1. Level I: Using Data to Predict
Questions -
What is a problem?
When are problems predictable?
What Schools Must Do -
Develop definitions of appropriate/inappropriate behaviors
What should constitute a referral?
Use data to identify contexts that predict behavior

2. Level II: Using Data to Prevent
Questions -
What do we want students to do?
What can we do to get them to do it?
What Schools Must Do -
Develop and teach replacement behaviors
Facilitate success with prompts, cues, correction, and consequences
What’s the simplest possible set of strategies to facilitate success?
Implement with Fidelity and monitor

3. Level III: Using Data to Identify Individuals
Questions -
How should we determine when a student needs additional help?
How can we get additional information on these kids?
What Schools Must Do -
Use school-wide data to find students at-risk of larger failures
Who is likely to have problems (failure) and why?
Analyze school-wide data and include follow-up questions of familiar persons to assess problems

4. Level IV: Using Data to Develop Intervention
Questions -
What is the function of behavior?
What intervention strategies provide the best combination of logic (validity) and reality (simplicity)?
What Schools Must Do -
Understand the concept of function and the role it plays in the development of even the simplest interventions
Functional for the student and realistic for the teacher
Implement with fidelity and monitor

5. Level V: Using Data to Evaluate Intervention
Questions -
Is intervention working?
What do we do next?
What Schools Must Do -
Monitoring student behavior in the simplest manner possible to summarize outcomes
Allow data to direct intervention
If it’s working, continue -- if it’s not working, change

6. The University of Florida
Doctoral Program In Behavior Disorders
Terry Scott
Dept. of Special Education PO Box Gainesville, FL
(352) x 263