Results-Based Model Core Results-Based Model Core TrainingTraining

Developed byGerald D. Nunn, Ph.D.,

NCSPSchool Psychology Program

Idaho State University

Revised July 2002

State of IdahoBureau of Special Education

Results Based ModelResults Based Model

Unit 5:Defining the Problem: Present Level of Performance & Problem Analysis

Determining PLOPDetermining PLOP (Present Level of (Present Level of Performance)Performance)

Define the Problem

Measurement Strategy Present Level of Performance (PLOP)

Problem Analysis

““What is the Present Level of What is the Present Level of Performance (PLOP)?”Performance (PLOP)?”

Present Level of Performance (PLOP) describes an individual’s baseline level of performance in a target behavior at a specific point in time.

PLOPPLOP

Currently, Matthew can read 45 WPM with 4 errors which is at the 10th percentile compared to his peers. Students his age are expected to read at a rate of 100 WPM with 3 errors to achieve performance at the 50th percentile.

Benefits of Collecting PLOP Benefits of Collecting PLOP datadata

PLOP data provides a benchmark /baseline against which subsequent performance can be compared.Helps to set challenging, achievable goals that compare the individual to him/herselfCompare the individual with other standards:

peer expectations

teacher expectations

school rules/expectations

performance standards

Steps for describing PLOPsSteps for describing PLOPs

1. Collect baseline data2. Summarize that data3. Choose a performance

standard4. Evaluate your data

Step 1: Collect DataStep 1: Collect Data

Behavioral definition to define what we will measure, e.g. ReadingChoose a measurement strategy, e.g. (event) words read correctlyCollect enough data to be

stablerepresentative

Data should be…Data should be…

3-5 Measures, that… Teacher says are “typical”, and…

StableStable RepresentatiRepresentativeve

Are Collected in appropriate setting(s)Are Collected within a relatively short time period

Accurately describe the behavior as it naturally occurs.

Step 2: Summarize the DataStep 2: Summarize the Data

Use a MEDIAN score. (Median = middle)

16,22,23 median = 22114,136,140 median = 136100,107,107 median = 10732,32,32 median = 3220,24,30,31 median = 2765,72,80 median = ________48,61,62 median = ________91,92,94,95 median = ________

Step 3: Select a Performance Step 3: Select a Performance StandardStandard

expert judgmentpeer performancecriteria for next environmentinstructional placement standardsschool policy/standardsdevelopmental normsmedical standardsadult expectations (parents, teachers, employers)local CBM norms

A Performance Standard is a yardstickto measure baseline data

Step 4: Evaluate DataStep 4: Evaluate Data

Does a discrepancy exist between the individual’s performance and the chosen standard?

“no” = STOP “yes” = answer next question

Is the discrepancy large enough for you to implement an intervention to reduce it?

“no” = STOP “yes” = DO SOMETHING!!

Describe PLOP: Chris Describe PLOP: Chris

1. Collect baseline data.Special education staff will collect data on the amount of time to clean a motel room for three consecutive days using Duration Recording Sheet.

Results:Day 1: 20 minutesDay 2: 24 minutesDay 3: 31 minutes

Describe PLOP: Chris Describe PLOP: Chris (contd.)(contd.)

2. Summarize baseline dataFind median level of performanceMedian duration = 24 minutes

3. Select a performance standardPerformance standard: motel job description and established standards = motel room must be cleaned within 15 minutes

Describe PLOP: Chris Describe PLOP: Chris (contd.)(contd.)

4. Evaluate the baseline data.

A. Is there a discrepancy between Chris’ performance and that of the performance standard?

Yes. Chris is expected to clean a motel room within 15 minutes. Chris’ median level is 24 minutes.

B. Is the discrepancy sufficiently large to suggest thatan intervention is needed?

Yes.

Describe PLOP: JohnDescribe PLOP: John

1. Collect baseline data.Resource room teacher will use grade book to record total number of assignments given, and total number of assignments completed during first four weeks of the quarter. Data will be converted to percentages.Results:

Week 1: 20%Week 2: 20%Week 3: 0%Week 4: 0%

2. Summarize baseline data.Find median level of performance.Median percentage = 10% assignmentcompletion (20-0 midpoint = 10%)

3. Select a performance standardTeacher expectation; teacher expects individual to complete all of their assignments and turn them in by their due date.

Describe PLOP: John Describe PLOP: John (cont.)(cont.)

1. Evaluate the baseline data.A. Is there a discrepancy between John’s

performance and that of the performance standard?Yes. 10% actual assignment completion vs. expectation for 100% completion

B. Is the discrepancy sufficiently large to suggest that an intervention is needed?

Yes.

Describe PLOP: John Describe PLOP: John (cont.)(cont.)

Describe PLOP: SallyDescribe PLOP: Sally

1. Collect baseline dataSpecial class teacher will record latency between directions and when Sally begins getting ready for recess for three consecutive recesses.Results:

Episode 1: 8 minutesEpisode 2: 5 minutesEpisode 3: 5 minutes

Describe PLOP: Sally Describe PLOP: Sally (cont.)(cont.)

1. Summarize baseline dataFind median level of performance

2. Select a performance standardTeacher expectation and peer performance

Median latency = 5 minutes

Teacher expects Sally to begin getting ready for recess within one minute of directions.

Describe PLOP: Sally Describe PLOP: Sally (cont.)(cont.)

4. Evaluate the baseline dataA. Is there a discrepancy between Sally’s

performance and that of the performance standard?

B. Is the discrepancy sufficiently large to suggest that an intervention is needed?

Yes. A median latency of 5 minutes vs. teacher expectation and peer performance of 30 seconds.

Yes.

Writing a PLOP StatementWriting a PLOP StatementInclude:Include:

description of the strengths relevant to the presenting problemdescription of the problem: academic, non-academic, and/or transition areasthe baseline performance

the performance standard selected/appliedgeneral statement of the expectation for changeother information relevant to the presenting problem

PLOP Statement: ChrisPLOP Statement: Chris

Chris can follow the cleaning steps accurately and cleans the motel rooms well. However, Chris’s employer expects that he clean each room within 15 minutes. Chris cleans rooms a median time of 24 minutes.

PLOP Statement: JohnPLOP Statement: John

John’s assignment completion in other classes is adequate. When John turns in history assignments, the answers are usually correct. However, he only turns in a median of 10% of his history assignments. The teacher’s expectation is that students turn in 100% of assignments on time. It would be expected that John will turn in at least 80% of his assignments on time.

PLOP Statement: SallyPLOP Statement: Sally

Sally is able to make a transition fromone academic activity to another within a one minute time frame. However, Sally does not begin to get ready for recess after a direction is given within a one minute period. Sally’s median time between the teacher giving the direction and her beginning to get ready for recess was 5 minutes. Her peers were able to begin tasks within 30 seconds of teacher direction. It would be expected that Sally will be able to comply within a one minute period.

Results-Based ModelResults-Based Model

Define the Problem

Measurement Strategy Present Level of Performance (PLOP)

Problem Analysis

Problem AnalysisProblem Analysis

WHY?? Why do I have a “DISCREPANCY”?

““What is problem analysis?”What is problem analysis?”

Problem analysis is the process used to examine probable explanations for the discrepancy between what the individual is expected to do and what the individual is doing.

AssumptionsAssumptions

Analysis is conducted for problem solving, not . expertise related to the content domain is present on the problem solving team (if it is not, get it).There is a high likelihood that an will be carried out.

Problem Analysis is:Problem Analysis is:

Data basedQuestion orientedMulti-dimensionalFocusedCollaborativeBased on sound proceduresLeads to an intervention

Problem AnalysisProblem AnalysisProblem AnalysisProblem Analysis

If done well, an

interventionusually falls

inyour lap.

Problem Analysis Actions:Problem Analysis Actions:

A. Clarify problem as skill or performance

B. Reconsider the domainsC. Organize and review existing

informationD. Examine probable explanations for

the discrepancy and possible solution

A. Clarify problem as skill or A. Clarify problem as skill or performanceperformance

Performance ProblemsPerformance Problems

Performance problems are the result of the behavior of the individual. The individual has the skills to do the work, but the individual’s behavior is getting in the way.

Skill ProblemSkill Problem

Skill problems are the result of the individual not knowing or not being able to do the requested work or activity.

Skill or Performance...Skill or Performance...

Important: The nature of a problem is domain-independent.

Academic problems can be skill or performance in nature.Social-Emotional problems can be skill or performance in nature.

Be sure to consider both possibilities for all problems.

Skill or Performance?Skill or Performance?

When in doubt, treat problems as

skill deficits.

Jeremy has a reading Jeremy has a reading problem. problem.

SkillNeeds additional instruction, practice and feedbackEarly acquisition of a skill

PerformanceCan retell detailsDoesn’t care if retells detailsTopic is uninteresting to himThinks it is stupidErrors are not attended to

Jeremy’s median score of retelling details is 2.Jeremy’s median score of retelling details is 2.Peers retell a median of 5 details.Peers retell a median of 5 details.

Christine has many Christine has many problematicproblematic bus behaviors. bus behaviors.

SkillShe has never learned to ride the bus appropriately.She does not understand the rules.

PerformanceShe has the skills to follow the rules, but disobeys them.Disobeying the rules is more reinforcing than following them.

B. Reconsider Four DomainsB. Reconsider Four DomainsICELICEL

Learner

Instruction

Problem

Curriculum

Environment

C. Organize and review C. Organize and review existing informationexisting information

Why is this problem situation occurring?What factors are contributing to the mismatch that exists between actual and desired levels of performance for each problem?What resources are available to help resolve this problem situation?

D.D. Examine probable Examine probable explanations for the explanations for the discrepancy and possible discrepancy and possible solutionsolution

Problem analysis shows that if_________is (behavior)

the problem, then ____________will/should (intervention)

___________________________________.(effect/outcome/results upon “problem”).

Apply this format:

SampleSample

Concern: Madonna does not understand what she reads.

“Guesstimate:” Madonna uses sight approach to reading and does not have decoding skills to sound out unfamiliar words.

Problem analysis shows that if decoding in the reading is the problem; then, if Madonna is taught and masters phonics, her reading will improve.

Problem Analysis: ChrisProblem Analysis: Chris

Concern: Chris cleans rooms too slowly.“Guesstimate”: Chris is watching television instead of devoting his full attention to cleaning rooms.

Problem analysis shows that if ____________ is the problem, then ____________ will should ____________

(effect outcome

results upon problem)

Problem analysis shows that if cleaning the rooms too slowly is the problem, then decreasing the amount of time on each task will help.

Problem Analysis: Chris Problem Analysis: Chris

Concern: Julia does not turn in assignments and is failing history “Guesstimate” Julia is not motivated to turn

in assignments.

Problem Analysis: JuliaProblem Analysis: Julia

Problem Analysis: Julia Problem Analysis: Julia

Problem analysis shows that if_________is the problem, then ____________will/should

___________________________________

(effect/outcome/results upon the “problem”).

Problem Analysis: JuliaProblem Analysis: Julia

Problem analysis shows that if motivation is the problem, then putting Julia on a reinforcement schedule will increase the number of assignments turned in on time.

Problem Analysis: CindyProblem Analysis: Cindy

Concern: Writing fluency is much slower than her peers

“Guesstimate”

Problem Analysis

Problem Analysis: CindyProblem Analysis: Cindy

Problem analysis shows that if_________is (behavior)

the problem, then ____________will/should (intervention)

___________________________________.(effect/outcome/results upon “problem”).

Apply this format:

Edward is a 9 year old, 3rd grade student described by his teacher as being “unmotivated and disinterested in his school work”. He has consistently low scores in all subject areas. His teacher and parent are particularly worried about his reading performance, with his assignments averaging about 50%correct during the first 9 weeks. He refuses to do his homework, and becomes angry when the teacher attempts to help him in class. Curriculum-Based probes of oral reading indicate that he is performing at about the 15th percentile.

Skill Building Steps:

1. Write a Behavioral Definition of the “problem”.2. Write a Measurement Strategy to measure the

“problem”.3. Write a PLOP statement.4. Write a Problem Analysis statement.

Skill BuilderSkill Builder

Results-Based Model Core Results-Based Model Core TrainingTraining

Developed byGerald D. Nunn, Ph.D.,

NCSPSchool Psychology

ProgramIdaho State University

Revised July 2002

State of IdahoBureau of Special Education