1. Making Behavior Tracking Fun and Simple for Students with Mild to Severe Disabilities Kerry Dyslin and Heather Thornton Weese

2. RESEARCH on BEHAVIOR TRACKING and MONITORING Aaron and Bostow (1978) introduced a contingent free-time based on academic productivity and on-task behavior for elementary school students in a special education class. Their results showed a substantial increase in the work the students accomplished correctly and the on-task behavior. Aaron, B.A., & Bostow, D.E. (1978). Indirect facilitation of on-task behavior produced by contingent free- time for academic productivity. Journal of Applied Behavioral Analysis, 1978, 11, 197 -

3. RESEARCH on BEHAVIOR TRACKING and MONITORING McComas, Thompson and Paone (2002) worked with elementary age students with autism who demonstrated high rates of problem behavior and low levels of task completion resulting in either no consequence or a break from the tasks. Problem behaviors were drastically reduced when they resulted in a temporary break from the task. Task completion drastically increased using task completion resulted in a break using preferred activities McComas, J.J., Thompson, A.L., & Paone, D. (2002). Concurrent reinforcement schedules: behavior change and maintenance without extension. Journal of Applied Behavioral Analysis. 2002, 35, 155-169.

4. RESEARCH on BEHAVIOR TRACKING and MONITORING Stern and Fowler (1988) studied two fifth grade students with high levels of disruptive and off-task behavior where problem behaviors quickly decreased using peer monitors and point earners. Stern, G.W., & Fowler, S.A. (1988). A comparison of two intervention roles: peer monitor and point earner. Journal of Applied Behavioral Analysis, 1988, 21, 103-109

5. Checklist Used by Peer Monitors Good Behavior Checklist Yes NoSitting in Chair Yes NoBeing Quiet Yes NoWorking on Assignment Good Work Checklist Yes NoPut name on assignment Yes NoPut date on assignment Yes NoWrite the page and problem number on assignment Yes NoErases mistakes neatly or have no erasures Yes NoWrite answers so they can be read and understood Yes NoCompleted problems? If not how many were completed? __________ Stern, G.W., & Fowler, S.A. (1988). A comparison of two intervention roles: peer monitor and point earner. Journal of Applied Behavioral Analysis, 1988, 21, 103-109. TABLE 1.

10. ORGANIZATION Color Coded On a Clipboard Always stays with the student in every setting throughout the day General Education Released Time Seminary Lunch Etc. Extra’s in a binder/folder in the classroom Data Sheets to record data for the day

11. HOW THEY WORK

14. VIDEO of Peer Tutors Filling Out Trackers

15. INDIVIDUALIZED Daily Tracker Weekly Tracker Grade Levels-elementary, middle school, high school, post high Restroom Grooming Bus Home Trackers Communication Specific Behaviors

40. CONNECTING SCHOOL and HOME SCHOOL TRACKER Parents involved with school daily Get a copy Comments section Consistent wording in all environments HOME TRACKER Keep teachers aware of what morning/evening was like at home Assists parents with home schedule and behavior Helps students understand the same expectations for home and school Helps students understand that tasks need to be completed in all environments and behavior expectations are the same in all environments

41. VIDEO of Teachers Checking Home Trackers

42. SCHEDULES and CHARTS Helps for visual Learners Makes Fun Focus on interests of students Communication Tool PASS AROUND EXAMPLES

43. END of DAY ROLE PLAY Data collection tool for IEP Goals Reflect on entire day with each student Interaction between teacher and every student REINFORCER for the STUDENTS!!!

44. IEP GOAL DATA COLLECTION