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| Engineering Schools for Student Success |
| Friday, May 27, 2022 |
| 8:00 AM–3:00 PM |
| Meeting Level 2; Room 255 |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Guy S. Bruce, Ed.D. |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Description: Do you work as an employee, supervisor, or director of an organization that provides services to students or clients with learning difficulties? Are you satisfied with your students’ progress? Behavior analysis developed a powerful technology for helping people, but too many students don’t receive the benefits. Why not? The easy answer is that providers don’t do what they are told. But providers’ performance, just like their students’ performance, is a product of their environments. Do providers have the resources, training, and management necessary to help students achieve their goals? What about their supervisors? What about their directors? Organizations are groups of individuals who must work together to provide students with the outcomes they want. The failure of students to make adequate progress is not usually an individual provider performance problem, but a performance problem at the system, process, and individual levels of the organization. This workshop will introduce you to an organizational performance engineering process (EARS) that will allow you to Evaluate student progress; Analyze causes of provider performance problems; Recommend changes in provider resources, training, and management; and Solve performance problems by designing and implementing recommended solutions. |
| Learning Objectives: By the end of this three-part workshop, participants will know how to: 1. Distinguish between examples of Skinner’s pragmatic approach to the science and engineering of behavior change and other approaches; and describe the benefits of Skinner’s pragmatic approach. 2. Describe the steps in the organizational performance engineering process and how that process can be used to ensure that every student makes efficient progress. 3. Diagram your organization as a network of provider-recipient relationships. 4. Evaluate student progress and staff performance using sensitive measures of behavior and behavior change. 5. Analyze causes of can-do, know-how, and want-to provider performance problems due to inadequate resources, training, and management. 6. Recommend solutions based on a comprehensive data-based analysis of provider performance problems. 7. Solve provider performance problems by designing and implementing changes in provider resources, training, and management. |
| Activities: Each participant receives a workshop with readings, practice exercises, answer keys, datasheets, lecture fill-in sheets, 4 decks of practice cards, and the latest version of ProgressCharter, a web-mobile application that makes it easier to implement the EARS process of organizational performance engineering. Training practices include interactive readings, lectures and discussion, oral and written practice with workbook exercises and practice cards with instructions and answer keys provided for critical component skills and tasks, hands-on practice in the design, implementation, and evaluation of provider evaluation, learning, and management resources, using rate measures of student and provider performance, celeration efficiency measures of student and provider progress, and ProgressCharter to measure and evaluate student and provider performance and progress. Participants will have the opportunity for coaching on the design and implementation of the EARS process in their own organizations. |
| Audience: Supervisors, Staff Trainers, Program Designers and Directors of schools or clinics that provide educational services to students of clients with learning difficulties are responsible for designing and/or implementing organizational performance engineering processes that change how providers work together, so that every student or client makes efficient progress towards mastery of the types of performance necessary for a successful life. Prerequisite Skills for this Workshop: Master’s Level Mastery of the Application of Behavior Analysis. |
| Content Area: Practice |
| Instruction Level: Advanced |
| Keyword(s): Celeration Efficiency, Data-based Analysis, Provider-Recipient Network, Skinner's Pragmatism |