2.  Basic information on the essential elements of a Measurable Behavioral Objective (MBO).  A Template to guide you in the creation of an individualized, effective, quality, Measurable Behavioral Objective (MBO).  Basic information on the importance of a Measurable Behavioral Objective (MBO).  Basic information about the: Relationship between the MBO, Plan, Goal, Data, and Assessments.  ```

3.  Templates that will allow you to simply change the name and apply to your person.  (MBOs must be individualized to the person, situation, and objectives. Anything less is a huge disservice to the individual and whoever is paying for the intervention.) ALWAYS individualize for the person and situation.  ~~~

4.  When well written, AND based on a functional behavioral assessment, AND correctly implemented, and adjusted as needed, they provide:  BETTER OUTCOMES

5.  They, with well written goals, provide:  A clear unambiguous map to the desired destination (outcome).  To test this on your objectives, write a practice MBO and give it to a group of people without any additional explanation and see if they carry it out the same … as each other, and as intended.  An MBO is the core of the plan.

6.  As short as possible  As simple as possible  Succinct

7.  Charts  Visual: Schedules or Cues  Operational Definitions  as needed

8.  Be: Written in full partnership with primary care providers (i.e. parents/family)  Be: Written in full partnership with the intended recipient of services, to the extent possible.  Always protect the safety and dignity of the intended recipient and all others involved.  ~~~

9.  What are the current and DESIRED natural routines for the individual?  (In family and non-clinical natural environment context, WITHOUT the presence of a therapist. WITH family and/or typically developing peers.)  What does the individual want to be able to do?  What does the family want the individual to be able to do?  What does the individual need to do?  ~~~

10.  What is the individual doing now?  (What are his or her current skills and behaviors?)  (What are the baselines?)  ~~~

11.  Why is the individual doing what s/he is doing now?  (Best learned from a thorough, professional, Functional Behavioral Assessment which includes a Functional Analysis of Behavior.)  (There are ALWAYS reasons for behavior, an underlying need is often being met through or as a result of the behavior. IF the behavior is inappropriate, are there other ways for the individual to meet the underlying need? If the behavior is basically appropriate, are there ways to improve?)

12.  Measurable (ALWAYS)  Observable (almost always)  Repeatable (almost always)  ~~~

13.  Valid (measure what it is supposed to measure.)  Reliable (measures the same … across, time, people, situations.)

14.  Multiple variables  Maturation  Observer bias  (All of these WILL alter the validity of your data if you do not take appropriate precautions.)

15.  Goals represent where you want to go. MBOs represent the steps needed to get there.

16.  Positive, well supported, logically tied to both formal and informal assessments, and derived from desired outcomes.

17.  Contextualized within natural routines and/or desired natural routines.  Some MBOs can lead (or provide logical steps) to MBOs which are contextualized within natural routines, and/or desired natural routines, if there is a clear (parsimonious) path to the natural routine.

18.  MBOs should be contextualized within the natural routine and environment;  however, sometimes one must take steps to get to this point…as quickly as possible.  ~~~

19.  Use … as much as possible, Natural Reinforcement in lieu of Contrived Reinforcement.

20.  Identify the learner (target of the intervention) [WHO]  Identify the target behavior in measurable terms (what is the person supposed to do) [WHAT]  Identify the Target Stimulus or Cue that will clearly tell the person it is time to do the target behavior. [WHEN]  Identify the criteria for acceptable performance. [HOW] will we know the objective has been accomplished.

21.  The more complex the MBO, the more complex the data. The simpler the MBO, the simpler the data.  ~~~~~

22.  Tell you when the MBO has been met.  Tell you when the goal has been met.  Be graphed daily.  Provide you feedback to adjust the MBO and perhaps the entire plan as needed.  (Plans and MBOs should be adjusted at least every six months. If you are not making good progress, adjust, if you are making good progress and meeting objectives, adjust to the next steps. Remember the saying attributed to Einstein: “Insanity is doing the same thing over and over again expecting different results.”

23. ~~~

24.  For example: Name of Child

25.  For example: What specifically (in valid and reliably measurable terms) do you want the child to do?  ~~~

26.  For example: When is the child to do the desired behavior? What is the target stimulus or cue for the child that it is time to do the behavior? (Whenever possible use or systematically adjust the MBO to use naturally occurring target stimuli. For example: when hungry, or when s/he enters the home, or when finished eating.)

27.  How do we know the new or improved behavior is sufficiently consistent to move on to a next step? (You may also want to consider and submit to writing in another part of the plan, how you will know when it’s time to adjust because of lack of progress).  (How will you know that this objective has been met/accomplished?) This needs to be specific and the data easy to collect and understand (graphed). In the case of a safety issue, it must always be 100% (it is unacceptable to write that Joey will cross the street safely 50% of the time. The only thing that should change is the assistance or prompt level). For non-safety issues, an example would be 3 out of 4 trials for 3 consecutive weeks or 45% of the time for three consecutive weeks. Be careful about saying an average over multiple weeks or months as this can paint a very inaccurate picture in your data collection and reporting. Graph data daily to help you better understand trends.

29.  For example: list everything the child is supposed to do according to the MBO.  ~~~

30.  For example: amount of time the person has to start and/or complete the behavior (or task), how it is to be done, et etc.  ~~~

31.  Good data collection will almost always … unless there is an incredibly compelling reason not to:  Track EVERY target behavior and EVERY variable within the MBO and some outside of the MBO i.e. setting events.  ~~~

32.  Data should almost always be graphed the same day it is collected. This will help you understand trends, significant intervening variables, and needed adjustments.  Plans and interventions should be adjusted as soon as needed, not on a predetermined time schedule of one year or even six months.

33.  Answer in writing:  ~~~

35.  What benefit is the child getting from this?  Remember that the same problem behavior may derive different benefit in different settings, over time, with different people, and with satiation.  ~~~

36.  Also, What are the immediate antecedents that may impact this behavior?  What will you do about the setting events and antecedents?  Do IT

37.  What will you do about this reinforcement?  DO IT!

38.  Who? (Individual receiving the intervention)  What? (What this individual is supposed to do?)  When? (When will the person know it is time to do the behavior? What is the target stimulus or cue?)  How? (How will you know the objective has been met? What is the criteria for success?)  ~~~~

39.  When (or Upon entering his home) Charlie enters his home, if he is wearing his coat, Charlie will remove his coat and hang it on the coat rack, beside the front door, without any additional prompts, within two minutes of entering. Four out of five trials for three consecutive weeks.  ~~~~

40.  Write your MBO.  Let me know if you have questions.  For Free Training on this and other topics go to:  http://www.collaboration.me.uk/CDC_WORKSITE_HEALTH_SCOR.html