Using the Performance Diagnostic Checklist‐Human Services to assess and increase teacher token delivery

Abstract

Staff implementation fidelity of behavioral interventions is an ongoing challenge in many educational settings. The Performance Diagnostic Checklist‐Human Services (PDC‐HS) is one tool that may be effective in identifying effective solutions to identified staff performance issues. This study examined the use of the PDC‐HS to assess and identify interventions for increasing staff delivery of token reinforcers within a Positive Behavior Interventions and Supports (PBIS) school‐wide system. Participants included five classroom teachers, ranging from 2 to 22 years of teaching experience. A concurrent multiple baseline design across participants was used including a baseline condition, implementation of a non‐indicated intervention based on the PDC‐HS, and implementation of a PDC‐HS indicated intervention. The number of teacher‐delivered tokens per school day was measured across the study. Results indicated participants' daily number of delivered tokens increased following implementation of the PDC‐HS indicated intervention.