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

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

3. Data Based Decision Making
Identify the problem
Analyze the problem
Implement the intervention
Evaluate the effectiveness of the intervention

4. Identify the problem
Define the Problem A problem is defined as the difference between what is expected and the actual student performance or behavior

5. Identify the Problem Define the problem Specific Observable Measurable
Clear
Objective

6. 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.

7. Identify the Problem
Gather baseline data Choose a data tool Frequency Duration Intensity ABC Interval Recording Combo platter

8. Practice: On your worksheet
Circle your measurement strategy
Frequency ABC Chart
Duration Interval
Intensity Combination
Select your data tool

9. 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

10. 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?

11. Refining Target Behavior “Aggressive Behavior”

12. Finding Patterns

13. 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

14. Establishing Baseline
Use average or median score depending on how much data you have (What tier?)

15. 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

16. Practice: On your worksheet
Write a baseline data statement
Student
Baseline data
Performance Standard

17. 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%

18. Practice: On your worksheet
Write a measurable goal
Time frame
Measurement strategy
Student
Behavior
Selected Performance Standard

19. Implement the Intervention
Set up your graph
Plot baseline data
Plot your goal
Draw a line from baseline to goal (goal line)

20. Setting up your graph

21. 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?

22. Implement the Intervention: Plot your Data Average Incidents of Grabbing Per Week

23. 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

24. Graphing Options Good old paper and pencil Excel Intervention Central
Here’s how Excel works…

25. Resources www.interventioncentral.org www.studentprogress.org