B E H A V I O R A L P R O G R E S S M O N I T O R I N G F O R I E P S

R T I P L A N SF B A / B I P S

L A U R I E W I L L I C KI C S D B E H A V I O R S P E C I A L I S T

Data Based Decision Making

Today We’ll Cover

Tools and techniques for measuring behaviorStrategies for compiling and graphing data

How to use data to improve our interventions

Data Based Decision Making

Identify the problemAnalyze the problemImplement the interventionEvaluate the effectiveness of the intervention

Identify the problem

Define the Problem

A problem is defined as the difference between what is expected and the actual student performance or behavior

Identify the Problem

Define the problem

SpecificObservableMeasurable ClearObjective

Practice: On your worksheet

IDENTIFY THE PROBLEM Write the problem definition

  

Draco engages in aggressive behavior (kicking, hitting, pushing and grabbing) throughout the school day.

Identify the Problem

Gather baseline data

Choose a data toolFrequencyDurationIntensityABCInterval RecordingCombo platter

Practice: On your worksheet

Circle your measurement strategyFrequency ABC ChartDuration IntervalIntensity Combination Select your data tool 

Identify the Problem

Gather baseline data

Measure the behavior in the setting perceived to be problematic

Measurement strategy should be objective Same strategy should be used throughout the

intervention

Analyze the Problem

Why is the problem occurring? (What is the function?)

Use baseline data to refine target behavior

Use baseline data to find patterns/times of day/antecedents and consequences that maintain the behavior

When does the behavior not occur? Why?

Refining Target Behavior “Aggressive Behavior”

Finding Patterns

Establish Baseline: Frequency of Grabbing

Date Number of GrabsApril 13 4April 14 2April 15 5April 16 3April 17 4April 20 3April 21 3April 22 5April 23 0April 24 2

Establishing Baseline

Use average or median score depending on how much data you have (What tier?)

Problem Analysis: Refine your definition

Write a Present Level of Performance(Baseline Data Statement)

Student Draco

Baseline data Grabs objects from other students on an average of 3 times per day

Performance standard(If you have it)

As compared to a randomly selected peer who engaged in an average of 0 incidents of grabbing during baseline data collection

Practice: On your worksheet

Write a baseline data statement

Student

Baseline data

Performance Standard

Implement the Intervention

Write a measurable goalTime Frame In 8 weeks time

Measurement Strategy As indicated by frequency data count

Student Draco

Behavior Will reduce grabbing behavior

Selected Performance Standard

By 50%

Practice: On your worksheet

Write a measurable goalTime frame

Measurement strategy

Student

Behavior

Selected Performance Standard

Implement the Intervention

Set up your graph Plot baseline data Plot your goal Draw a line from baseline to goal (goal line)

Setting up your graph

Baseline 2-May 9-May 16-May 23-May 30-May 6-Jun 13-Jun 20-Jun0

0.5

1

1.5

2

2.5

3

3.5 Grabbing

Grabbing

Implement the Intervention

Develop a plan based on data analysis

Prevention Strategies Teaching and Reinforcement Strategies

What alternative skills will we teach? How will we teach and generalize the skill? How will we reinforce the alternate skill?

Reactive Strategies What will we do when the problem behavior occurs?

Implement the Intervention: Plot your DataAverage Incidents of Grabbing Per Week

Base-line

2-May 9-May 16-May

23-May

30-May

6-Jun 13-Jun 20-Jun0

1

2

3

4

5

6

7

Evaluate the Effectiveness of the Intervention

Three point decision rule Three points above the line, change the goal All points straddle the line, continue the intervention Three points below the line, change the intervention

If you change the intervention, note it on graph

Graphing Options

Good old paper and pencilExcelIntervention Central

Here’s how Excel works…

Resources

www.interventioncentral.orgwww.studentprogress.orglwillick@icsd.k12.ny.us