Performance appraisal is the process of evaluating the performance of employees in a certain time period to evaluate their productivity and identify how their performance can be improved. It is very significant as it not just defines if the employee will be entitled to promotion or raise in salary but also helps them discover their highs and lows at work. Behaviorally Anchored Rating Scale [BARS] is a method that has been developed recently and is one of the effective methods among all the appraisal methods. In this method the employee`s behavior and performance are analyzed and used for evaluating overall performance of an employee. It consists of various scales that are volunteered by multiple BARS statements which further explain the employee traits. The BARS system is the most preferred method as it enables managers to gauge better results, provide constant feedback and maintain consistency in evaluation.
ther settings and people; therefore, it is a procedure that is effective (Hart and Risley, 1975). Training in settings that are natural, increases the amount of instruction that can be provided to autistic children (McGee, Krantz, Mason, & McClannahan, 1983). Incidental teaching has an appropriate blend of systematic instruction and normalized environment for the child to learn (McGee, Morrier, & Daly, 1999). In addition, the procedure encourages children to make their own choices and aids social initiation since the initiations are being rewarded (McGee et al., 1999).
Incidental Teaching and Verbal Communication
Hart and Risley (1975) stated that the procedure is most common in a pre-school setting, since that is when most of the language is achieved. McGee and Daly (2007) developed a study that evaluated incidental teaching with three preschool aged boys with autism to promote the use of age appropriate social phrases. The study taught the social phrases, “All right” and “You know what?” with prompt fading, and transfer across teachings and settings (McGee & Daly 2007). The results of the study illustrated that the three young boys with ASD acquired the social phrases and were able to generalize the social phrases across different situations (McGee & Daly 2007).
A benefit of incidental teaching is that teachers, parents, or peers can do the instructions, and this influences the generalization of the skills taught, which ultimately improves the child’s learning and quality of life (Hart &Risley, 1975). Incidental teaching can be done without disrupting in the child’s routine, so it is easily done in many environments (McGee et al., 1999). The ability to transfer instructions across different people and settings, allows for more opportunities for the child to maintain the skills taught, and to learn more skills. It is always stated that the more practice one has, the better he/she gets in a particular area of skill, and this is the same for children with ASD. The more opportunities they have to practice, the better
