R. D., Feild, H. S., & Barrick, M. R. (2008).  Human resource selection (6th ed.). Cengage Learning.

Gravina, N., VanWagner, M., & Austin, J. (2008). Increasing physical therapy equipment preparation behaviors using task clarification, graphic feedback, and modification of the work environment.  Journal of Organizational Behavior Management, 28, 110–122.

Green, C. W., Rollyson, J. H., Passante, S. C., & Reid, D. H. (2002). Maintaining proficient supervisor performance with direct support personnel.  Journal of Applied Behavior Analysis, 35, 205–208.

May, R. J., Austin, J. L., & Dymond, S. (2011). Effects of a stimulus prompt display on therapists’ accuracy and rate of trial delivery during discrete trial teaching.  Research in Autism Spectrum Disorders, 5, 305–316.

Mozingo, D. B., Smith, T., Riordan, M. R., Reiss, M. L., & Bailey, J. S. (2006). Enhancing frequency recording by developmental disabilities treatment staff.  Journal of Applied Behavior Analysis, 39, 253–256.

Strouse, M. C., Carroll-Hernandez, T. A., Sherman, J. A., & Sheldon, J. B. (2003). Turning over turnover: Evaluation of a staff scheduling system in a community-based program for adults with developmental disabilities.  Journal of Organizational Behavior Management, 23, 45–63.