Conceptual Feedback

Threading Staff Development

Goals of Presentation

What is Conceptualized Feedback? How is it used to thread the development of

staff? How are Observations used How are Point Card Reviews used

Consultation

OPR

Training Feedback

EvaluationsObservations

In-Home Visits

Consumers

Point Card Reviews

Skills Checklist

Staff Development

Conceptual Feedback

The Benefits of Conceptual Feedback promotes skill generalizationmaximizes learning and is time efficient helps set clear expectations that are

understood by all parties. facilitates tracking and monitoring of progress

Consultation Thread

Collect Data on Staff- Conceptually connecting various data sources is very important to create an accurate assessment Interviews Pre Service Workshop

Data Staff Self Reports

Direct ObservationsPlanned In-Home Observations

Observing Crisis Situations

Phone Consultations

Point Card Reviews Skill Based Checklist Evaluation Data Consumer Feedback Card Reviews

Consultation Thread Identify Current Skills Competency Identify Strengths Identify Areas to Develop

Data sources should confirm this as an area If not, do you have the right concept(s)? Are you interpreting the data correctly? Ask for help

Prioritize Areas to Develop Teaching Skills Motivation Systems Relationship Building / Consumer Relationships Family Style Living Self Government Administrative Skills

Consultation Thread

Conduct activities to gain more data for development feedbackTraining- informal and formalRole-playsConsultationObservationsCard ReviewsOPR

Consultation Thread

Formal Feedback Reinforcing Progress Setting Timelines Solicit Feedback Set Goals

If not met, at first re-set goals If still not met, feedback, feedback. If still not met, disciplinary process for professionalism issues

o Not asking for help

o Not implementing feedback

Consultation Thread Give both positive and corrective feedback Whenever possible, tie feedback to Concept Areas on Skills Based

Evaluation Provide rationales / Descriptive Feedback Stick to same targeted concepts or skills until success is observed

and noted Exception- Always address serious issues immediately irregardless

of it being a targeted concept When success is observed and noted in concept, move on to next

concept area to develop Ensure growth - Watch for decline in criteria areas

Consultation Thread Summary Taking a concept area from identification to mastery. Providing specific feedback with specific and recommendations

that will allow for concept mastery. Using data sources to both identify and then measure concept

progress. Focusing consultation tools (obs., card reviews, opr, etc) on the

concept identified versus changing concepts from week to week Assign tasks / homework each consultation Discuss emerging critical safety issues if they arise Follow up to completion

Observations Should be tied to targeted concept areas needing

development At first, pre-teach staff what you will be looking for. Set them

up for success. Later in development, decrease pre-teaching staff.

Identify and note strengths observed Build on their strengths- Whenever possible, target identified

strengths as part of area to develop Identify and note concept where development is needed Give 1 or 2 specific examples of what was observed

Observations

Give specific feedback and recommendations Focus on positive Rationale on why improvements would benefit

staff, youth and program A plan to ensure follow up with timeline and

responsibilities identified if needed At end of observation, pull staff aside and give

brief summary Write up observation- Use form Review during next consultation

Utah Youth VillageTransitions Foster Care

I n- Home Observation Feedback

Treatment Parent: ___J ane Doe___Date of Observation: 10/ 07/ 03Date of Consultation: 10/ 08/ 03

Concept Area of Strength: Teaching Skills: AdoptingAppropriate Tolerances

Concept Area for Improvement: Teaching Skills: Observingand Describing

Specifics: While in the television room on Tuesday night, Shay

earned a negative 2,000 f rom J ane. He then rolledhis eyes and sarcastically said “okay”. J anedemonstrated appropriate tolerances by addressingthis behavior. She said, “I know it can be f rustratingto earn consequences. When you earned thatconsequence, you rolled your eyes.” Shay then earneda negative 5,000 f or accepting consequences.J ane completed the interaction including all steps inorder.

Great Tolerances! Adopting appropriate tolerancelevels helps Treatment Parents gain instructionalcontrol and teaches youth to engage in behaviors thatare valued by program consumers

Af ter describing Shay’s inappropriate behavior, yousaid something like: “you rolled your eyes like youalways do, Shay.” When you are observing anddescribing behavior, ensure that you don’t bring up orhint at past inappropriate behaviors. This can put theyouth on the def ense, escalate behavior, and damagerelationships. Focus only on specifi c behaviors in thecurrent situation.

Other: Good tolerances with Shay tonight. You heldhim accountable f or his inappropriate behavior andreinf orced your teaching by getting the points on hiscard.

___________________________________________Treatment Parent Signature

___________________________________________ Consultant Signature

_________ Date

Observation – Written Content Concept Area of Strength

– Identify the concept area• Brief definition of concept• Specific observations

Specific Observations• Examples should reflect the staff behaviors or absence of

behaviors evidencing the need for improvement in the designated concept to develop

• The examples should not note skills or behavioral strengths of the Concept Area identified as “Area to Improvement”

Concept Area of Strength:Teaching SkillsAdopting Appropriate Tolerances

Specifics: While in the television room on

Tuesday night, Shay earned anegative 2,000 f rom J ane. He thenrolled his eyes and sarcastically said“okay”. J ane demonstratedappropriate tolerances by addressingthis behavior. She said, “I know itcan be f rustrating to earnconsequences. When you earnedthat consequence, you rolled youreyes.” Shay then earned a negative5,000 f or accepting consequences.J ane completed the interactionincluding all steps in order.

Observation – Written Content Concept Area for Development

– Identify the concept• Brief definition of concept• Specific observations• Rationale

Specific Observations• Examples should reflect the staff behaviors or absence of

behaviors evidencing the need for improvement in the designated concept to develop

• The examples should not note skills or behavioral strengths of the Concept Area identified as “Area to Improvement”

Concept Area for Improvement:Teaching SkillsObserving and Describing

· Af ter describing Shay’sinappropriate behavior, you saidsomething like: “you rolled youreyes like you always do, Shay.”

Rationales• Give a rationale that is staff oriented to support the

benefits/importance of using or improving in the designated concept area

• Recommendations• Outline strategies or behaviors staff can and should engage in to

move the “Area to Development” concept area to a strength

• Specific Follow up• Consultant should outline activities, measurement and strategies

they will implement to assist the staff in developing in the concept identified as “Area for Improvement”

• Frequency and dates, if possible, should be outlined

• Signatures• Staff and Consultant Signatures/Dates

Observation – Written Content

Adopting appropriate tolerancelevels helps Treatment Parents gaininstructional control and teachesyouth to engage in behaviors thatare valued by program consumers

This can put the youth on thedefense, escalate behavior, anddamage relationships.

When you are observing anddescribing behavior, ensure that youdon’t bring up or hint at pastinappropriate behaviors. Focus onlyon specifi c behaviors in the currentsituation.

___________________________________________Treatment Parent Signature___________________________________________

Consultant Signature _________ Date

Point Card Review

Schedule Card Reviews:

Based on service delivery guidelines

Based on experience level of staff

Based on the behavior of youth

Based on presence or absence of program indicators

Point Card Review

Educate about Card Reviews:

A supervision tool

Pinpoints strengths

Identifies skill deficits

Monitors Treatment Plan implementation

Helps evaluate training and supervision systems

Point Card Review Concepts

SAIL Distribution

Ratio of Teaching

Rate of Interactions

Positive to Negative Ratio

Positive Correction

Mechanics of the Point Card

Teaching of Target Behaviors

Specificity of Teaching

Appropriateness of Consequences

Organization and Neatness

Conceptual Feedback

Threading Staff Development

This training presentation is available for download at:www.utahparenting.org

© 2007 Utah Youth Village.