Data Based Decision Making Behavioral Progress Monitoring For IEPs RTI Plans FBA/BIPS Laurie Willick ICSD Behavior Specialist

Today We’ll Cover Tools and techniques for measuring behavior Strategies for compiling and graphing data How to use data to improve our interventions

Data Based Decision Making Identify the problem Analyze the problem Implement the intervention Evaluate 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 Specific Observable Measurable Clear Objective

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 tool Frequency Duration Intensity ABC Interval Recording Combo platter

Practice: On your worksheet Circle your measurement strategy Frequency ABC Chart Duration Interval Intensity 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 Grabs April 13 4 April 14 2 April 15 5 April 16 3 April 17 April 20 April 21 April 22 April 23 April 24

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 goal Time 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 goal Time 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

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 Data Average Incidents of Grabbing Per Week

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 pencil Excel Intervention Central Here’s how Excel works…

Resources www.interventioncentral.org www.studentprogress.org lwillick@icsd.k12.ny.us