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Data Based Decision Making

Data Based Decision Making. Behavioral Progress Monitoring For IEPs RTI Plans FBA/BIPS Laurie Willick ICSD Behavior Specialist. Today We’ll Cover. Tools and techniques for measuring behavior Strategies for compiling and graphing data How to use data to improve our interventions.

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Data Based Decision Making

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  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

  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)

  16. Practice: On your worksheet Write a baseline data statement

  17. Implement the Intervention Write a measurable goal

  18. Practice: On your worksheet Write a measurable goal

  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 DataAverage 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 lwillick@icsd.k12.ny.us

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