Instruction in Functional Assessment, 2014a

Instruction in Functional Assessment Chapter 5
Table 20
An example of a performance-based training data sheet
Trainer: Mrs. Smith
Child: Siana
Situation: Playtime
Date: 1/20/2014
Skill being taught: Effective use of positive reinforcement
Description of Skill: See steps below
Goal: Correct use of positive reinforcement
Training criteria: 100% correct on all steps for 3 consecutive sessions
Step
On Each Trial Record:
X 0
Comments
Uses contingent
reinforcement—delivered
immediately (within 3-5 s)
following correct response
1 2 3 4
5 6 7 8
9 10 11 12
Provides a descriptive praise
statement mentioning the
behavior e.g., “Nice sitting!”
1 2 3 4
5 6 7 8
9 10 11 12
Provides enthusiastic praise
in terms of voice intonation
Delivers preferred item, as
appropriate
Steps performed well:
1 2 3 4
5 6 7 8
9 10 11 12
1 2 X 3 X 4 X
5 6 7 8
9 10 11 12
Steps that need correction:
The type of consequences for correct implementation of procedures taught using
performance-based training may be important. DiGennaro, Martens, and Kleinmann
(2005) conducted a study in which classroom teachers were taught procedures to decrease
the problem behavior of their students. These researchers compared goal setting and daily
written feedback delivered to teachers to another condition in which teachers were provided
with performance feedback and could avoid a consultation meeting (i.e., a negative reinforce)
if all of the procedural steps were performed correctly. The latter condition resulted
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