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 Category

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This resource is an adapted version of a Performance Diagnostic Checklist, based on the original Performance Diagnostic Checklist (
 Question
Do team members have a clear understanding of the expectation and responsibility to complete the task?
Have team members received training on the task requirements? (Instruction, Modeling, Rehearsal)
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Are job or task aids easily accessible while completing the task in question?
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Is the supervisor present during task completion?

Has the team member been observed performing this task accurately and independently in the past?
Do existing materials or resources slow down, complicate, or otherwise increase the response effort of the task?
Is the environment supportive of completing the task in a way that does not increase the response effort?
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Is the process free of redundancies or unnecessary steps? If steps are skipped, does it impact the outcome?
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Is the order of the process efficient and does the task "flow"?
Are team members able to complete the task without any disruptions?
Do team members recognize the impact of their personal contribution?
Are team members aware of the mission of the department/organization?
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Are you aware of how your team member's personal goals align with organizational goals?
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Are values-based behaviors identified and defined?

Are values-based behaviors reinforced?
Can the team member tell you what to do, when to do it, and how to do it?
Can the team member effectively and independently demonstrate completion of the task?
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Does the team member have the capacity to learn how to complete the task?
Have different teaching methods been used to address deficiencies?
Are there consequences specifically associated with the given task?
Do team members recognize the impact of their contribution?
Do supervisors regularly provide specific feedback on task performance to their team members?
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Is the performance of tasks closely monitored by supervisors?

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Is the team member's required response effort low?

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Can the desired task occur without other tasks competing with it? (Consider tasks that are occurring at the same time OR that may be
perceived as more important, enjoyable, or impactful.)

This resource is an adapted version of a Performance Diagnostic Checklist, based on the original Performance Diagnostic Checklist (Austin, 2000), the Perfo
 Response
No
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes

Yes

st (Austin, 2000), the Performance Diagnostic Checklist-Human Services (Carr, Wilder, Majdalany, Mathisen, & Strain, 2013), and the PDC-HS by ABA Technologies.
 Intervention for 'No'
Confirm responsibilities are listed on team member's job description and clarify expectations.
Confirm responsibilities are listed on team member's job description and clarify expectations.
Incorporate visual aids that can be integrated into the environment.
If possible, increase supervisory oversight of the task initially and fade over time.
Introduce competency checks and set goals toward target behavior.
Identify if resources need to be replaced, upgraded, or eliminated from the process.
Identify environmental modifications that can be made to improve the task flow.
Conduct a thorough review of the process to eliminate any redundant or irrelevant steps.
Conduct a thorough review of the process to eliminate any redundant or irrelevant steps.
Conduct a thorough review of the process to eliminate any redundant or irrelevant steps.
Highlight task outcomes to make impact of team members’ performance more visible to them.
Share organizational values regularly and specifically highlight team members' contribution to company mission.
Complete a values assessment during hiring and articulate the connection of team members' values and organizational values.
Develop focus groups to identify and define behaviors that demonstrate core values.
Incorporate values-based behaviors in scorecards, performance reviews, and other evaluation criteria.
Conduct a competency interview and identify areas for additional training.
Implement behavioral skills training.
Implement behavioral skills training.
Modify and adapt teaching methods to assist team members with learning.
Deliver reinforcement contingent on the performance of the task.
Highlight task outcomes to make impact of team members’ performance more visible to them.
Enhance the frequency and detail of performance feedback, focusing on actionable insights and improvements.
If possible, increase supervisory oversight of the task initially and fade over time.
Identify the components of the task that require extra effort and implement changes to make it easier/less aversive for team to perform.

Identify competing tasks and change workflow or responsibilities accordingly.

), the Performance Diagnostic Checklist-Human Services (Carr, Wilder, Majdalany, Mathisen, & Strain, 2013), and the PDC-HS by ABA Technologies.
 Actionable Strategies
Create Job Aids - Design aids to assist employees in understanding their tasks more clearly.
Use Visual Supports/Checklists - Implement visual aids and checklists to guide tasks and procedures.
Use Visual Supports/Checklists - Implement visual aids and checklists to guide tasks and procedures.
Implement Self-Monitoring Procedures - Encourage employees to recognize their completed tasks through self-acknowledgment before leaving the job site
Design Goal-Oriented Scorecards - Include goal setting in scorecards and regularly check progress towards these goals.
System for Reporting Issues - Ensure a clear process is in place for reporting malfunctioning equipment, resource shortages, or additional needs.
Make Resources Accessible - Ensure that materials and items are easily accessible to those who use them frequently.
Conduct Value Stream Mapping - Engage in exercises to identify high-error and redundant steps in processes, using an outsider for unbiased feedback.
Conduct Value Stream Mapping - Engage in exercises to identify high-error and redundant steps in processes, using an outsider for unbiased feedback.
Conduct Value Stream Mapping - Engage in exercises to identify high-error and redundant steps in processes, using an outsider for unbiased feedback.
Incorporate "Impact" in Feedback Trackers: Automate feedback that explains the impact a specific score has on quality care.
Develop Visual Reminders for Organizational Values - Use visual cues to keep the company's values at the forefront of employees' minds.
Complete a Values Assessment - Team members rank their values and discuss how they align with the organization's values.
Complete a Values Assessment - Team members rank their values and discuss how they align with the organization's values.
Complete a Values Assessment - Team members rank their values and discuss how they align with the organization's values.
Integrate behavioral skills training for new aspects of the job.
Increase Learning Opportunities - Leverage existing team members to train new ones.
Increase Learning Opportunities - Leverage existing team members to train new ones.
Ask Questions - Determine learner's preferences for training.
Implement a Pay-for-Performance Plan - Measure and reinforce behaviors associated to organizational goals.
Incorporate "Impact" in Feedback Trackers: Automate feedback that explains the impact a specific score has on quality care.
Generate Feedback Templates - Clearly indicate actionable strategies for improving scores in a performance area.
Incorporate Self-Monitoring - "Reporting-in" or submitting a checklist at the end of each session.
Conduct "Satisfaction" Stream Mapping - Engage in exercises to identify and rank the aversive tasks and steps within that task.

Complete a Contingency Analysis: Review what consequences and competing contingencies exist and address them.

Dropdown options include interventions that range in ease of implementation.

Desired Behavior:
Antecedents:
Consequence:
PICNIC
Is the consequence positive or negative to the
person receiving it? N

Does it occur immediately after the behavior or

in the future? F

Is it most likely certain or uncertain that the

particular consequence will occur? U

Example: RBT converting sessions P

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N
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H/T Aubrey Daniels C

Recommendation

Consider if there are positive consequences that can be used instead.

What can make the consequence more immediate or is there an alternative consequence that can be used to reinforce the
behavior right away?

Identify a consequence that is certain and can occur contingent on the target behavior. Certain consequences are most likely
to change behavior.

An RBT receives a small bonus for every session converted on time consistently over a month.

An RBT gets immediate verbal praise from their supervisor right after submitting session notes on time.
Each time session notes are submitted on time, the RBT is entered into a monthly draw for a prize.

If session notes are repeatedly late, the RBT may lose the opportunity for preferred session assignments.
Directly after a deadline is missed, the BCBA discusses the delay with the RBT to identify barriers.
For every missed deadline without valid reason, there’s a clear and consistent consequence, such as additional training or a
meeting to discuss performance.
 Weighted
0=Never 1=So
Treatment Fidelity

1.2 1

Professionalism
2 Are all treatment plans followed with precision? 2
2 Is data collected accurately and consistently? 2
2 Are interventions applied consistently across sessions? 2
2 Is there ongoing assessment of treatment effectiveness? 2
2 Are adaptations made based on client response? 2

1 1
Communication

Play & Pairing

2 Is clear and effective communication used with clients and caregivers? 2
2 Are session goals and outcomes communicated effectively? 2
2 Is feedback sought from colleagues and supervisors? 2
2 Is there effective communication in team meetings? 2
2 Are communication methods adapted to meet client needs? 2

1 1
2 Is there active participation in training and workshops? 2

Collaboration
Development

2 Are new skills and knowledge applied in practice? 2

2 Is there engagement in reflective practice? 2

2 Are professional certifications and qualifications maintained? 2

2 Is feedback from supervision incorporated into practice? 2

1 1
Data Collection

Goal Setting
2 Is data collected systematically and analyzed for decision making? 2
2 Are data analysis results used to inform treatment planning? 2
2 Is there a systematic process for monitoring client progress? 2
2 Are data collection tools and methods regularly reviewed and updated? 2
2 Is the reliability and validity of data collection methods ensured? 2

12 Treatment Fidelity
10 Communication
10 Professional Development
10 Data Collection & Analysis
Weight

10 Professionalism
10 Play & Pairing
10 Collaboration
10 Goal-setting
10 Ethics
8 Peer Support
100 *weights must equal 100 points
 Weighted Scorecard
0=Never 1=Sometimes 2=Always

1
Is professional attire worn at all sessions? 2

Ethics
Are client confidentiality and privacy maintained? 2
Is punctuality for sessions and meetings observed? 2
Is there respectful communication with clients and team members? 2
Are professional boundaries maintained with clients and their families? 2

0.8

Peer Support
Is a rapport established with clients from the start? 2
Are play activities aligned with client interests? 2
Is there flexibility in session activities to enhance engagement? 2
Are pairing strategies used to build positive associations? 2
Is the client’s choice respected in play and learning activities? 2

Is there effective collaboration with other professionals involved in the client’s care?
Are collaborative goals set with clients, families, and other professionals?
Is there active participation in case conferences and team meetings?

Is feedback from other professionals sought and incorporated? 100

Are roles and responsibilities within the team clearly defined?

Are client goals specific, measurable, attainable, relevant, and time-bound?

Is there regular review and adjustment of goals based on progress?
Are goals aligned with the client's and family's priorities?
Is there a clear plan for achieving short-term and long-term goals?
Are strategies for goal attainment communicated to all relevant parties?
Are ethical guidelines followed in all client interactions?
Is there avoidance of dual relationships?
Are client rights and dignity upheld?
Is informed consent obtained before starting interventions?
Are ethical dilemmas discussed with supervisors?

Is peer support offered proactively?

Is there openness to receiving support from colleagues?
Are successes and challenges shared among peers?
Is there active participation in peer mentoring or supervision groups?
Are collaborative problem-solving approaches used with peers?

Total
Design Your Own Self-Monitoring Procedure
Answer the following questions to begin designing your own self-monitoring procedure.

Understanding the Behavior

What is the specific behavior or task I want to target? (In this case, converting appointments on time.)
Why is this behavior important for the RBT and the organization?
What are the current barriers to performing this behavior effectively?

Setting Goals
What are the measurable goals for this behavior?
How will these goals support the overall objectives of the behavior intervention plan or organizational goals?

Choosing a System
What type of self-monitoring system will be most effective for this task? (checklists, digital tools, apps)
How can the self-monitoring system be integrated into the RBT's daily routine with minimal disruption?
What resources are available to support the implementation of this system?

Training and Implementation

How will I train RBTs to use the self-monitoring system effectively?
What supports and accommodations might be needed for different individuals?
How will I ensure that the system is user-friendly and accessible?

Monitoring and Feedback

How will I monitor the effectiveness of the self-monitoring plan?
What type of feedback will be most beneficial for RBTs?
How frequently should feedback be provided to encourage ongoing engagement and improvement?

Evaluation and Adjustment

How will the success of the self-monitoring plan be evaluated?
What criteria will be used to determine if adjustments to the plan are needed?
How will RBTs be involved in the evaluation and adjustment process?

Ensuring Sustainability
How can I promote the sustainability of this self-monitoring behavior over time?
What strategies can be implemented to encourage internal motivation and ownership of the process by RBTs?
How will the plan be adapted to accommodate changes in organizational needs, technology, or staffing?
A fishbone diagram is used to identify the root cause or variables contributing to a problem.
Man: This component examines how human actions, skills, or lack thereof contribute to the problem. It looks at factors
such as fatigue, lack of training, motivation, and communication issues.

Measure: This aspect looks at how problems may arise from the way outcomes are measured or data are collected.
Inaccuracies in data collection or unclear metrics can contribute to issues.

Environment: The environment component analyzes the physical or social setting in which the problem occurs. This
includes workspace layout, noise levels, lighting, and even the social atmosphere.

Material: Refers to the resources used during a process, including physical materials, equipment, and technology.
Problems can occur if materials are inadequate, faulty, or misused.

Machine: This component considers how the equipment, tools, or technology used might contribute to the problem. It
examines issues related to the reliability, availability, appropriateness, and utilization of technological resources.

Method: This component focuses on the procedures, policies, and methodologies applied. It investigates whether the
problem stems from the way tasks are performed or processes are designed.
Book List
*Some of these are strictly OBM and others are business and leadership books that have made an impact on my career.
t on my career.