Staff Feedback!

Making it
effective and worthwhile

A Behavioral Brief
by
QBS

49 Plain Street – Suite 200 www.QBSCompanies.com PH: (508) 316-4223

North Attleboro, MA 02760 Info@QBSCompanies.com FX: (508) 316-4274
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 Robyn Shimmin, MS, BCBA
Robyn received an MS in applied behavior analysis from Southern
Illinois University-Carbondale and is a board certified behavior analyst
from Chicago. Before joining the QBS team, she spent more than 10
years working with adults with developmental disabilities in home, day
program, community and workshop settings. In addition, Robyn
has provided consultation for programs that support individuals
diagnosed with dementia.  Previously, she was a case manager for
children in a specialized foster care program.

49 Plain Street – Suite 200 www.QBSCompanies.com PH: (508) 316-4223

North Attleboro, MA 02760 Info@QBSCompanies.com FX: (508) 316-4274
2
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go to:

www.QBSCompanies.com

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49 Plain Street – Suite 200 www.QBSCompanies.com PH: (508) 316-4223

North Attleboro, MA 02760 Info@QBSCompanies.com FX: (508) 316-4274
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 Purpose

To consider multiple ways to reinforce staff

behavior, and to examine which types of
feedback might be most effective for staff and
why.

A QBS Presentation © 2016 4

 Overview

We will consider:
• Antecedents
• Study results: methods of feedback
 Group/Individual
 Peer
 Self-motivated
 Graphic
• Staff Preference Assessments
• But… what if I don’t have time to give
effective feedback?

A QBS Presentation © 2016 5

 Antecedents
Set clear expectations
• (Be careful not to overwhelm!)
• Don’t assume the person knows how to do each task
• Why you shouldn’t rely on “Common sense”

A QBS Presentation © 2016 6

 Provide thorough training

Behavioral Skills Training (BST):

Describe procedure
Demonstrate
Ask person to demonstrate skill
Provide feedback
Follow up observation/feedback in natural
environment

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Resources

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 Reinforcement should be:
• Genuine/honest
• Specific
• Appropriately timed
• Preferred by the individual receiving it

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But how do I know what type of
Reinforcer/feedback a staff member
prefers?
(and why does it matter?)

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 Staff Reinforcer Preference Assessment

• Public/private
• Verbal/written
• Praise or tangibles
• What would they most appreciate?
⮚ Ideas: gift cards, come in late/leave early, snacks,
special reserved parking spot, choice of projects,
etc.

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 Staff Reinforcer Preference Assessment

Why’s this step important?!?!?!

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 Keep in mind…

• The feedback sandwich = not always a good

thing
• Provide reinforcement often without
corrective feedback
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 Delivery options:

• Group/Individual
• Peer
• Self-monitoring
• Graphic

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 Individual supervisory feedback

Should be:
• Based on observations
• Specific
• Constructive
• Solution-oriented

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 Don’t throw out empty praise…

• Genuine
• Based on observed behavior

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 Public verbal feedback

• Wilson, Reid & Korabek-Pinkowski, 1991

• “Analysis of public verbal feedback as a staff
management procedure.”
• Supervisors gave feedback to individuals
during group meetings
• 11 staff worked in a residential program
serving adults with DD
Wilson, P.G., Reid, D.T. & Korabek-Pinkowski, C.A. 1991. Analysis of public verbal feedback as a staff management procedure.
Behavioral Residential Treatment. 6(4), 263-277.

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 Procedure

• Specific feedback given to staff at beginning

of shift during staff meeting
• Began with neutral or positive statement
• Feedback only given specific to 3 specific
training tasks

Wilson, P.G., Reid, D.T. & Korabek-Pinkowski, C.A. 1991. Analysis of public verbal feedback as a staff management procedure.
Behavioral Residential Treatment. 6(4), 263-277.

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 Specificity is important!

• Feedback and reinforcement only affected

the specific staff behavior (self-care training)
that supervisors addressed
• Did not generalize to other staff behaviors not
included in the study
• Make sure you give specific feedback on all
the behavior you want to see increase!
Wilson, P.G., Reid, D.T. & Korabek-Pinkowski, C.A. 1991. Analysis of public verbal feedback as a staff management procedure.
Behavioral Residential Treatment. 6(4), 263-277.

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 Why/why not public feedback?!

• Pros:
⮚ Reinforcing for some
⮚ Gives reminder to group of expectations

• Cons:
⮚ Might embarrass some
⮚ Might make those who are not receiving public
praise feel frustrated

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 Peer feedback

• 6 vocational instructors working with adults

with DD
• Peer managers trained to observe, record,
graph data, provide performance feedback
and set goals.
• Instructed to write down 2 feedback
statements and one suggestion on a form,
hand it to peer partner.
Fleming, R & Sulzer-Azaroff, B., 1992. Reciprocal peer management: improving staff instruction in a vocational training program.
Journal of Applied Behavior Analysis. 25(3), 611-620.

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 Peer feedback pros/cons?

• Pros
⮚ Cost-effective
⮚ More valid?
⮚ Acceptable to staff
Cons
⮚Apprehension giving/receiving feedback?
⮚Some may prefer feedback to come from
supervisor

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 Self-monitoring

• 10 direct care staff in 2 ICF homes

• Target: on-task behavior
• Self-monitoring cards with tasks listed
• Staff initialed when task complete
• Dropped off cards in box at office at end of
shift

Richman, G.S., Riordan, M.R., Reiss, M.L., Pyles, D.A.M. & Bailey, J.S. 1998. The effects of self-monitoring and supervisor feedback
on staff performance in a residential setting. Journal of Applied Behavior Analysis. 2(4), 401-409.

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 Pros and Cons

• Pros:
⮚ Cost-effective

• Cons:
⮚ Accuracy
⮚ Should be paired with additional feedback

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 Graphic Feedback

• Clear, quick view of where you are in relation

to where you were and where you’re going
• Visible trends
• Allows more timely reinforcement and
problem solving

Daniels, A.C. 2000. Bringing out the Best in People. McGraw-Hill, Inc., 103

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 Graphic feedback

• 2005
• Restaurant servers
• Clarification of tasks, verbal feedback and
graphic feedback intervention package
Austin, J., Weatherly, N.L., & Gravina, N.E., 2005. Using task clarification, graphic feedback and verbal feedback to increase
closing task completion in a privately owned restaurant. Journal of Applied Behavior Analysis, 38, 117-120.

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 “But…..” you say…

Feedback = Time

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 Suggestions for feedback and
reinforcement
⮚Even if you don’t have a lot of time…
• Get out into the work area!
• Pair your presence with positive comments
• Look for small improvements- provide immediate
feedback
• Contingent on performance
• Provide something the person values
• Frequent!

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 References
Austin, J., Weatherly, N.L., & Gravina, N.E. 2005. Using task clarification,
graphic feedback and verbal feedback to increase closing task completion
in a privately owned restaurant. Journal of Applied Behavior Analysis, 38,
117-120.
Daniels, A.C. 2000. Bringing out the Best in People. McGraw-Hill, Inc.
Fleming, R., & Sulzer-Azaroff, B. 1992. Reciprocal peer management:
improving staff instruction in a vocational training program. Journal of
Applied Behavior Analysis. 25(3), 611-620.
Richman, G.S., Riordan, M.R., Reiss, M.L., Pyles, D.A.M. & Bailey, J.S. 1988.
The effects of self-monitoring and supervisor feedback on staff
performance in a residential setting. Journal of Applied Behavior Analysis.
2(4), 401-409.
Wilson, P.G, Reid, D.T. & Korabek-Pinkowski, C.A. 1991. Analysis of public
verbal feedback as a staff management procedure. Behavioral Residential
Treatment. 6(4), 263-277
A QBS Presentation © 2016 33
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