1. Evaluation Plans & Measuring Outcomes

2. Evaluation Plan: Setting Goals and Monitoring Progress

3. Evaluation Plan Data to be CollectedProcedures for Data Collection Person Responsible Timeline Is plan being implemented? Is plan making a difference?

4. Evaluation Plan Data to be CollectedProcedures for Data Collection Person Responsible Timeline Is plan being implemented? Are staff implementing tasks as assigned in BIP Implementation Plan? Staff monitor task completion daily with 3x5 inch notecard Review tasks at BIP Review meeting As assigned in BIP Implementation Plan Implement as of 2/27, ongoing Review at BIP Rev Mtg Is plan making a difference? # of tantrums/ week Student use of hand-raising to request escape # math problems completed in class/ total problem Teacher notes occurrences of tantrums in math Teacher notes occurrences in math Teacher notes in class Teacher/Asst 2/27 ongoing Plan Review Date 5/31/05

5. Identifying & Prioritizing Outcomes What is most important to the referring teacher? Define desired improvements If the student increases/decreases this behavior you will feel like: a) your life is better b) the student is improving What is most important for the benefit of the student?

6. Competing Behavior Pathway

7. Develop an Evaluation Plan Specify short term goal  Focus on use of alternative behavior & reductions in problem behavior  Short term goals will continuously be revised in working toward the long- term goal Specify long term goals  Focus on desired behavior & reductions in identified problem behavior Specify evaluation procedures  Point cards can be a good way to track progress  Other alternatives – scatterplot, teacher grading records, attendance, referrals Plan review date (within 2 weeks) to evaluate the effectiveness of plan

8. Competing Behavior Summary Typical Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternate Behavior Antecedent Setting Event Summary of Behavior

9. Competing Behavior Pathway Guide for Evaluation Plan Identify  Short term goals and intervention Alternate Behavior  Long-term goals and intervention Desired Behavior Set Reasonable Goals:  Behavior Change is a Process requiring Breaking Habits and Learning new skills

10. Start with the Short Term Goals Increasing the Alternate Behavior & Decreasing Problem Behavior

11. Use Competing Pathway to Identify Outcome Measures Typical Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternate Behavior Antecedent Setting Event Summary of Behavior Immediate Short Term Goals Reduce Problem Behavior Increase use of Alt. Behavior

12. Why the Alternate Behavior? Why can’t we go right to the Desired Behavior? Success, another problem Sent back to table (escape task) Complete math problem Throws a Tantrum Raise hand & ask for break Given double digit addn problems None identified 1. This is what we’re asking the student to do. 2. This is what the student wants now. 3. Look how different this is from what’s happening now 4. The student is going to need to gain the math skills before being able to do this like peers 5. So… in the meantime we use the alternate behavior

13. Desired Behavior Long-term goal = to follow regular classrooms routines and norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers

14. Teaching Interventions: Desired Behavior Achieving the Desired Behavior most often requires a sustained, focused teaching effort to build missing skills  Academic deficits (often related to Avoiding difficult tasks) Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap  Social Skills deficits (often related to seeking attention) Example: student seeks negative attention due to isolation from peers and adults resulting from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context  Communication deficit Example: student screams and rocks vigorously back and forth due to limited communication skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)  Organizational/school skills deficits Example: student doesn’t complete homework due to limited scheduling and organization strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

15. 2. Next, teach content required to support student to achieve the Desired Behavior What do we need to teach student to achieve the desired behavior?

16. Example: Teaching Behavior A  B  C We also may want to provide additional instruction in multi-digit multiplication & division to help Dexter gain confidence in completing math problems independently *By providing Dexter additional instruction in multi-digit multiplication & division, we can eventually make the problem behavior unnecessary.

17. So… back to a short term goal Develop a goal to review in 2 weeks at initial follow-up meeting Focus on:  Reducing problem behavior  Increasing use of alternate behavior How can we measure this in a feasible, but effective way?

18. Short term Goal Reduce frequency of problem behavior Increase use of alternative/replacement behavior How do we measure this?  Depends on the frequency & type of problem behavior

19. Identifying an Appropriate way to Measure Must measure specific targeted/ prioritized behavior (Fighting, disruption, off task, attendance, work completed, etc.)  Best way to measure (Objective v. Subjective) Frequency Duration Subjective rating (point card) Balancing Accuracy & Feasibility of Data Collection  Measure must be a feasible form of data collection for teachers/staff What is the baseline?

20. Use Existing Data Forms when possible Try to be consistent with point card forms that might be in use for Check-In/Check- Out programs if possible

21. Using Point Cards Point cards are an easy way to track progress with a behavioral plan Good for helping students learn to monitor their own behavior Easily linked with Reinforcement Program Flexible & feasible for teachers

23. Individualized Point Card Fill in more specific behaviors

24. Identify a Short-term Goal & Data Collection Plan & Format Short-term Goal -- Where to start: 1. Reduction in Problem Behavior 2. Increase in Alternate Behavior Do we have any baseline data?

25. Identify a Short-term Goal & Data Collection Plan & Format Short-term Goal -- Where to start: Do we have any baseline data? Point cards? Discipline referral? Teacher estimates of frequency/duration Use data/estimates to set a reasonable goal

26. Identify a Short-term Goal & Data Collection Plan & Format Short-term Goal -- Where to start: Use data/estimates to set a reasonable goal Set initial goals that the student is able to achieve (early success) Link incentives to data & reasonable student progress (so goals must be reasonable)

27. Questions for Evaluation Plan Does your evaluation plan focus on the prioritized behaviors of concern?  Reduction in problem behavior  Increased use of alternate and desired behaviors? If the student meets the goal, will there be a noticeable difference in student behavior? Is the evaluation plan clearly linked with the reinforcement program? Is data collection feasible?

28. Initial Success: Transitioning to Desired/ Long-Term Goals

29. Use Competing Pathway to Identify Outcome Measures Typical Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternate Behavior Antecedent Setting Event Summary of Behavior Immediate Short Term Goals Reduce Problem Behavior Increase use of Alt. Behavior Longer Term Goals Adjust Goals Over Time… as Student exhibits success

30. Desired Behavior Long-term goal - to function independently and follow normal classroom expectations Likely to require intensive intervention that gradually removes support until student responds to classroom expectations without extra support

31. Consequence Interventions Measuring Behavior Transition to Measuring the Desired Behavior(s), or approximations of the desired behavior  The ultimate plan is to have the student move beyond the alternative behavior to using the desired behavior

32. Linking Measurement Plans & Reinforcement Plans Considerations for Reinforcing Desired Behavior  The goals & expectations for desired behavior must be reasonable Reasonable expectations of student behavior  EXAMPLE: on a daily basis the student is out of seat & off task the entire period & has not turned in any work the entire term  Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets  More Reasonable approximations:  Turns in assignments 50% completed  On task and trying to complete work 15 for 15 minutes each period

33. Linking Measurement Plans & Reinforcement Plans Considerations for Reinforcing Desired Behavior  The timeframe for goals & expectations for desired behavior must be reasonable  Reasonable timeframes for Reinforcement Probably NOT Reasonable Timeframes for reinforcement  If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday  If student is in seat and on-task for the entire period, he will earn a candy bar More Reasonable Timeframes for reinforcement  If student completes 5 problems, he can choose 3 problems to cross off the worksheet  If student is on task for 10 min., he will earn 4 min. of computer time

34. Adjusting Goals while Modifying Supports Increased Self Monitoring Fading Antecedent supports Fading/Refocusing Reinforcers  Decreasing frequency  Increased connection w/ natural reinforcers  Changing focus of goals & reinforcers from reducing problem behavior to increasing desired behavior

35. Feedback & Progress Monitoring as Intervention

36. Effective Reinforcement Immediacy/frequency of the reinforcer Contingent reinforcement Strength/Value of the Reinforcer The most prominent and frequent reinforcer available in effective classrooms is success on academic tasks

37. Immediacy of Reinforcement Immediate reinforcement is stronger than delayed Delivering a reinforcer immediately after the target behavior helps the student clearly understand that the reinforcer is connected to this specific behavior  Diminishes likelihood student will accidentally attribute the reinforcer to another behavior Verbally labeling the behavior being reinforced while giving the reinforcer also helps

38. Contingent Reinforcement Contingent v. Noncontingent  Contingent = – student understands there is a clear relationship between exhibiting a specific behavior & gaining positive feedback/reinforcement  For a reinforcer to be most effective, students must clearly learn they receive the reinforcer only after performing the target behavior and NOT when engaging in other behaviors  Consistency in responding, and not responding, is key

39. Contingent Reinforcement Be Respectful is less clear & specific then Keep your hands and feet to your self  Focusing on fewer more specific behavior is a way to strengthen a reinforcement system for a resistant student We can make clearer the behavior that is going to be reinforced We also want to make sure to consistently present the reinforcer following occurrences of the specified behavior

40. Value/Strength of a Reinforcer We need to understand what will be reinforcing for the student Preconceived notions about what should be reinforcing for a child are frequent reasons for the failure of reward programs  Ask student, observe student, see what they value Deprivation v. satiation  We need to change up reinforcers periodically to keep it interesting

41. Strengthening an Individual Student Reinforcement System Make reinforcement more frequent  Don’t wait too long for student to earn incentive  Student must be able to succeed Target specific behaviors to be the focus of the reinforcement program  Focusing on fewer behaviors may be beneficial, particularly when beginning a reinforcement program Provide immediate reinforcement  Keep delay between performing behavior & receiving incentive to a minimum Make sure incentive is highly valued by the student  Do not assume it will be highly valued

42. Evaluating & Strengthening/Fading Point Cards Look at the following point cards Identify variables on the point cards related to:  Immediacy/frequency of feedback & reinforcement  Specificity of behavioral expectations targeted Discuss how to manipulate the point cards to make them stronger and how to fade them

46. Team Activity Develop an Evaluation Plan for your student  Remember to focus goals and data collection on your alternate behavior & desired behavior  We want numeric data that we can present in graph form for progress monitoring Data collection must also be manageable for staff