Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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47th Annual Convention; Online; 2021

All times listed are Eastern time (GMT-4 at the time of the convention in May).

Event Details

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Symposium #449
CE Offered: BACB
Engineering Schools for Student Success
Monday, May 31, 2021
3:00 PM–3:50 PM
Online
Area: OBM/EDC; Domain: Service Delivery
Chair: Guy S. Bruce (Appealing Solutions, LLC)
Discussant: Sigrid S. Glenn (University of North Texas)
CE Instructor: Guy S. Bruce, Ed.D.
Abstract:

We can design and implement a pragmatic, organizational performance engineering process to change how people work together so that every recipient of resources (student or client), makes efficient progress. The EARS process has the following steps: Evaluate recipient progress; Analyze causes of provider performance; Recommend changes in provider resources, training, and management; and Solve provider performance problems by designing and implementing recommended changes in resources, training, and management. EARS is a pragmatic change process that uses a more sensitive measure of progress, “celeration efficiency,” to evaluate recipient progress, thus reducing the time required to identify that a recipient is not making desired progress. When a recipient is not meeting a progress goal, EARS analyzes causes of provider performance problems, using data to identify 1) Can-do problems due to inadequate recipient resources, 2) Know-How problems due to inadequate provider training, and 3) Want-to problems due to inadequate provider management. This symposium will provide an overview of the organizational performance engineering process with examples of how it can be designed and implemented so that every student or client will make efficient progress.

Target Audience:

Supervisors, staff trainers, program designers and directors of schools and clinics that provider behavior analysis services to students and clients.

Learning Objectives: Participants will 1) Describe the Pragmatic Performance Engineering Process 2) Describe how it can be applied to evaluate client progress. 3) Describe how it can be applied to identify causes of staff performance problems 4) Describe how it can applied to design and implement changes in staff resources, training, and management
 
ProgressCharter and the Organizational Performance Engineering Process: An Overview
GUY S. BRUCE (Appealing Solutions, LLC)
Abstract: ProgressCharter is a software application that will make it easy to design and implement a pragmatic, organizational performance engineering process, “EARS.” “EARS” is an acronym for a pragmatic change process with the following steps: 1) Evaluate student or client progress, 2) Analyze causes of inadequate staff performance, 3) Recommend changes in staff resources, training, and management, and 4) Solve staff performance problems by designing and implementing changes in resources, training, and management. The process is an application of behavior analysis to improve provider performance so that recipients can make efficient progress towards their goals. ProgressCharter uses sensitive measures of client progress to identify quickly when a client is not making efficient progress. It uses data to identify the causes of the three types of provider performance problems, "can-do," "know-how" and "want-to” and recommend changes in provider resources, training and management. This talk will provide an overview of the organizational performance engineering process with examples on how ProgressCharter can be used to facilitate the design and implementation of that process so that clients can meet and exceed their progress goals.
 

Engineering Home Schools for Student Success

JORDAN BOUDREAU (HedgeHog Health Inc.), Guy S. Bruce (Appealing Solutions, LLC)
Abstract:

BCBAs supervised by the first author trained and supervised parents to use ProgressCharter to provide evaluation, learning, and management resources to help their children make efficient progress towards the mastery of their educational goals. The BCBAs also used ProgressCharter to provide evaluation, learning, and management resources to the parents, to support the parents’ implementation of evaluation, learning, and management resources with their children. When the students were not making efficient progress, BCBAs and the parents used ProgressCharter to analyze causes of inefficient progress, recommend solutions, and solve parent performance problems by designing and implementing provider resources, training, and management.

 

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