Progress Monitoring for Behavior - PaTTAN

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Thanks for joining us for todayrsquos webinar Progress Monitoring for Behavior

Handouts can be downloaded by visiting the PaTTAN website Training then Calendar

wwwpattannet Click on Todayrsquos date and the name of the webinar

1

Progress Monitoring for Behavior

March 17 2014 PaTTAN

Linda Franchock Educational Consultant

Pennsylvania Training and Technical Assistance Network

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PaTTANrsquos Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of

Special Education and to build the capacity of local educational agencies to serve students who receive special

education services

3

PDErsquos Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment

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Objectives

bull Learn the importance of progress monitoring and data-based decisions

bull Learn how to write a measurable behavior goal

bull Learn how to select the appropriate progress monitoring tool to measure the studentrsquos progress toward the behavior goal established

5

Progress Monitoring

bull Progress monitoring is the process of ndash systematically planning collecting and examining

data to inform educational programming decisions This includes behavior management

bull Provides basis for evaluating intervention effectiveness based on ndash a pre-established criterion or goal

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Importance of Progress Monitoring

bull Provides visual picture of the facts (graphs charts diagrams etc) based on a pre-established goal ndash Shows patterns of learning over time ndash Supports data based decision making

bull Promotes informed decision making ndash Timely response to interventions

ndash Concise

ndash Relevant bull Accelerates learning opportunities bull Leads to higher expectations for students by

teachersteam 7


bull Documents progress for accountability purposes

bull Supports efficient and effective communication with families and other professionals about studentsrsquo progress (facts)

bull Overall the use of progress monitoring results in ndash more efficient and appropriately targeted instructional

techniques and goals which together maximizes attainment of higher levels of achievement

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Formulating the Behavioral Goal Example for training purposes only

Step 1 ndash Determine the behavior needed to change The IEP team determines through the present levels of the behavior

Baseline data example Problem behavior occurring when asked to transition from preferred to non-preferred tasks - Average of 865 episodes per day and average 35 minutes per day across 20 days

Determine the replacement behavior(what you will teach thestudent to do instead)

ndash Critical to progress monitoring

ndash Allows for comparisons ofbaseline data (currentlevel of performance)to data collected during intervention9

Formulating the Behavioral Goal

Guidelines for defining replacement behaviors 1 Identify and state in observable and measurable

terms the problem behavior targeted for change

Example for

training purposes

only

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Formulating the Behavioral Goal Guidelines for determining replacement behaviors cont

2 Identify and state in observable and measurable terms the replacement behavior ndash Replacement behavior criteria

bull Match the function of the problem behavior bull Compete with the problem behavior bull Realistic and attainable goal(s) bull Feasible to teach (staffingstudent level)

ndash Be written in objective language stating only observablemeasurable characteristics of the behavior allows the observer to determine the occurrence and non-

occurrence of the behavior Allows for easy measurement through frequency counts or

11time measures (eg duration)

Replacement Behavior ndash Examples Example for training purposes only

Problem Behavior Replacement behavior 1 The student constantly interrupts

during instruction with off topic comments to gain the teachers attention

bull Student will raise his hand to gain the teacherrsquos attention to make on-topic comments during instruction

2 When a task demand is placed the student engages in biting dropping to floor and hitting to escape the task

bull Student will comply with teacher requests within 5 seconds of a task demand in the absence of problem behavior

3 The student teases and mocks peers to gain their attention and interactions

bull Student will approach initiate and engage in social attention across peers and environments using gestures and words that are pleasant to others 12

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Step 2 - Determine how far and by when bull When writing a behavioral IEP goal the annual goal takes the

student from hisher present level of behavior performance to the level of performance expected by the end of the year ndash The goal includes 3-parts

bull Identifies the behavior to change bull States the anticipated and reasonable change in behavior

from baseline data bull States the amount of growth or level of proficiency so

that it can be measured

Example When given an instructional direction by staff Rachelwill comply with instructions without hitting andor making verbal refusals for all staff members in the classroom across a variety of settings 100 of the time

Example for training purposes only 13

Progress Monitoring Determining a Measure

Considerations ndash bull Determine level of current local peer performance for

success (proficiency) ndash What is the proficient level of behavior for the

average student in your classroom (time on-task compliance accuracy of work staying seated gaining attention transitioning waiting giving up preferred itemsactivities etc)

ndash How does that average level compare to the current level of the target studentrsquos behavior

bull Consider the severity and length of time the student has engaged in the behavior

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bull Consider support necessary potential staff training needed and number of teaching sessions that will be necessary to affect behavior change What is feasible implementation

bull Consider the level of progressions necessary between each step in your training sequence to eventually reach your stated goal

ndash Beware making progressions to large (leaps)

bull Consider potential variations in student responding throughout the intervention ndash Starts out easy for the student and become more challenging ndash Hard to get to responding started but once responding develops new

skills quickly

bull Consider fluency maintenance and generalization of the new behavior within your intervention goal

15

Developing Short-term Objectives and Benchmarks

Step 3 ndash Determine short-term objectives andor benchmarks

ndash Short term objectives are intermediate skills that are broken down and learned to meet the annual goal

ndash Benchmarks describe the amount of progress the student is expected to make in a specific segment of the year

bull Both must be written in measurable terms bull At least two objectives or benchmarks should be

written for each annual goal bull Progress on each goal should be documented

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Evaluation Criteria for Measurable Annual GoalsObjectives

Step 4 ndash Determine the evaluation criteria Identifies how well and over what period of time the student must perform the behavior in order to consider it mastered Examples

Quality Indicators Time Indicators bull Frequency (eg 9 out of 10 bull Days (eg over three

trials) consecutive days) bull Duration ( eg for 10 bull Weeks ndash (eg over a 4

minutes) week period) bull Distance (eg 5 feet) bull Occasions ndash (eg during bull Accuracy ( eg 90 accuracy) group on 5 consecutive

occasions) 17

Evaluation Procedures for Measurable Annual GoalsObjectives

Step 5 ndash Determine evaluation procedures to measure the criteria or progress (the how) bull Identifies the method that will be used to measure

progress and evaluate if the student has met the objective andor benchmark

Examples bull Structured observations of the targeted behavior by

teacher bull Self monitoring checklist (student) bull Behavior charting bull Video recording of performance bull Time sample

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Evaluation Schedule for Measurable Annual GoalsObjectives

bull Identifies how often the evaluation procedureswill be used to measure the studentrsquos progress toward to objective andor benchmark (the when) ndash This is NOT the date by which the student must

demonstrate mastery of the objective ndash Examples

bull Daily bull Twice a week bull Weekly bull Once a month bull Six weeks

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bull Measurable annual goalsobjectives must contain objective measurement criteria ndash Enables progress monitoring ndash Allows determination of the point at which the

objective has been accomplished ndash Examples

bull 95 accurate fewer than 5 times per day bull 20 correct behaviors trials per day bull 15 out of 20 trials without disruptive behavior on

three consecutive days

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Example -ProcedureScheduleCriteria

bull Objective criteria ndashcreate fewer than 10 disruptions per day for six consecutive days

bull Evaluation procedure ndash as observed and recorded by the teacher

bull Schedules ndash each day Example for training purposes only

Written example When given a instructionaltask by staff John will create fewer than 10 disruptions per day for six consecutive days as observed and recorded by the teacher daily

21

Process to Consider

bull (student name) will (do what) (to what extent) (over what period of time) or (by when) as evaluated through (evaluation procedures) on the following schedule (weeks quarterly term)

Example for training purposes only

ndash Katherine will wait her turn during group activities for 3 out of 4 turn-taking opportunities over 3 consecutive days as evaluated through teacher charting of the targeted behavior every 4 weeks

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Sample - Completed IEP Goals with Benchmark

Example for training purposes only III GOALS AND OBJECTIVES (Use as many copies of this page as needed to plan appropriately)

Measurable Annual Goal When given an instructional direction by staff Rachel will comply with instructions without hitting kicking andor making verbal refusals for all staff members in the classroom across a variety of settings 100 of the time

SHORT TERM OBJECTIVEBENCHMARK Expected Level of

Achievement Method of Evaluation

When given an instructional direction by staff Rachel will comply with instructions without making verbal refusals andor hitting and kicking for all staff members in the classroom across a variety of settings 90 of the time for at least 10 consecutive days

100 Charting and observation

III GOALS AND OBJECTIVES (Use as many copies of this page as needed to plan appropriately)

Measurable Annual Goal Johnny will use appropriate requesting skills to obtain desired items and activities from staff andor peers without hitting or grabbing staffpeers or grabbing items across a variety of settings 100 of the time



When motivated for an item or activity Johnny will use appropriate requesting skills to obtain desired items and activities from staff anor peers without grabbing or hitting staffpeers or grabbing items for 90 of the time across at least 10 consecutive days


23

Progress Monitoring of Annual Goal

Step 6 ndash Determine how progress toward the annual behavior goal will be measured bull Recording and reporting systems that ensure that the

students progress is objectively assessed Two Examples

bull Graphing ndash displays a pictorial summary of progress over time evaluated against short term goals and or benchmarks and the annual goal Should include awritten summary

bull Reporting forms Provide indicators of progress toward goal based on short term objectives and benchmarks See example

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Reporting Form Example Example for training purposes only

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Example of 30 eek aim with 6 wk monitoring periods


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MEASURABLE ANNUAL GOAL Describe HOW the childrsquos progress toward meeting this goal will be measured and WHEN periodic reports on progress will be provided to parents

Report of Progress

When at school and when given the verbal direction by staff to transition from a preferred task to a non-preferred task Ryan will stop a preferred task within 5 seconds of the request and move to a non-preferred task 100 of the time without problem behavior for 10 consecutive days

Observation and recording of Ryanrsquos response to first transition requests for 3 consecutive correct probes As well as progress monitoring charts will be forwarded every 6 weeks

Every 6 weeks

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Data Collection Data provides a system for a continuous decision making and improvement process

bull During intervention measuring the studentrsquos behavior goal through data collection allows us to monitor progress to determinehellip

ndash Effectiveness of strategies and programs for prevention and interventionbull Including fidelity of implementation

ndash When to adjust strategies and programs if necessarybull Shows patterns across time bull Records history of intervention(s)

ndash When the student has mastered the behavioral goal(s)bull Data collection on treatment fidelity can also be conducted to

determine if the intervention is being implemented correctly and consistently across staff (antecedent andor consequence)

27

Data Collection Considerations

Correlating measures may be considered throughout the progress monitoring process Examples bull Steps in intervention (correctincorrect prompt vs

independent)bull Maintenance data (Independent use of the skill in the

natural environment)bull Level of prompt necessary (independence goals)bull Behavior contract data bull Tokens successfully earned databull Academic skill improvement due to reduction in PBbull Skills acquired during a specific training (ie social skill

curriculum safety etc) bull Skill sets acquired within an intervention (benchmarks)28

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Data Based Decisions

bull Key features of effective data-based decision making processes include data that are ndash easy to collect ndash accurate valid and reliable ndash represented in user-friendly format (eg graph

diagram chart format) ndash available when decisions need to be made

bull A team approach is used for decision making ndash team members including the classroom teachers

trained in collecting and using data and who understand the value of their work (how the information is used in decision making)

29


bull Graphing directions httppattannet-websites3amazonawscomfilesmaterialspublicationsdocsHowToCreateGraphpdf

bull Graphing data provides a visual analysis that can increase the quality and speed at which you canmake interpretations and decisions ndash Intervention analysis can be done by looking athellip

bull Trend bull Stability bull Variability

30

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Trend displays the direction the data is going and indicates the effect that intervention is having on behavior

bull Increasing trend means data points are going up and intervention is having an increasing affect on behavior

bull Decreasing trend means data points are going down and intervention is having an decreasing affect on behavior

bull Zero trend means the data points are not going up or down and intervention is having no affect on behavior

Graphic httpwwweducateautismcomapplied-behaviour-analysisvisual-analysis-of-aba-datahtmlUxoEafldV8E



Example for

training purposes

only

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Stable Data - has little up and down movement between data points bull Lack of change could suggest that

the intervention is having little to no effect or that the student is maintaining the behavior depending on the change being graphed

Variable Data has very erratic ups and downs between data points

In general if the data has high variability it suggests that the instructor does not have control over the teaching methods (methods inconsistently applied andor potential other variables in the teaching environment randomly effectives student responding) This signals that a change may be necessary

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bull Is the student making progress toward the goals and objectives ndash General guideline If 4 of the last 6 data points or 4 consecutive

data points fall below aimline the student is not making progress bull Beware of time represented on X-axis (weeks months

quarters)

bull How is the student responding to the intervention ndash Prevention strategies ndash Instructional materials and methods ndash Instructor

bull Is there fidelity of implementation ndash Is intervention implemented as planned ndash Is implementation consistent across instructors ndash Is the treatment schedule being followed ndash Is the treatment schedule dense enough

bull Opportunities for teaching AND practice of the skill 33

Data Based Decisions bull If a studentrsquos performance is below the aimline on 3

consecutive days but is parallel to the aimline monitor student performance through the next several data points ndash If it accelerates continue as planned

bull Review with team to determine if there were any issues that could reoccur that would effect future progress

ndash If it continues to decelerates review all data and observe implementation for potential barriers or changing variables affecting progress

ndash If it flat lines (no change) review data and observe implementation for potential barriers or changing variables affecting progress

bull More time may be needed to see an effect set a criteria if time is extended

34

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bull If the studentrsquos performance is above the aimline after 3 or more consecutive days it may be appropriate to raise the aimline (exception 100)

bull Draw the new aimline parallel to and above the most current aimline

bull Anytime the intervention is changed a phase change line should be added to the graph ndash Provides visual correlation between or among changes

that have occurred over time and student responses to those changes in intervention

bull Promotes data based decision making and progress monitoring bull Tracks whatrsquos working whatrsquos not working for analysis and

potential future intervention changes

35

Examples for Analysis Example for training purposes only

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Developing Effective IEPs Resource Links

bull Writing Effective IEP Goals (Publication) ndash httpwwwpattannetcategoryResourcesPaTTAN

20PublicationsBrowseSingleid=519284800c1c44 6a7a000002

bull Developing Standards Aligned IEPs (Webinar) ndash httpwwwpattannetVideosBrowseSinglecode_

name=np_aligned_IEP

bull Addressing Behavior in the IEP (Webinar) ndash httpwwwpattannetVideosBrowseSinglecode_

name=addressing_behavior_in_the_iep 37

Contact Information wwwpattannet

Linda Franchock Lfranchockpattannet

bull (717) 541-4960 ext 3103 bull 1-800-360-7282 (Toll free in

PA only) Commonwealth of Pennsylvania Tom Corbett Governor

Pennsylvania Department of Education Carolyn C Dumaresq EdD Acting Secretary

Patricia Hozella Director Bureau of Special Education

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PaTTANrsquos Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of

Special Education and to build the capacity of local educational agencies to serve students who receive special

education services

3

PDErsquos Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment

4

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3142014

Objectives




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Progress Monitoring




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ndash Concise


teachersteam 7






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Example for

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skills quickly


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occasions) 17






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Process to Consider




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Report of Progress



Every 6 weeks

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Objectives




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Progress Monitoring




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ndash Concise


teachersteam 7






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Example for

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skills quickly


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occasions) 17






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Process to Consider




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Report of Progress



Every 6 weeks

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Example for

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quarters)










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name=np_aligned_IEP









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ndash Concise


teachersteam 7






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Example for

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skills quickly


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occasions) 17






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Process to Consider




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Report of Progress



Every 6 weeks

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Example for

training purposes

only

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quarters)










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Example for

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skills quickly


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occasions) 17






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Process to Consider




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Report of Progress



Every 6 weeks

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Example for

training purposes

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quarters)










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name=np_aligned_IEP









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skills quickly


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occasions) 17






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Process to Consider




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Report of Progress



Every 6 weeks

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Example for

training purposes

only

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quarters)










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skills quickly


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Process to Consider




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Report of Progress



Every 6 weeks

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Example for

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quarters)










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skills quickly


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Process to Consider




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Report of Progress



Every 6 weeks

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Example for

training purposes

only

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quarters)










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name=np_aligned_IEP









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Process to Consider




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Report of Progress



Every 6 weeks

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Example for

training purposes

only

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quarters)










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Process to Consider




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Report of Progress



Every 6 weeks

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Process to Consider




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Report of Progress



Every 6 weeks

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Report of Progress



Every 6 weeks

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quarters)










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Report of Progress



Every 6 weeks

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Progress Monitoring for Behavior - PaTTAN

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Transcript of Progress Monitoring for Behavior - PaTTAN