How is Fidelity Accomplished?

[MUSIC PLAYING] When we talked about how it was accomplished, we said essentially, we want to, usually when it isn't, doesn't happen, it's one, we haven't modeled accurately. Two, we haven't operationalized the procedure, so our task analysis is missing something. Or we haven't given the person adequate time to practice it. So that's really important in terms of fidelity. Now maintaining fidelity is really different, because again, we don't give feedback. The individual runs into a hiccup in the classroom, right, and they have to adjust their procedures and they get stuck that way. So that's why that ongoing feedback is so important for us. And it's not just checking in, it's watching what they're doing, scoring them on how they're doing, and giving that feedback. So feasibly, you could, I don't know feasibly is the right word, but you could actually go out, you train to fidelity, you're at 100%. You come out the next time, you watch them do it again. You graft for them, you give them the data point. You can say, oh look, you're kind of going up and down. With this procedure, it's OK. You can have some flexibility. But uh-oh, this teaching procedure, you need to say at 100%. So you need to practice more. What I'm going to do is give your paraprofessional the data sheet and I want you to ask them to just kind of check you off every once in a while, just to make sure you don't wander. And of course, I tell them, everybody wanders. It's not it's not a character flaw if you've dripped in fidelity. It just means you need to get back up there. So that's important.