Module 7—Field Based Activity Developing & Implementing a Fidelity Checklist

1. Module 7—Field Based ActivityDeveloping & Implementing a Fidelity Checklist • Rationale and importance of the Fidelity Checklist • Developing the Fidelity Checklist • Sample Fidelity Checklist for Function-Based Interventions • Fidelity Checklist Implementation Issues

2. Rationale and Importance of Checklist • We conduct fidelity & reliability observations to ensure that interventions are being implemented as described in the PC-PBS Plan and discussed with the team, and that data are being accurately collected • In order to ensure that interventions are implemented as described in the plan, the KIPBS facilitator conducts fidelity observations on a regular basis. If fidelity of intervention procedures is inadequate, KIPBS facilitator must discuss problematic aspects of the interventions with parents/ caregivers. Further training is then conducted on selected procedures or, if the procedures are too difficult to implement, they are modified. • New team members (for ex., if a new staff person is hired or if a volunteer starts working with individual) or team members who are involved fewer hours per week with the focus person (e.g., a working parent of a young child being supported at home by other parent) may need more in-depth training regarding implementation of interventions (fidelity) and data collection (reliability).

3. Rationale and Importance of Checklist(continued) • All team members should complete the Self-Assessment of Contextual Fit Survey. If survey results do NOT indicate that all primary implementers are (1) aware of the plan’s requirements, (2) feel comfortable implementing the plan, (3) feel confident they have adequate resources to implement the plan, and (4) believe the plan is in the focus person’s best interests, then the KIPBS facilitator needs to discuss and revise, and/or re-train specific team members on selected procedures that were viewed as problematic. • If/when intervention fidelity cannot be assessed formally by KIPBS facilitator due to scheduling conflicts, he/she should discuss with parent/ caregiver how other team members, who were not able to be observed, are doing with implementing the interventions described in the plan. • If/when the KIPBS facilitator must informally review other team members’ performance (vs. using direction observation), the facilitator should refer to the Fidelity Checklist that is being used to collect formal fidelity of implementation data. If the informal discussion suggests that the team member(s) may NOT be implementing the plan with adequate fidelity (according to Fidelity Checklist responses), then additional training needs to be scheduled.

4. Developing the Fidelity Checklist • Fidelity Checklist should be developed based on the specific function-based interventions listed in Part 2 of the PC-PBS Plan--Interventions and Supports: Function-based Interventions • Best way to develop a comprehensive and accurate Fidelity Checklist is to link checklist items directly back to the Competing Behaviors Diagram (CBD) and the four-column intervention table that immediately follows the CBD; i.e., Setting Event Interventions, Antecedent Interventions, Teaching New Skills & Replacement Behaviors/Related Social-Communication Skills, and Consequence Interventions. • Organize the Fidelity Checklist such that each component of the checklist can be rated, as well as an overall score across all four components. • The following example illustrates how to develop a simple yet comprehensive Fidelity Checklist.

5. Competing Behavior Diagram Escape Maintained Behaviors Maintaining Consequence Move to next task that is more preferred Desired Behavior Complete task given without complaint or delay Setting Event Awake at night; difficulty sleeping; lack of predictability in schedule Problem Behavior Noncompliance, Tantrum Antecedent Demand/ request by a parent or other adult Maintaining Consequence Escape from task or delay doing task Replacement Behavior Appropriately ask to do task in 2 minutes (delay doing task).

6. Function Based Intervention Strategies – Summary Escape Maintained Behaviors

7. Competing Behavior Diagram Tangible Maintained Behaviors Desired Behavior Appropriately ask peer/sibling for item…and then wait (tolerate a non-immediate response); or ask an adult for assistance, if problem continues to occur. Maintaining Consequence Gain access to item or activity. May be paired with reinforcement for waiting (if appropriate) and using words to communicate needs and feelings by parent. Antecedent Item taken away or denied access to item by a peer or sibling Setting Event No adult supervision; Awake in the night; Difficulty sleeping Problem Behavior Aggression Maintaining Consequence Gain (immediate) access to item or activity he wants Replacement Behavior Requesting assistance from an adult (“___, will you help me please?”) to get item he wants, if asking peer/sibling does not work.

8. Function Based Intervention Strategies – Summary Tangible Maintained Behaviors

9. Sample Fidelity Checklist for Function-Based Interventions

13. Fidelity Checklist Implementation Issues • Intervention fidelity should be assessed for all function-based intervention components of the PC-PBS Plan: • setting event interventions; • antecedent interventions; • teaching replacement behaviors & other related social-communication skills; and • consequence interventions. • Fidelity of intervention procedures should be equal to or greater than 90% for each team member. • Ideally, intervention fidelity should be 90% or higher for EACH of the four function-based intervention components, as well as across ALL intervention components; i.e., a 90%-90% rule. However, we do not require this but rather propose it as a goal for KIPBS students-in-training to aim for. • Following an intervention fidelity observation, KIPBS facilitator should discuss and practice function-based intervention components that parent (team member) did not implement with complete fidelity; i.e. there were X instances, early during program implementation, when no reinforcement was given when the focus individual asked his parent for help accessing an item.