Monitoring of
Child Progress
Shelby County (AL) Early Childhood SPED Services
Professional Development
Monday March 22, 2010
William McInerney / Laurie Dinnebeil
Judith Herb College of Education
University of Toledo
Support provided by Margie Spino, M.A.
Assessment (strengths & needs)
 IEP (goals & objectives)
 Progress Monitoring (collecting child
progress data)
 Everyday Items

Assessment
One of the purposes of assessment is
intervention planning
– What do we need to teach this child? What are
appropriate instructional goals & objectives?
What is rationale for these goals & objectives?
– What are the child’s strengths relative to the
demands or expectations of skills in the natural
environment?
– How will we teach this child?
– How should we arrange the environment
(classroom and peer interaction) to facilitate the
acquisition and practice of these skills?
Assessment

Assessment, Evaluation, and Programming
System for Infants and Children (AEPS),
2nd Edition (Bricker, 2002)
◦ Assesses fine motor, gross motor, adaptive,
cognitive, social-communication, social
functioning
◦ Curriculum volume offers a complete set of
learning activities to facilitate children’s
acquisition of functional skills
◦ http://www.brookespublishing.com/store/books/bricker-aeps
Assessment

Curriculum Aligned with Head Start
Outcomes:
– The Creative Curriculum for Preschool,
Fourth Edition (Trister Dodge,
Colker, & Heroman, 2003)
– Preschool Child Observation Record
(COR), Second Edition (High/Scope
Educational Research Foundation,
2003)
Questions to consider when developing goals
from criterion- and curriculum-referenced test
results:
1. What SKILLS were the items that the child
failed designed to measure?
2. Do the items that the child failed reflect
important concepts or skills that the child
needs to acquire?
3. Do separate items that the child failed
represent classes of important behaviors?
Questions….. cont.
What do the failed items say about the
child’s overall competence in the across
skill areas?
5. Why are these skills important to this
child?
6. Is this an essential skill for the child to
function in his present and future
environments?
7. Are there prerequisites for this skill ?
If so, can the child perform these
prerequisite skills?
4.
Questions…. cont.
8. How does the performance of this skill
relate to other skills in this domain or
other developmental domains?
Is this skill an important prerequisite to
other skills?
Should the focus of instruction for this
skill be on acquisition, fluency,
maintenance, or generalization?
Wolery, 2004
Alternative Assessment
Ecological Assessment
◦ Process for generating goals and objectives,
identifying instructional strategies, and
devising methods of data collection
◦ Can be implemented in classroom, at home,
childcare setting, or the community before or
immediately after the child is placed in the
setting
Noonan & McCormick, 2006
Ecological Assessment Process
1.
2.
3.
4.
5.
6.
List daily activities and routines
List important behavioral expectations
Rate as “can do” or “needs to learn”
Formulate goals and objectives
Plan instruction
Plan how to monitor child progress
Noonan & McCormick, 2006
Ecological Assessment - Example
Activities/Routines Can Do
& Expectations
Needs
Comments
to Learn
Objectives
Activity/Routine:
Arrival/free play
• Say “Hi” and
respond to “How are
you?”
• Put belongings in
cubby
• Select toy, play table
or center
√
No response –
does not look at
teacher, just
goes inside
Greet teacher (eye
contact +
verbalization) at the
door
Looks for his
photo and
pushes his
backpack into
his cubby
√
√
Just wanders
around the
room
Select a toy, play
table or center
Noonan & McCormick, 2006
Developing (and Detoxing………)
Learning Goals & Objectives
Goal vs. Objectives
Goals
◦ Broad & general statements
identifying the desired outcome of
intervention/instruction
◦ Describe behaviors child can
accomplish during a 9-12 month
period
Objectives
– Precise and specific statements
that child can reasonably
accomplish in 3-6 months
Goals……Examples

Jared will participate in the morning
circle routine.

Anisa will eat and drink, independently,
at snack time and at lunch.

Anthony will play on the wheel toys and
the playground equipment.
Noonan & McCormick, 2006
Objectives – Quality Indicators

Functionality

Generality

Integration

Hierarchical Relationship

Measurability and Monitoring
Noonan & McCormick, 2006
I. Functionality

Will the skill improve the child’s ability
to participate, independently or with
assistance, in all or most natural
environments?

Will the skill increase appropriate
interactions with peers and materials in
the natural environments?
Notari-Syverson & Shuster, 1995
Use of Functional Verbs in IEP Planning
•
•
Use actions that can be observed
Examples of Functional Verbs:
– point to, name, write, say, share, sing, put away
Examples of NON-functional Verbs:
– improve, understand, increase, exhibit, identify
… will improve his communication skills
… will identify her name …
Mcwilliam & Casey, 2008
Functional Verbs
Kai will identify colors …
Functional Verbs
To change a nonfunctional to a functional verb
ask what the behavior should look like.
Nonfunctional: … will become involved in
circle time …
What does ‘being involved in circle time’ look like?
Functional: … during circle time, Aaron will
choose a song from the choice board and
sing song with peers …
McWilliam & Casey, 2008
Functionality
True test of functionality is to ask WHY the
child is working on the given goal/objective. If
skill is functional, the answer will be
immediately apparent.
Helps to add a rationale statement
… skill is necessary so that …
… skill is necessary in order to …
… if child could not perform this skill, adult
or peer would need to do so
Where in the World is the
“Functional” objective:
1.
5 year old Robin will string 5, 1” beads on
a string, by herself.
2.
4 year old Traci will verbally respond to
another child who asks her a question.
3.
5 year old Justin will follow 2-step
directions provided by a familiar adult.
4.
3 year-old Rannon will stack 6,1.5 “ blocks,
by himself.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
Is That Your Final Answer?
If you think that objectives “2” and “3” are
functional, you’re right!
– Responding to another person who asks a question
is an important skill that will help Traci interact with
her peers and be part of the group.
• Traci will verbally respond to another child who asks her a
question …..RATIONALE…..so that she can interact with
her peers and be part of the group.
– Following multi-step directions is an important skill
for Justin to learn because he’s going to need to do
that when he goes to kindergarten.
• Justin will follow 2-step directions provided by a familiar adult
…..RATIONALE….. in order to be prepared for
kindergarten.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
What About Stringing Beads
and Stacking Blocks?

Let’s talk about Robin’s and Rannon’s
objectives.

Can Robin be successful in preschool or
kindergarten if she can’t string beads?
Will Rannon get along OK if he can’t
stack blocks?

In isolation, string beads or stacking
blocks, are not critical skills or
behaviors.
Material taken from Project Open House,
Drs Dinnebeil and McInerney
The Important Question: What are the skills
“behind” stringing beads or stacking blocks?
Stringing beads or stacking blocks depends
on the ability to use your hands to
accomplish a task requiring good finemotor control. These are important skills
that allow children to be successful in other
settings and are linked to more mature
skills (e.g. dressing, printing, use of utensils).
•
How could we rewrite objectives for Robin
or Rannon so that they are functional?
Material taken from Project Open House,
Drs Dinnebeil and McInerney
What are other activities that require
similar fine motor skills?

Instead of “stringing beads”…
…Robin will use both hands to
complete a task …
Such as? …………………………
Instead of “stacking blocks……
Rannon will …………?

Material taken from Project Open
House,
Drs Dinnebeil and McInerney
II. Generality
•
•
Can the skill be ‘generalized’ or
demonstrated across a variety of people,
activities, materials, and
settings/environments?
Examples:
– …will manipulate puppets, block, spoons, and
zippers using both hands …
– … during circle time, snack, and outside play …
– … with the teacher, peer, or Mom …
Notari-Syverson & Shuster, 1995
III. Integration of Skills
Do the child’s peers demonstrate this skill within a
variety of daily activities and routines?
• Are there naturally occurring antecedents and
logical consequences for the skill in the child’s daily
activities and routines?
• Can the skill be taught and practiced in a variety of
activities and settings?
•
Examples:
– … will request help bathroom..accessing materials
– … will clean up…. after building center… snack …
Notari-Syverson & Shuster, 1995
IV. Hierarchical Relationship
Is mastering the learning objective
necessary in achieving the learning goal?
Example:

◦ Goal: Jackie will participate in morning circle
routine.
◦ Objective necessary to reach that goal:
 In morning circle, Jackie will say “I’m here” when
her name is called in attendance roll, on 3
consecutive days.
Notari-Syverson & Shuster, 1995
V. Measurability and Monitoring
Can the skill be seen and/or heard so that
it can be counted?
 Can an example of the skill be recorded?

Purpose of monitoring is to let the team,
including the family, know when the objective
has been accomplished.
Notari-Syverson & Shuster, 1995
Challenges of Measurability
1.
Does the objective measure an
appropriate aspect of the target skill or
behavior?
WHAT’S WRONG with this Objective? Jackie
will respond to 3 routine questions (roll
call, weather, day of the week) in morning
circle by pointing to the appropriate
picture on her communication device,
80% of the time for a week.
Noonan & McCormick, 2006
Challenges of Measurability
1.
Does the objective measure an
appropriate aspect of the target skill or
behavior?
BETTER: Jace will respond to 3 routine
questions every day for a week (roll call,
weather, day of the week) in morning
circle by pointing to the appropriate
picture on his communication device 80%
of the time for a week. without a
prompt.
Noonan & McCormick, 2006
Challenges of Measurability
2.
Is it clear how to elicit the target skill or
behavior ?
WHAT’S WRONG with this objective?
When shown any 2 letters or small pictures
and asked to say “same” or “different,”
Jessie will respond correctly, 9 of 10 trials.
Noonan & McCormick, 2006
“Trials” are for Lawyers and Rats…. not
Kids.
How about…
… using “opportunities” or
“observations” or “attempts”
Challenges of Measurability
2.
Is it clear how to elicit the desired skill or
behavior?
BETTER: When shown any 2 10 pairs of 2”
lower case letters or small pictures with
minimal differences and asked to say
“same” or “different,” Jessie will respond
correctly 6 of 7 trials opportunities.
Noonan & McCormick, 2006
Challenges of Measurability
3.
Can performance of the behavior be
measured within the context of daily
routines and activities?
WHAT’S WRONG with this objective? When
shown 10 pairs of 2” letters or small
pictures with minimal differences and
asked to say “same” or “different,” Jessie
will respond correctly 6 of 7
opportunities.
Noonan & McCormick, 2006
Challenges of Measurability
3.
Can performance of the behavior be
measured within the context of daily
routines and activities?
BETTER: When shown 10 pairs of two-inch
letters or small pictures small objects with
minimal differences variation in color, shape,
size, and function (3 to 5 a day in the context
of ongoing activities) and asked to say “same”
or “different,” Jessie will respond correctly 6
of 7 opportunities.
Noonan & McCormick, 2006
Activity: Improve the Quality of these IEP
Objectives
1.
2.
3.
Sam will exhibit improved ability
to express her wants and needs
at least 80% of the time.
Desmond will manipulate
classroom objects 7 out of 10
trials, for 5 consecutive data
collection days.
Kelly will socialize with his peers
appropriately in 3 out of 5 trials.
Activity: Improved IEP Objectives
1.During daily activities (e.g., small group,
center time, snack time), when asked
“What do you want?” Sam will use 2or 3-word (agree on 2 or 3, not both)
constructions to request items, at least
once during 3 different activities, within
a 5 day period. In doing so, she will
become more independent and others will
be able to meet her needs.
Activity: Improved IEP Objectives
2. During snack time, free play time, or small
group time, Desmond will manipulate (e.g.
twist open, screw on lid, etc.) 3 different
objects or materials that require the use of
both hands at the same time, ONCE a day, 4
consecutive observations.
3. Kelly will move toward and remain within 1’
of another children for at least 2 minutes, 3
different times during free-choices times
(such as centers), over 3 consecutive days,
so that he can participate socially during
these routines.
What’s next?
Prioritizing IEP Objectives
1.
Some skills may require direct and
consistent intervention by EC partner
teacher or classroom teacher
2.
Effects of maturation and peer
interactions should be considered
3.
Some skills may be preferred by parent
and/or ECE partner vs. other skills
42
Prioritizing of IEP Objectives
4.
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’ (e.g. Kgarten)
5.
Some skills or behaviors may develop as a
result of peer acceptance and interaction
6.
Some skills or behaviors may be acquired via
incidental teaching
43
Prioritizing IEP Objectives Factors to Consider (MEPI)
• Maturation/experience of child
• Expectations and demands of ECE
environment
• Peer expectations and intentional peer
interaction (planned by ECE/IECSE)
• Need for immediate and intensive Intervention
44
M = Maturation / Biology
Evaluate
learning objective to determine if
‘target’ behavior / skill is likely to improve
as child develops without significant
teacher or peer involvement
(e.g. minor
articulation problems, grasping
of objects, dressing skills)
45
E = Environmental Support
 Evaluate
learning objective to determine if
‘target’ behavior / skill is likely to improve as a
result of child access to materials or teacher
‘engineering’ of learning (or home)
environment’.
 Will
securing items in a variety of containers and placing
out of child’s reach result in increased opportunities for
fine motor skill development and communication (e.g.
seeking desired toy/item with or w/o request for
assistance)
46
P = Peer Intervention / Support
 Evaluate
learning objective to determine if ‘target’
behavior / skill is likely to improve as a result of
child interaction with competent peers. Teacher
organization of ‘peer buddies’ and cooperative
activity groups will increase opportunities for
imitation learning (via peer modeling). Also peer
‘expectations’ for social interaction and
communication may provide ‘motivation’ to target
child to improve skill or behavior.
47
I = Intensive / Direct Intervention
 Evaluate
learning objective to determine if ‘target’
behavior / skill is of IMMEDIATE use or will enhance
child’s acceptance in learning community. Examples
would include aggressive behavior, very limited
communication skills, very limited personal mobility,
toilet training (if developmental indicators present).
Child would not be expected to make reasonable
progress toward acquisition of this skill/behavior
without DIRECT and consistent teacher
intervention.
48
Prioritizing IEP Objectives

MEPI Activity

Help ECE teacher
understand that they
don’t have to address
EACH IEP objective
with the same level of
intensity

Use MEPI Model for
making rational
decisions about how
IEP objectives can be
addressed
49
Use the MEPI………
1.
During snack time, free play time, or small group time,
Desmond will manipulate 3 different objects or
materials that require the use of both hands at the
same time one time a day for 2 consecutive weeks.
2.
Emily will use /k/ sounds in the initial position of words,
one observation during 5 min. of play/snack/group
sessions in 5 consecutive observations.
3.
Kelly will move toward and stay within 1’ of other
children for at least 15 seconds, 5 different occasions
during free-choices times (such as centers), over 3 days,
so that he can participate socially during these routines.
Progress Monitoring

Direct Measurement

Indirect Measurement
Progress Monitoring
Direct Measurement
provides the most accurate representation of a
child’s behavior or skill acquisition and is the
preferable approach to use to measure change.
 However, the use of direct measurement by busy
families and providers is not often possible.
Indirect measurement may offer a more userfriendly approach.

Direct Measurement
Event recording
 Percentage
 Rate
 Interval Recording (Time Sampling)

◦ Momentary Time Sampling
Duration
 Latency

Technical Assistance Center on Social Emotional Intervention
Event (Frequency) Recording
Measured by counting the number of times a
behavior occurs.
 It is important that a specific behavior has a clear
beginning and ending point in order to ensure
accurate measurement.
 Example: recording the number of times a child
leaves the table in a 20-minute snack time
 Ms. Rita makes a mark on a record form posted on
the cabinet near the art area each time Lilly asks for
materials during project time.

Technical Assistance Center on Social Emotional Intervention
Hojnoski, Gischlar, & Missall, 2009
Event Recording
Frequency of Shaking or Banging a Toy for 3
Seconds or More – During Snack Time
Week of
3/1/10
3/8/10
3/15/10
Monday
Tuesday
Wednesday
Thursday
Friday
Event Recording
Learning
Opportunities
Child’s
response
Provide objects
Tony is interested
in or model how to
manipulate
objects that are
part of the
activity
Target behavior
1:
Encourage Tony to
find various
written letters
using the
magnifying glass
Target behavior
2:
Numerical
summaries
Feedback
Data
Correct
Incorrect
No
response
|||
|
||
|
||
||||
Target behavior
Total
Total
Total
1
3
1
2
2
1
2
4
Comment on how
Tony is
manipulating the
objects and
provide physical
support if
necessary
Holds object with
one hand while
other hand
manipulates
Affirm when
Anthony correctly
identifies letters
and letter names
when needed
Identifies letter
names
Percentage
Determine the percentage of time during which
a behavior occurs.
 Identify the number of times a behavior occurs,
divide it by the total number of chances the
child had to perform the behavior, and multiply
by 100.
 For example, if a child is given 10 chances to
stack three blocks and successfully stacks 3
blocks seven times, the percentage would be
70%.

Technical Assistance Center on Social Emotional Intervention
Rate
Measuring the number of times a behavior
occurs relative to a specific period of time.
 Calculated by measuring the number of
occurrences divided by a number of time units.
 For example, a teacher using rate measurement
might calculate the number of times per minute
a boy ‘gums’ his hand.
 Although a useful tool, this can be difficult to
track when measuring behaviors that occur
frequently.

Technical Assistance Center on Social Emotional Intervention
Interval Recording/Time Sampling
Specific time intervals (e.g., I min, 2 min) are
selected and used in observing and recording the
target behavior
 Behaviors can be scored as occurrences if they
occur at least once at any time during the interval
(i.e., partial interval recording) or if they occur for
the entire duration of an observation interval (i.e.,
whole interval recording).

◦ partial interval recording is most often used to measure
behaviors that are likely to be short in duration (e.g., hitting,
biting)
◦ whole interval recording is most often used to measure
behaviors that are expected to occur continuously for a
period of time (e.g., sitting in seat).
Interval Recording / Time Sampling
At the end of the interval period, the observer makes a
check mark in the corresponding area to mark the
occurrence of a behavior. The observation continues to
the end of the next interval, and another mark is made
if the behavior recurs.
 Scores for interval recording are calculated as a
percentage—the number of occurrences are divided by
the number of opportunities, and then multiplied by
100.
 Yields an approximation of the frequency of behavior as
opposed to a precise recording of actual frequency.

Technical Assistance Center on Social Emotional Intervention
Hojnoski, Gischlar, & Missall, 2009
Interval Recording / Time Sampling
Partial-Interval Example: Mr.Tom observes
during circle time to see if Jay is actively engaged.
Because it is difficult to observe and conduct circle
time, he uses intervals that correspond to each circle
time activity, which are approximately 3 min. Mr.Tom
marks “yes” or “no” on a clipboard in the circle area
if he observes Jay as actively engaged during any
part of the specific activity or interval.
Whole-Interval Example: All the same except,
“if he observes Jay as actively engaged during the
entire activity or interval.
Hojnoski, Gischlar, & Missall, 2009
Observation Forms - Classroom

Samples of generic classroom monitoring
tools to assess:
• Engagement / On-Task Behavior
• Child Preferences for Centers
• Child Preferences for Peers
Guidelines for use……
Momentary Time Sampling
Interval is divided into a “rest” part and “watch”
part. The behavior is only looked for during the
“watch” part – at the end of a interval of time
(e.g., during the last minute of a 10 minute
interval).
 The target behavior is recorded as occurring
only if it occurs during the “watch” part (e.g.,
during the last 5 sec of a 15 sec interval)
 Scores are calculated as % s of the total number
of observed intervals.

Technical Assistance Center on Social Emotional Intervention
Hojnoski, Gischlar, & Missall, 2009
Technical Assistance Center on Social Emotional Intervention
Play Behavior
Child’s Name: _________________ Week of: ______________________ Time: ___:___--___:___
Indicate play behavior at the beginning, middle, and end of each play period. Summarize play behavior
by placing totals in summary column.
Day/Activity
Beginning
Date:_________
___Not playing
Middle
End
Summary
___Not playing
___Play with toy alone ___Play with toy alone
___Play with toy with
___Play with toy with
peer
peer
___Not playing
Date:_________
___Not playing
___Not playing
Activity:_______
___Play with toy alone ___Play with toy alone ___Play with toy alone ___Play with toy alone
___Play with toy with
___Play with toy with
___Play with toy with
___Play with toy with
peer
peer
peer
peer
Date:_________
___Not playing
Activity:_______
Activity:_______
___Not playing
___Not playing
___Play with toy alone ___Play with toy alone
___Play with toy with
___Play with toy with
peer
peer
___Not playing
___Play with toy alone ___Play with toy alone
___Play with toy with
___Play with toy with
peer
peer
___Not playing
___Not playing
___Not playing
___Play with toy alone ___Play with toy alone
___Play with toy with
___Play with toy with
peer
peer
Weekly Total
___Not Playing
___Play with toy alone
___Play with toy with peer
Technical Assistance Center on Social Emotional Intervention
Duration
The total time a behavior occurs during an
observation period (e.g., the amount of time the
child sits at the table to eat).
 Unlike the previous measures, duration is a
measure that is useful for measuring how long a
continuous, ongoing behavior lasts.
 Like event recording, duration is a direct
measure of the actual behavior, not an estimate
like interval recording. Also, very labor
intensive.

Technical Assistance Center on Social Emotional Intervention
Duration
The most precise way to observe and record
duration of a behavior is to use a stopwatch or, if
this is not possible, a watch with a second hand.
 Is important that the behavior being measured
have a clear beginning and end so that the
observer knows when the record should begin and
when it should end.
 Example: Ariel has difficulty choosing and staying with
an appropriate activity during independent exploration.
Ms.Tina starts her watch when Ariel begins to wander
and stops it when Ariel chooses/begins an activity.

Technical Assistance Center on Social Emotional Intervention
Hojnoski, Gischlar, & Missall, 2009
Latency
The elapsed time between the instruction and
the time the child initiates the behavior (e.g.,
how quickly the child initiates playing with a toy
once it is presented).
 Measured by beginning timing once a cue is
presented and stopping timing when the child
begins to correctly respond to the cue.
 Best used with behaviors that have a clear
beginning and are signaled by some type of
prompt (e.g., compliance)

Technical Assistance Center on Social Emotional Intervention
Hojnoski, Gischlar, & Missall, 2009
Latency
Example: Mr. Andre start his watch when he gives
Leon a direction to line up at the door and stops his
watch when Leon complies with the request and has
lined up behind his peers.
Hojnoski, Gischlar, & Missall, 2009
Progress Monitoring
Indirect Measurement
informal data collection strategies; not as
precise as direct measurement, but often useful
in helping a child’s team monitor outcomes.
 In many instances, these strategies are easier to
use and can be implemented throughout the day
even by the busiest of individuals (e.g. teachers


Technical Assistance Center on Social Emotional Intervention
Indirect Measurement

Daily Log

Permanent Product

Task Analysis Recording
Technical Assistance Center on Social Emotional Intervention
Daily Log
Although there is a wide variety, daily logs
are general estimates of the child’s
performance over a prolonged period of
time (e.g., the morning, the entire day).
 May note child’s performance along a 5point scale, using range of face icons.

Technical Assistance Center on Social Emotional Intervention
Technical Assistance Center on Social Emotional Intervention
Technical Assistance Center on Social Emotional Intervention
Permanent Products

Samples of a child’s work
◦ Writing samples, artwork (e.g., drawings, sketches,
constructions, sculptures), diagrams, a worksheet,
or something the child creates

Could be the actual product or a photograph,
audio or video recording. ALWAYS initial and
DATE.

When collected together, permanent products
allow a support team to observe a child’s
progress toward developing particular skills
such as those specified in a curriculum.
Technical Assistance Center on Social Emotional Intervention
One child’s writing/drawing samples
3 years
4 years
5 years
Task Analysis Recording
Used when measuring a child’s accuracy
for each step of a skill sequence (e.g.,
brushing teeth, getting dressed, putting
toys away, completing an academic task).
 The measurement process begins by
constructing a task analysis or listing the
individual behaviors that constitute the
entire skill sequence.

Technical Assistance Center on Social Emotional Intervention
Task Analysis Recording

The data collection form that is used is
based on the task analysis and includes all
of the steps of the behavior and spaces
for recording the child’s performance, as
well as coding for level of assistance
provided (e.g. complete physical
assistance, partial prompt, modification of
materials). Scores are expressed as the
percentage of steps completed
successfully. Progress also can be seen in
reduction in levels of assistance
Task Analysis Recording
Example: Washing hands
1.
2.
3.
4.
5.
6.
7.
Turn on water
Place hands in water
Pump soap onto hands
Rub hands together
Rinse hands
Turn off water
Dry hands on towel
1. Turn on water.
3. Pump soap onto hands.
2. Place hands in water.
4. Rub hands together.
5. Rinse hands.
6. Turn off water.
6 out of 7 steps
completed
successfully = 86%
7. Dry hands on towel.
Selecting a Measurement System

Need clear, specific, precise definitions of
the target behavior so that everyone
recognizes the behavior when they see it

Which measurement system depends on
the way you wrote the objective (the
criterion)
Be creative!

To collect frequency data, put specific
number of rubber bands on one wrist and
transfer one rubber band to the other
wrist each time the behavior is observed.
◦ Or can transfer objects (paper clips, slips of
paper) from one pocket to another

At a later time, record these on a data
sheet.
Use of Everyday Items in Support
Learning
Or.. “What to do when the Toys Go Bye-Bye”