Evaluating the Performance Diagnostic Checklist-Human Services to assess incorrect error-correction procedures by preschool paraprofessionals

How to Administer the Performance Diagnostic Checklist-Human Services

The Performance Diagnostic Checklist-Human Services (PDC-HS) is a performance analysis tool used to identify barriers to performance in human-service settings. Multiple published studies have used the PDC-HS to determine effective interventions (Wilder et al. Journal of Applied Behavior Analysis 53(2), 1170-1176, 2020). However, in a recent discussion article proposing guidelines for administering the PDC-HS, Brand et al. Behavior Analysis in Practice, 1-7 (2022) noted that procedural descriptions provided for administering the PDC-HS are somewhat ambiguous in the published literature. The purpose of the current systematic review was to compare methods used to administer the PDC-HS. Fifteen articles met inclusion criteria and were coded to evaluate commonalities among PDC-HS components. Authors generally agreed on how the outcomes of the PDC-HS were depicted and discussed but varied in their descriptions of methods used to administer the PDC-HS. Results are discussed in terms of the importance of technological descriptions and directions for future research towards the development of a more standardized tool.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-023-00848-3.

The Performance Diagnostic Checklist-Human Services (1.1): An initial assessment of validity and reliability

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an assessment used to identify variables contributing to staff performance concerns in human-service settings. In the current study, we introduce and assess the test validity, interrater reliability, and test-retest reliability of the PDC-HS (1.1), a revised version of the assessment that included revised instructions, questions, and intervention planning references. We measured the psychometric properties of the revised assessment by analyzing answers obtained from watching video vignettes of simulated interviews between consultants and a supervisor. Twenty-one participants watched the vignettes and completed the PDC-HS (1.1) based on the answers provided during the interview. We also included an item analysis to identify questions on which participants made errors and an intervention selection task to assess whether participants selected an appropriate intervention to target the indicated domain. The results support the use of the PDC-HS (1.1) in human services settings.

The Performance Diagnostic Checklist - Human Services: Guidance for Assessment Administration

The Performance Diagnostic Checklist - Human Services (PDC-HS) is an assessment designed to assess the environmental variables contributing to employee performance concerns in human-service settings. Recent research has demonstrated that interventions indicated by the PDC-HS result in improved employee performance across several human-service settings and that the assessment has acceptable reliability and validity. Although PDC-HS-indicated interventions have been effective at increasing employee performance, there is a need for additional guidance when using the assessment given the limited nature of the original administration guidelines. Thus, the purpose of the current manuscript is to introduce additional guidance for use of the PDC-HS across a variety of situations.

Using the Performance Diagnostic Checklist to evaluate and promote paraeducators' treatment fidelity

Paraeducators, who increasingly serve as implementers for students in special education, can struggle with intervention fidelity. Special educators, often responsible for providing paraeducators with support, receive limited supervision training. From organizational behavior management, the Performance Diagnostic Checklist-Human Services (PDC-HS) is a checklist to detect reasons for poor workplace performance and identify aligned support. Utilizing a multiple baseline design, this study evaluated the impact of PDC-HS indicated implementation support on the intervention fidelity of five paraeducators implementing six behavior intervention plans for students receiving special education services. The PDC-HS indicated that all paraeducators would benefit from behavior skills training and visuals of the plans, in addition to other specific supports for individual paraeducators (e.g., prompts, feedback). These implementation supports were effective in improving intervention fidelity for four paraeducators, whereas one paraeducator (across two students) did not respond to these supports. Changes in student outcomes (i.e., academic engagement, disruptive behavior) were inconsistent, suggesting that the behavior intervention plans may have needed to be revised. Usability data suggested that the PDC-HS and indicated supports were generally acceptable, but revisions may be warranted. The implications of this study for school-based implementation support research are discussed.

Use of the Performance Diagnostic Checklist-Human Services to Assess Hand Hygiene Compliance in a Hospital

Poor hand hygiene in hospital settings leads to the spread of communicable disease to a population of individuals already medically compromised. The current study used the Performance Diagnostic Checklist-Human Services to develop an intervention targeting hand hygiene compliance for nine participants employed by an inpatient unit. The use of performance feedback and goal setting improved hand hygiene compliance when compared to baseline for eight of nine participants. Results are discussed in terms of strategies for using performance analysis to identify effective interventions to address performance deficits.

The use of the Performance Diagnostic Checklist-Human Services in development of interventions to increase fidelity

Children with Autism Spectrum Disorder (ASD) and other Developmental Disabilities (DD) often have deficits in social, play, and language which often require substantial support to develop the skills. Caregivers and educators are often tasked with developing these skills and working to transfer those acquired skill sets across settings and people (i.e. parents, day care workers, family members). Oftentimes, these naturally occurring skills are more challenging to teach since they require ongoing attention, interaction, and skill promotion from the educators and caregivers. As a result, these skills are sometimes underdeveloped or not worked on as frequently, which in turn, presents greater hardships on families and caregivers. The current study used a multiple treatment design to evaluate the efficacy of three different interventions on promoting and maintaining staff to client interactions during breaks. Treatment one included the antecedent intervention of posted rules; treatment two included the consequence intervention of posted graphical data; the final treatment was a function based treatment (based upon the results of the PDC-HS) which included direct manipulation of immediate consequences for staff to client interactions. Results showed that staff performed at a higher, and more consistent rate, when the treatment was function-based and directly/immediately related to their behavior. This simple manipulation shows promise in promoting the development of staff and family responses that are needed to enhance skill sets that are sometimes more challenging, yet necessary, to develop.

The Performance Diagnostic Checklist-Human Services: A brief review

The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool designed to identify the variables contributing to poor employee performance in human service settings, such as clinics, schools, and residential facilities. Upon completion of the tool, an intervention indicated by PDC-HS results is used to improve employee performance. To date, the PDC-HS has been used in a number of studies. This review describes the existing research on the PDC-HS and provides suggestions for future research.

Evidence-Based Performance Management: Applying Behavioral Science to Support Practitioners

The science of behavior has effectively addressed many areas of social importance, including the performance management of staff working in human-service settings. Evidence-based performance management entails initial preservice training and ongoing staff support. Initial training reflects a critical first training component and is necessary for staff to work independently within an organization. However, investment in staff must not end once preservice training is complete. Ongoing staff support should follow preservice training and involves continued coaching and feedback. The purpose of this article is to bridge the research-to-practice gap by outlining research-supported initial training and ongoing staff support procedures within human-serving settings, presenting practice guidelines, and sharing information about easy-to-implement ways practitioners may stay abreast of current research.

Using the Performance Diagnostic Checklist-Human Services to identify an indicated intervention to decrease employee tardiness

We assessed and reduced the tardiness of 4 direct-care staff employed at a school that provides educational services to children with autism. The Performance Diagnostic Checklist - Human Services was administered to participants and their supervisors to identify one or more indicated interventions. Relative to baseline, tardiness was lower during intervention. The most effective intervention included task clarification, a problem-solving discussion, tokens exchangeable for back-up reinforcers, and weekly graphic feedback. Moreover, participants reported that the intervention components, particularly praise and a token, had high acceptability.