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Feedback and In-Vivo Practice

Module 8: The Six Elements of Skills Training · Lesson 3 of 3

12 min Back to module

Story opener

Thursday, 4:40 p.m. A participant is sitting across from you, your supervisor wants three notes before you leave, and the answer you need is not in any binder on the shelf. This lesson is the part of the job nobody handed you in orientation.

Learning objectives

  • Be able to debrief within minutes of in-vivo practice
  • Be able to one strength, one adjustment, one next rep

Lesson

The community is the classroom.

Office role-play builds confidence; the bus, the store, and the workplace build skill. Schedule in-vivo practice early and debrief immediately afterward while memory is fresh.

Use the sandwich only if it is honest. A cleaner structure: name one thing that worked, one specific adjustment, and a plan for the next rep.

Maryland guidance & authority labels

Every statement below is labeled so you know what is binding regulation, what is only proposed, what is professional guidance, and what is our house standard.

  • PRA guidance

    Skills training follows a sequence: describe, demonstrate, practice, feedback, generalize, fade. Skipping generalization is why skills die at the clinic door.

  • Internal best practice

    Record the prompt level used each session so fading is visible as data, not as an impression.

Common mistakes

  • Describing what you did without describing what the participant did.

    Do this instead — Record the intervention and the participant's observable response to it.

  • Treating regulation as a filing chore separate from practice.

    Do this instead — Let the required elements shape the session itself, so documentation writes itself.

Practical examples

Practical example

Instead of 'met with participant to discuss goals,' write: 'Reviewed the transportation objective; participant identified the #22 route unassisted and named one back-up plan. Verbal prompt needed once. Next session: practice the transfer at Mondawmin.'

Key takeaways

  • Debrief within minutes of in-vivo practice
  • One strength, one adjustment, one next rep

Reflection prompts

  1. 1Which part of this lesson describes something you are already doing differently in practice?
  2. 2What would an auditor see in your last five notes that contradicts this standard?

Bring your answers to supervision — the case-study workspace in this module saves written notes to your account.

Knowledge check

4 questions drawn from a bank of 7 · 75% to pass · instant feedback on every answer

1. A colleague does this: Describing what you did without describing what the participant did. What should they do instead?

2. Effective task analysis begins by:

3. Which additional point does "Feedback and In-Vivo Practice" emphasize?

4. Which statement is a key takeaway from "Feedback and In-Vivo Practice"?

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