Dana Do’s: How to Navigate Performance-Based BCBA® Exam Questions

TCO domain item I.6 asks us to use a function-based approach such as performance diagnostics to assess and improve supervise behavior. This is a clue about how to navigate performance-based exam questions.

When a question is related to staff performance problems, most people look for solutions rather than thinking about the function. So what does that mean for you on exam day? Well, don’t choose the intervention before you know the variable responsible for the performance problem.

Let’s explore an example. An RBT is not implementing a procedure correctly and the question asks, “What should the supervisor do first?” There may be answer choices like “provide more training,” “give feedback, increase reinforcement,” or “conduct a performance diagnostic.”

Before you start looking for the solution, it is important that you ask yourself whether the scenario tells you why there is a performance problem? Maybe the RBT can’t do it. They were not properly trained or they do not understand the procedure. That would point toward a skill deficit, and so more training may be an appropriate solution. But maybe they can do it, but they just are not. They have demonstrated the skill before, but now the materials are not available. The procedure takes too much effort, expectations are not clear, or there is little reinforcement for doing it correctly. In this case, may be looking at a performance deficit and so more training is not necessarily going to fix that.

So on exam questions, if there is evidence that the supervisee lacks the skill, then that is a good sign it may be correct to choose a training strategy. But, if the cause is unknown, then look for the option that points to assessing the variables that are affecting performance.

The takeaway for Domain I.6 questions: If they cannot do it, think: skill deficit. If they can do it, but are not, think: performance deficit. If you don’t know which one, then assess.

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Written feedback

A supervisor’s feedback is delivered as a written response to an observed supervisee performance using a score form or written summary of the feedback.

Task clarification

An antecedent staff training intervention that clarifies and prompts behavioral tasks and reminds staff of performance expectations.

Publicly posted feedback

Praise for an individual is posted in a public location for all staff to see.

Performance diagnostic checklist-human services (PDC-HS)

An informant-based functional assessment used to help supervisors identify the environmental variables related to poor employee performance and design function-matched interventions based on the findings.

Performance monitoring

A systematic and objective observation method of staff performance used to ensure procedural fidelity and effectiveness of training and to assess for areas of needed support.

Outcome-based feedback

Feedback intended to correct problems in staff behavior that produce specific permanent products (e.g., organization of materials, observable change in client’s behavior, completed progress notes, etc.).

Informal feedback

Feedback that is casually delivered by simply communicating what a supervisee did correctly.

Informal performance monitoring

An unplanned and unstructured supervisory observation, during which feedback should be provided.

Group feedback

Performance information is presented in a group setting to the entire group.

Formal feedback

A deliberate individual meeting to discuss a supervisor’s response to an observed supervisee performance.

Formal performance monitoring

A planned onsite supervisory observation for the purpose of monitoring staff performance that includes a focus on specific objectives, data collection, and the delivery of feedback.

Evidence-based supervision

A systematic protocol, consisting of a comprehensive set of evidence-based strategies, to help supervisors promote and maintain high-quality work among human service staff.

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Code’s definition of supervisee

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An empirically validated, performance and competency-based approach for staff training that involves description, modeling, practice, and feedback.

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