Some behaviorally defined measures that behavioral auditors in BHRP systems may target are promptness and consistency of worker arrival, quality of interaction with the child, parent or teacher, number of individualized comments made to the child, and frequency, intensity, duration and appropriateness of form with respects to the delivery of treatments identified in the treatment plan.
In BHRP, mobile behavioral auditors can go into the field to view and record staff performance (Cautilli, Rosenwasser, & Clarke, 2000).
Also, the way that BHRP programs build partnerships is important to the smooth functioning of such programs.
These are questions that evaluation in BHRP has failed to answer.
Building refers to establishing close relationships between supervisory staff in the BHRP and the administrators in the community program, such as teachers or principals.
Meeting before services begin, the mission, goals, and objectives for the BHRP are discussed and reviewed.
In order for BHRPs to be effective in meeting its clinical goals it is necessary to practice effective scheduling.
We suggest that as a part of ongoing training and development for supervisors and managers in BHRPs training occur in the areas of management by objective, management by exception, performance enhancement, time management and effective task delegation.
In order to ensure that BHRPs are attracting and retaining the "best" clinicians, training should be linked to employee compensation packages through the use of skill based pay systems.
Yet much of the training offered by BHRPs focuses on "paperwork" and "policy" over performance, management, and increasing clinical effectiveness.