1. Case Study

2. Primary versus Precision Statements
There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.
What? More ODRs for aggression.
Where? On the playground.
When? First recess.
Who? A large number of students.
Why? To get access to the new playground equipment.
Trainer Notes:
A precise problem statement answers the questions:
Who?
What?
When?
Where?
Why?

3. Review the Big 5 & custom reports
Elementary School students (465/ 100 = 4.6 X .22= 1.0)
Primary Problem Statement
We had peaks of problem behavior in Sept, Oct, & Nov.
There has been a decreasing trend since December.
Our rate of problem behavior has been above the national median for schools our size every month this year.
Primary Goal
Our rate of problem behavior will be at or below the national median as measured by SWIS, monthly for the next ‘school year’
Next
Review the Big 5 & custom reports

4. Defining Precision Elements of the problem
What are the problems?

5. Defining Precision Elements of the problem
Where are problems occurring?

6. When are problem occurring?
Defining Precision Elements of the problem
When are problem occurring?
12:45
9:45
11:30
1:30

7. Defining Precision Elements of the problem
Who are the students involved?

8. Refining the Elements via custom reports
3rd, 6th, and 7th graders

9. Why are problems occurring?
Defining Precision Elements of the problem
Why are problems occurring?
Obtain attention

10. Primary to Precise Primary Precise
Last year we had an increasing trend during first 3 months(5-2.2/day above national median) per day above national median for remainder of school year.
Precise
Inappropriate language, disrespect, physical
aggression, harassment, disruption, in class & common
areas (hall, cafe, playground, commons) are taking
place at 9:45, 12:45-1:30, 11:30-12:15 involving many
6th, and 7th graders. Behaviors appear to be driven by a
need to gain peer or adult attention.

11. Using Precision Problem Statements to Build Solutions, Action & Evaluation Plans
Prevention: How can we avoid the problem context?
Teaching: How can we define, teach, and monitor what we want?
Recognition: How can we build in systematic reward for desired behavior?
Extinction: How can we prevent problem behavior from being rewarded?
Consequences: What are efficient, consistent consequences for problem behavior?
Action Plan
Who will do each task & when will it be completed?
Evaluation
How will we collect and what data will we use to evaluate:
Implementation fidelity?
Impact on student outcomes?

12. Solution Development Solution Component Action Step(s) Prevention
Teaching
Recognition
Extinction
Corrective Consequence
Data collection
What data will we look at?
Who is responsible for gathering the data?
When/How often will data be gathered?
Where will the data be shared?
Who will see the data?
Trainer Notes:
Here is a simple, basic example of how the necessary solution components can be organized alongside their action steps. Organizing the solution development process in such a way increases the likelihood that action steps will be taken and that all staff and team members are on the same page in regards to solving the problem. We will present another template later on that we encourage teams to use to guide the solution development discussion. It is presented in more of an action plan format.

13. Designing Goals Define the problem with precision.
Define the measure of the problem (level, amount).
Define what would be considered “good.”
Use the goal to guide the solution.
How can we move from where we are to where we want to be?
Trainer Notes:
The problem solving process is multi-faceted. We do not just want to make snap judgments based upon perceptual data alone. Acting solely on our day-to-day experiences, feelings, and assumptions is ineffectual. Best practice involves using data for decision making.
Best practice involves:
Using data to define a problem with precision.
Using the data to define the current measure of the problem. How many? How often?
Using the current measure of the problem to define what is considered “good” or what a smart goal would be.
Using the smart goal to guide solution steps.

14. S M A R T Goals
Specific
Measurable
Attainable
Relevant
Timely

15. Action Plan
What are our next steps to achieve our goal to resolve the problem?
Goal
Problem statements
Solution Actions
People assigned for task completion
Timelines assigned to tasks
Evaluation Plan
Fidelity (academic & social behavior)
Student outcomes (academic & social behavior)

16. Precise Problem Statement: __________________________________________
_________________________________________________________________
Goal: _____________________________________________________________
Solution Components
What are the action steps?
Who is Responsible?
By When?
How will fidelity be measured?
Notes/Updates
Prevention
Teaching
Recognition
Extinction
Corrective Consequence
What data will we
look at?
Who is responsible for gathering the data?
When/How often will data be gathered?
Where will data be shared?
Who will see the data?
Data Collection
Discuss how the solution actions that participants offered could then be included on the solution development action plan.
This is combination action plan and evaluation plan.
An action plan says who will do what by when. An evaluation plan is a plan for specifying how the team will know that their efforts have (1) been implemented as planned (fidelity) and (2) that student outcomes have been effected (decreased rates of problem behavior).