Event recording is a process for documenting the number of times a behavior occurs. An observer using event recording makes a tally mark or documents in some way each time a student engages in a target behavior. The observer also records the time period in which the behavior is being observed. Duration Recording Duration recording is used to document the amount of time a student spends engaging in a behavior. A behavior that has a clear beginning and ending can be observed using a duration recording method. Examples of behaviors that may be observed using duration recording include crying, reading a book, writing in class, time spent working on a math assignment, or out of seat behavior.

Whole interval recording is one type of interval recording method. An interval recording strategy involves observing whether a behavior occurs or does not occur during specified time periods. Whole interval recording means that the observer is interested in behavior that occurs during the entire interval. Partial Interval Recording Partial interval recording is an interval recording method. In partial interval recording, the observer marks down whether a behavior occurs any time during the interval by placing an "X" for occurrence and a "O" for no nonoccurrence. A student may engage in a behavior multiple times during the interval or only once for an "X" to be documented.

A rating scale indicates the degree or frequency of the behaviors, skills and strategies displayed by a client. Rating scales state the criteria and provide three or four response selections to describe the quality or frequency of student work. Outcome Measures An outcome measure is the result of a test that is used to objectively determine the baseline function of a patient at the beginning of treatment. Once treatment has commenced, the same instrument can be used to determine progress and treatment efficacy and effectiveness.

Short Term Objectives Baseline 4/8/08 Previous Session 5/1/08 Current Session 5/5/08 Comments Consonant cluster /sk/, initial position in words given a verbal model 3/10 (30%) 10/20 (50%) 15/20 (75%) Used consonant simplification /k/ for /sk/

JM was not paying attention today. More informative JM kept listening to people talking outside the window and participated in planned activities for only brief periods of time.

Continue with Cycles Therapy per plan. More precise Continue with Cycles approach: New cluster: /sp/ Continue with /sk/

The child produced six 3- word-utterances. Parent Language The child said six sentences that consisted of 3 words.

The clinician first used a verbal model only, which resulted in 30% accuracy of target sound production. When the clinician added a visual cue, the client was able to respond with 80% accuracy. From Client’s Perspective The client’s accuracy of target sound production was 30% given a verbal model only. Accuracy increased to 80% given a verbal model and visual cues.