behavioral progress monitoring for ieps rti plans fba/bips laurie willick icsd behavior specialist...
TRANSCRIPT
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B E H A V I O R A L P R O G R E S S M O N I T O R I N G F O R I E P S
R T I P L A N SF B A / B I P S
L A U R I E W I L L I C KI C S D B E H A V I O R S P E C I A L I S T
Data Based Decision Making
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Today We’ll Cover
Tools and techniques for measuring behaviorStrategies for compiling and graphing data
How to use data to improve our interventions
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Data Based Decision Making
Identify the problemAnalyze the problemImplement the interventionEvaluate the effectiveness of the intervention
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Identify the problem
Define the Problem
A problem is defined as the difference between what is expected and the actual student performance or behavior
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Identify the Problem
Define the problem
SpecificObservableMeasurable ClearObjective
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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.
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Identify the Problem
Gather baseline data
Choose a data toolFrequencyDurationIntensityABCInterval RecordingCombo platter
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Practice: On your worksheet
Circle your measurement strategyFrequency ABC ChartDuration IntervalIntensity Combination Select your data tool
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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
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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?
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Refining Target Behavior “Aggressive Behavior”
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Finding Patterns
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Establish Baseline: Frequency of Grabbing
Date Number of Grabs
April 13 4
April 14 2
April 15 5
April 16 3
April 17 4
April 20 3
April 21 3
April 22 5
April 23 0
April 24 2
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Establishing Baseline
Use average or median score depending on how much data you have (What tier?)
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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
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Practice: On your worksheet
Write a baseline data statement
Student
Baseline data
Performance Standard
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Implement the Intervention
Write a measurable goalTime 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%
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Practice: On your worksheet
Write a measurable goal
Time frame
Measurement strategy
Student
Behavior
Selected Performance Standard
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Implement the Intervention
Set up your graph Plot baseline data Plot your goal Draw a line from baseline to goal (goal line)
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Setting up your graph
Baseline 2-May 9-May 16-May 23-May 30-May 6-Jun 13-Jun 20-Jun0
0.5
1
1.5
2
2.5
3
3.5 Grabbing
Grabbing
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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?
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Implement the Intervention: Plot your DataAverage Incidents of Grabbing Per Week
Base-line
2-May 9-May 16-May
23-May
30-May
6-Jun 13-Jun 20-Jun0
1
2
3
4
5
6
7
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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
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Graphing Options
Good old paper and pencilExcelIntervention Central
Here’s how Excel works…
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Resources
www.interventioncentral.orgwww.studentprogress.orglwillick@icsd.k12.ny.us