Behavior

=__** Using Data to Monitor Behavioral Interventions **__= = = Write the problem definition in observable, measurable terms (What will you measure?).
 * STEP 1: Identify the problem behavior **

// Draco engages in aggressive behavior (kicking, hitting, pushing, and grabbing) throughout the school day. //

Select a data tool (how will you measure it?) Frequency ABC Chart Duration Interval Recording Intensity Combination

Gather baseline data to refine the problem definition.

// Click for a sample of what to do with your baseline data once you have collected it! //


 * STEP 2: Analyze the problem behavior **

Use data from step one to revise your problem definition and write a baseline data statement Write a measurable goal Set up your graph
 * Student || // Draco // ||
 * Baseline data || // grabs objects from other students on average of 3 times per day // ||
 * Performance Standard (if you have it) || // compared to a peer who does not grab objects // ||
 * Time frame || // In 8 weeks time // ||
 * Measurement strategy || // as indicated by frequency count // ||
 * Student || // Draco // ||
 * Behavior || // will reduce grabbing // ||
 * Selected performance standard || // by 50% // ||
 * STEP 3: Implement the intervention **

Write your intervention plan
 * Prevention Strategies || // Structure choice time so children are spread throughout the room at stations. Monitor Draco. // ||
 * Teaching and Reinforcing || // Teach Draco to "use his words" to ask for objects and materials. Verbally reinforce him for asking for objects. // ||
 * Reactive Strategies || // Use modeling and practice. When Draco grabs from others, adults will say, "use your words." model, "Harry, may I please borrow your broom?" and then ask Draco to try again using appropriate strategies. // ||

Plot your for at least 6 data points

**STEP 4: Evaluate the student's response to the intervention**

Make a decision: Is the intervention working? □ Last three points below the line: change the intervention □ Last three points above the goal line, change the goal □ All points straddle the line, continue the intervention

Here is a to help you guide your decision making process.