Evaluation Plan: Setting Goals and Monitoring Progress Chris Borgmeier, PhD Portland State University

Evaluation Plan Data to be Collected Procedures for Data Collection Person Responsible Timeline Is plan being implemented? Is plan making a difference?

Evaluation Plan Data to be Collected Procedures for Data Collection Person Responsible Timeline Is plan being implemented? Are staff implementing tasks as assigned in BIP Implementation Plan? Staff monitor task completion daily with 3x5 inch notecard Review tasks at BIP Review meeting As assigned in BIP Implementation Plan Implement as of 2/27, ongoing Review at BIP Rev Mtg Is plan making a difference? # of tantrums/ week Student use of hand-raising to request escape # math problems completed in class/ total problem Teacher notes occurrences of tantrums in math Teacher notes occurrences in math Teacher notes in class Teacher/Asst Teacher/ Asst 2/27 ongoing Plan Review Date 5/31/05

Identifying & Prioritizing Outcomes What is most important to the referring teacher? Define desired improvements If the student increases/decreases this behavior you will feel like: your life is better the student is improving What is most important for the benefit of the student?

Competing Behavior Pathway

Develop an Evaluation Plan Specify short term goal Focus on use of alternative behavior & reductions in problem behavior Short term goals will continuously be revised in working toward the long-term goal Specify long term goals Focus on desired behavior & reductions in identified problem behavior Specify evaluation procedures Point cards can be a good way to track progress Other alternatives – scatterplot, teacher grading records, attendance, referrals Plan review date (within 2 weeks) to evaluate the effectiveness of plan

Competing Behavior Summary Desired Behavior Typical Consequence Summary of Behavior Setting Event Antecedent Problem Behavior Maintaining Consequence Alternate Behavior

Competing Behavior Pathway Guide for Evaluation Plan Identify Short term goals and intervention Alternate Behavior Long-term goals and intervention Desired Behavior Set Reasonable Goals: Behavior Change is a Process requiring Breaking Habits and Learning new skills

Start with the Short Term Goals Increasing the Alternate Behavior & Decreasing Problem Behavior

Use Competing Pathway to Identify Outcome Measures Desired Behavior Typical Consequence Summary of Behavior Setting Event Antecedent Problem Behavior Maintaining Consequence Alternate Behavior Immediate Short Term Goals Reduce Problem Behavior Increase use of Alt. Behavior

Why the Alternate Behavior Why the Alternate Behavior? Why can’t we go right to the Desired Behavior? 4. The student is going to need to gain the math skills before being able to do this like peers 3. Look how different this is from what’s happening now 1. This is what we’re asking the student to do. Complete math problem Success, another problem Given double digit addn problems Sent back to table (escape task) None identified Throws a Tantrum 2. This is what the student wants now. Raise hand & ask for break 5. So… in the meantime we use the alternate behavior

Desired Behavior Long-term goal = to follow regular classrooms routines and norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers

So… back to a short term goal Develop a goal to review in 2 weeks at initial follow-up meeting Focus on: Reducing problem behavior Increasing use of alternate behavior How can we measure this in a feasible, but effective way?

Short term Goal Reduce frequency of problem behavior Increase use of alternative/replacement behavior How do we measure this? Depends on the frequency & type of problem behavior

Identifying an Appropriate way to Measure Must measure specific targeted/ prioritized behavior (Fighting, disruption, off task, attendance, work completed, etc.) Best way to measure (Objective v. Subjective) Frequency Duration Subjective rating (point card) Balancing Accuracy & Feasibility of Data Collection Measure must be a feasible form of data collection for teachers/staff What is the baseline?

Using Point Cards Point cards are an easy way to track progress with a behavioral plan Good for helping students learn to monitor their own behavior Easily linked with Reinforcement Program Flexible & feasible for teachers

Alternate Behavior Reduce Problem Behavior

Measure Use of Alternate Behavior Measure Reduced Problem Behavior

Use Existing Data Forms when possible Try to be consistent with point card forms that might be in use for Check-In/Check-Out programs if possible

Individualized Point Card Fill in more specific behaviors

Identify a Short-term Goal & Data Collection Plan & Format Short-term Goal -- Where to start: Reduction in Problem Behavior Increase in Alternate Behavior Do we have any baseline data?

Identify a Short-term Goal & Data Collection Plan & Format Short-term Goal -- Where to start: Do we have any baseline data? Point cards? Discipline referral? Teacher estimates of frequency/duration Use data/estimates to set a reasonable goal

Identify a Short-term Goal & Data Collection Plan & Format Short-term Goal -- Where to start: Use data/estimates to set a reasonable goal Set initial goals that the student is able to achieve (early success) Link incentives to data & reasonable student progress (so goals must be reasonable)

Questions for Evaluation Plan Does your evaluation plan focus on the prioritized behaviors of concern? Reduction in problem behavior Increased use of alternate and desired behaviors? If the student meets the goal, will there be a noticeable difference in student behavior? Is the evaluation plan clearly linked with the reinforcement program? Is data collection feasible?

Initial Success: Transitioning to Desired/ Long-Term Goals

Use Competing Pathway to Identify Outcome Measures Adjust Goals Over Time… as Student exhibits success Longer Term Goals Desired Behavior Typical Consequence Summary of Behavior Setting Event Antecedent Problem Behavior Maintaining Consequence Alternate Behavior Immediate Short Term Goals Reduce Problem Behavior Increase use of Alt. Behavior

Desired Behavior Long-term goal - to function independently and follow normal classroom expectations Likely to require intensive intervention that gradually removes support until student responds to classroom expectations without extra support

Consequence Interventions Measuring Behavior Transition to Measuring the Desired Behavior(s), or approximations of the desired behavior The ultimate plan is to have the student move beyond the alternative behavior to using the desired behavior

Adjusting Goals while Modifying Supports Increased Self Monitoring Fading Antecedent supports Fading/Refocusing Reinforcers Decreasing frequency Increased connection w/ natural reinforcers Changing focus of goals & reinforcers from reducing problem behavior to increasing desired behavior

Team Activity Develop an Evaluation Plan for your student Remember to focus goals and data collection on your alternate behavior & desired behavior We want numeric data that we can present in graph form for progress monitoring Data collection must also be manageable for staff