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Avoiding Assumptions: A Systematic Approach to Solving RBT Performance Issues

Updated: Oct 24


Co-authored with Stephanie Waldon of Phoenix Rising Behavioral Services


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Alex Turner’s journey into behavior analysis began with excitement and uncertainty, as they quickly encountered the common challenges many new RBTs face—being overwhelmed, lacking support, and having a disconnect between theory and practice. However, with a strategic approach to onboarding and training, things started to shift for the better. Alex, like many others, found their footing and early success followed, providing hope that the cycle of frustration could be broken. In the first article in this series, Breaking the Cycle: A Strategic Approach to RBT Training and Retention, we saw how proper training and support set Alex up for success. However, as with any behavioral journey, the initial progress was just the beginning. Now, we must ask: what happens when those early successes start to wane? Let’s revisit Alex to see what happens when this occurs.


Alex’s early success as an RBT seemed like the breakthrough we were all hoping for. The first few weeks on the job brought a sense of accomplishment—Jamie, the young learner, was showing signs of progress. Alex was implementing the intervention strategies, attending supervision sessions, and even feeling a little more confident in managing the complexities of behavior analysis. It felt like the pieces were finally falling into place. The initial worries had started to fade, and there was a moment when Alex thought, “I’ve got this.”


But as the weeks went by, things started to shift. Jamie’s progress plateaued, and worse, new behaviors started emerging that weren’t in the plan. Suddenly, what had been working wasn’t anymore, and Alex found themselves feeling more and more overwhelmed. The same interventions that once showed promise now seemed ineffective, leaving Alex struggling to figure out what went wrong. Sessions ended in frustration rather than success. Dr. Harris, the BCBA, began receiving more frequent calls from concerned parents, and the pressure on Alex mounted.


At first, the conversations around Alex’s performance were commonplace—venting in staff meetings, supervisors suggesting that Alex wasn’t putting in enough effort, and even whispers that maybe Alex was just lazy. Colleagues were quick to point fingers, frustrated that things weren't improving. But none of these comments helped, and they certainly weren't looking at Alex’s performance through the behavioral lens we so strongly advocate for our learners.


The truth is, calling Alex lazy or assuming a lack of effort misses the entire point. If we believe in the science of behavior, we know that to change behavior, we have to first look at the environment. The environment, in this case, includes us—the supervisors, the organization, and the support systems in place. We are the most significant part of Alex’s environment, yet the focus was misplaced on personal judgments rather than understanding what was influencing their behavior. The question that should have been asked was: What’s driving Alex’s behavior?


To answer that, we need to do exactly what we would do with any learner exhibiting challenges. We need to assess the situation through a functional lens to get to the root cause of the performance issues. Why isn’t Alex succeeding now when they showed so much promise early on? Is it a skill gap, a lack of resources, unclear expectations, or something else entirely? Without diving into the variables impacting Alex’s performance, we’re just guessing—and worse, we’re letting our assumptions guide us.


Thankfully, there’s a tool for that. The Performance Diagnostics Checklist (Austin, 2000) is designed to do exactly what we’ve been trained to do with learners: analyze, understand, and systematically address performance issues by looking at the environmental factors that influence behavior. It’s time we applied that same rigor to our staff and stopped relying on snap judgments. By using this tool, we can figure out what’s really going on with Alex and set them up for success once again. After all, if we’re serious about behavior analysis, we need to be serious about applying it to everyone in the environment, not just our learners.


The Performance Diagnostic Checklist

The Performance Diagnostics Checklist (PDC) is made up of four essential components, each one crucial for understanding and improving performance. First, there’s Antecedents and Information, which focuses on whether the expectations are clear. Does the RBT have a solid understanding of what’s required of them, or are there gaps in communication? Next, Equipment and Processes examines whether the RBT has the necessary tools, resources, and processes to get the job done. Without the right materials or systems, even the most skilled RBT will hit roadblocks. Then, we have Knowledge and Skills, which ensures that the RBT has been trained effectively and has the competence to perform their tasks. If they lack key skills, training needs to be revisited. Finally, Consequences (Motivation) looks at what happens after behavior—are there proper reinforcements and motivators in place to encourage continued success? By addressing each of these areas, the PDC helps identify where support is needed, providing a clear path for improving performance.


Let’s break down each section into its components so we can better understand the what and the why, starting with Antecedents and Information. 


Antecedents and Information

The first component under Antecedents and Information asks whether there’s a written description that clearly outlines what is expected of the RBT regarding a particular instructional or behavioral strategy. This might seem basic, but it’s incredibly important. Without a clear, written plan, the RBT could misunderstand or misapply the strategy, leading to inconsistent or ineffective implementation. A well-documented description removes ambiguity and provides a reference point for the RBT to follow. For example, if Alex is supposed to use a specific prompting method to teach a learner how to request items, the written description should detail exactly what type of prompt to use, when to use it, and how to fade it over time. This level of clarity ensures that Alex knows exactly what to do and allows supervisors to provide more targeted feedback, improving the likelihood of successful intervention. A quick side note: clearly outlining written instructions and expectations is essential for implementing client acquisition and skill reduction programs with fidelity. BCBAs must provide detailed program instructions, covering everything from objectives to examples and non-examples, to prevent RBTs from having to guess how to implement the program. Mistakes often arise when RBTs misinterpret incomplete instructions, but these errors can be avoided by taking the time to include all necessary details. This directly connects to the next key element: providing adequate instruction.


The second component focuses on whether the individual has received adequate instruction about what to do. It’s not enough to vaguely mention expectations; the RBT needs clear, actionable steps. For example, simply telling Alex to "work on the learner's communication skills" won't cut it. Instead, it should be something specific like, “I want you to use the hand-over-hand prompting strategy during snack time and make sure to record every attempt they make to communicate.” This ensures that Alex knows exactly what to focus on and how to execute it.


Next, we consider whether formal training has been provided on the specific instructional or behavioral strategy. It’s not just about telling an RBT what to do but also about making sure they’ve had proper training. This training should involve instructions, demonstrations, rehearsals, and feedback with rationale often inserted through the teaching process ( we will expand more on Behavioral Skills Training (BST) or The Teacher Interaction Procedure (TIP) in a later article). For instance, if Alex has been trained only through verbal instructions without demonstrations or practice, gaps in their understanding may emerge when they’re actually working with the learner. Ensuring that training covers evidence-based methods improves their readiness and effectiveness in real-life applications.


Then, we need to ask whether task aids are available while the RBT is working. Visual aids or checklists can be a game-changer. Imagine Alex is struggling to remember the steps of a specific intervention—having a quick-reference guide posted in their work area or on a clipboard could significantly improve their accuracy in implementing the plan. Task aids serve as reminders and ensure that the strategy is applied correctly, even in fast-paced or stressful environments.


Another critical component is whether the RBT can state the purpose of the strategy they’re using. This goes beyond just following instructions; the RBT should understand why they are using a particular intervention. If Alex can explain that the hand-over-hand prompting method is designed to help Jamie build independence in communication, they’re more likely to apply the strategy consistently and with greater care. In the TIP training model, we know this as the rationale. 


We also look at whether the RBT is receiving reminders to use the strategy and how often those reminders occur. These can come from peers, coaches, or supervisors and can be delivered verbally, through texts, or electronically. If Alex is only reminded once a month to use a crucial strategy that they haven’t developed habit-strength behavior yet, it’s easy to see how that could lead to inconsistent application. Regular reminders can help keep the behavior going and eventually sustain high-quality performance over time.


Finally, we need to determine whether the RBT has challenging yet attainable goals related to the strategy. This keeps them motivated and focused on progress. For instance, setting weekly goals for improving Jamie's communication attempts can help Alex feel a sense of accomplishment and see the immediate impact of their efforts, making the work more rewarding.


By addressing each of these components, we ensure that the RBT has the right antecedents and information in place to succeed, laying a strong foundation for effective performance. 


Equipment and Processes

Now that we’ve ensured Alex has the right antecedents and information, the next focus is on Equipment and Processes—the tools and systems that support their work. Even the best-trained RBTs can struggle if they don’t have the necessary equipment or if processes aren’t streamlined. This section digs into whether the physical and operational environment is set up for success.


The first question is simple but essential: Is the required equipment available and in good working order? If an RBT relies on technology like data collection tablets or instructional materials, these need to function properly and be easily accessible. Imagine Alex is supposed to use a tablet to track Jamie’s behavior, but the device is outdated or malfunctions. Or the matching stimuli for specific program targets have not been updated. This not only disrupts the session but also impacts the quality of data collection. Having the right tools in working order is essential for smooth implementation.


Next, we consider whether the equipment and environment are arranged optimally. The physical setup plays a significant role in how well an instructional or behavioral strategy is executed. For example, if the learner’s workspace is cluttered or if desks are positioned in a way that makes it difficult for Alex to move around, it creates unnecessary barriers to success. A well-organized environment allows the RBT to focus on the learner rather than logistical hurdles.


Then, we need to assess whether larger processes are functioning well, even if some strategies are being applied incorrectly. These processes include routines and procedures that make up the backbone of daily activities. For instance, if Alex’s day-to-day routine with Jamie is well-established and smooth, minor hiccups in the use of behavioral strategies won’t derail overall progress. However, if the larger processes are shaky, even well-implemented strategies won’t be enough to maintain consistency.


It’s also important to check if these processes are written out and arranged logically. A well-documented process allows for consistency, not just for Alex but for any RBT or team member who might step into their shoes. If the routines, procedures, and strategies are written down in a clear and organized way, it makes everything run smoother, especially when challenges arise.


Lastly, we need to consider whether there are obstacles preventing smooth implementation of the strategy. Interruptions like the family having loud visitors in the home, other RBTs engaging in intense personal conversations in the clinic, or even issues with scheduling can derail a carefully planned session. If Alex is constantly interrupted while working with Jamie, it reduces their ability to execute intervention strategies effectively, leading to frustration and poor outcomes. Identifying and altering the environment to remove these obstacles ensures that Alex can focus fully on delivering the intervention with fidelity.


By addressing these Equipment and Processes factors, we create an environment where Alex has everything they need, physically and operationally, to succeed in implementing the behavioral strategies with consistency and precision.


Knowledge and Skills—Training

The core of RBT success lies in knowledge and training. A key question is whether the RBT can clearly explain their tasks and the steps involved, which can be evaluated during supervision. For example, Alex's supervisor might ask him to explain the rationale and steps of a task analysis related to a skill acquisition program. This doesn't mean Alex must immediately know everything off the top of his head, as programming often changes when targets are mastered or new ones are added. However, Alex should be able to review the program instructions and, in his own words, explain the process of implementing the intervention.


Can the RBT accurately demonstrate the instructional or behavioral strategy, either by modeling it through roleplay or by verbally outlining the steps? This is where direct observation becomes essential. The observation can occur during a scheduled supervision session with a client or through roleplays without a client present. It is important to ensure that the skill being assessed falls within the RBT’s scope and is not related to a new task they haven't been trained on. Supervisors must use their judgment—if the skill is new and hasn't been modeled or taught, it would be unfair to flag it as a concern when the RBT hasn't yet been given the tools for successful implementation.


Lastly, is the RBT able to implement techniques and strategies quickly and fluently? This ability is a strong indicator that they fully understand the expectations and have the skills to perform the task correctly. While the RBT may be able to explain the task and demonstrate competence during role plays, true skill mastery is measured by fluency. If the supervisor observes frequent hesitation or delayed responses when carrying out the task, it may signal the need for more comprehensive behavioral skills training to enhance fluency.


Consequences (Motivation)

Now we arrive at what is arguably the most critical part of the Performance Diagnostics Checklist: Consequences (Motivation). Up until this point, we’ve focused on antecedents—the instructions, tools, and processes that set up behavior. But as behavior analysts, we know that it’s the consequences that maintain behavior over time. This is where many of us, as BCBAs, need to hold up a mirror and ask ourselves if we’re truly reinforcing the right behaviors. Are we establishing ourselves as a reliable source of positive reinforcement for our RBTs? Without consistent and meaningful reinforcement, even the most prepared RBTs may struggle to sustain high levels of performance.


When we think about consequences, the first question is whether the RBT is motivated by the outcomes of their efforts. Do they see the positive effects of their hard work? For instance, after Alex implements a strategy, do they notice increased engagement from Jamie, improved behavior, or other measurable successes? Sometimes these improvements are more visible to a supervisor than to the RBT. A supervisor’s role is to highlight these successes with consistent feedback, like saying, “I’ve noticed Jamie is more engaged during craft activities. You’re doing a great job with instructional control!” This kind of recognition not only reinforces Alex’s efforts but also ensures they’re motivated to continue performing at a high level.


Another critical factor is the frequency and type of feedback the RBT receives. How often is Alex being monitored—hourly, daily, weekly, or monthly? And just as important, who is delivering that feedback? Is it coming from peers, supervisors, or other key individuals? Feedback needs to be timely, and the closer it follows task completion, the more impactful it becomes. If Alex only receives feedback once a month, it’s unlikely to have much of an effect on their day-to-day behavior. However, if feedback is given regularly, highlighting both positive aspects and areas for improvement, it can help shape behavior in real-time. This feedback can be verbal, written, or even in the form of data and graphs, depending on what works best for the individual.


We also need to consider whether the instructional or behavioral strategy itself is easy to implement. Even the most motivated RBT will struggle if a strategy is overly complex or difficult to execute. If Alex finds the strategy cumbersome or hard to apply consistently, no amount of feedback or reinforcement will keep them engaged in the long run. Ensuring the strategy is user-friendly is crucial for sustained performance.


Finally, we must take a look at whether other tasks are competing with the implementation of the task. If Alex is juggling multiple responsibilities—data collection, progress notes, and various client interactions—it’s possible that the primary strategy is getting lost in the shuffle. When too many tasks are deemed important, none of them get the attention they need. This is a common issue in many settings: if everything is important, nothing is important. Competing tasks can dilute focus, reduce the effectiveness of the intervention, and leave the RBT feeling overwhelmed. Ensuring clear priorities and removing unnecessary distractions helps to keep the focus on the most critical tasks at hand, making it easier for the RBT to follow through consistently. By managing workload and prioritizing key strategies, we create an environment where Alex can succeed without feeling spread too thin.


In the end, consequences are the fuel that keeps behavior going. By providing consistent, timely, and meaningful feedback and ensuring strategies are easy to implement, we can help RBTs like Alex maintain their performance and feel motivated to continue making a positive impact.


Applying the PDC for Long-Term Success

The Performance Diagnostics Checklist (PDC) is a powerful tool for evaluating the environmental factors that impact both performance and employee satisfaction. It serves as a valuable resource for both new and experienced behavior analysts, offering a structured approach to identifying the support needed for RBTs to succeed. While the PDC was originally developed as an Organizational Behavior Management tool for supervisors, it can also be used by BCBAs to gather direct feedback from RBTs during performance reviews, periodic check-ins, or any appropriate time. Additionally, it’s an excellent self-assessment tool for BCBAs, allowing them to critically evaluate their own practices and ensure they’re creating the most supportive environment for their team. Importantly, it’s vital to communicate to RBTs that these interviews or assessments aren’t meant to identify skill deficits in a punitive way. Instead, they are designed to help BCBAs better understand the environmental variables needed to improve the working and learning conditions for RBTs. While RBT interviews can provide valuable insight, many of the questions on the checklist can be answered directly by the BCBA through observation, making the PDC flexible and effective in various contexts.


There are different versions of the PDC available free online (e.g., ABA Tech version) and even articles with guidance for its use, books with the PDC in it (all of Paulie’s books have a version), and even videos aimed at using it within specific areas (e.g., crisis management).


References

Austin J. Performance analysis and performance diagnostics. In: Austin J, Carr JE, editors. Handbook of applied behavior analysis. Context Press; 2000. pp. 321–349. 


Brand D, Sellers TP, Wilder DA, Carr JE. The Performance Diagnostic Checklist - Human Services: Guidance for Assessment Administration. Behav Anal Pract. 2022 Feb 4;15(3):951-957. doi: 10.1007/s40617-021-00675-4. PMID: 36465592; PMCID: PMC9582049.


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