Using Data to Determine
Intervention: Removing the
Guesswork
Mary Magee Quinn, Ph.D.
Principal Research Scientist
American Institutes for Research
Ways to Strengthen Measurement of
Behavior
 Clearly define behavior(s) and regularly
review definition(s).
 Assure that observers and interviewers have
adequate training and experience.
 Select appropriate assessment strategies for
behavior(s) and context(s).
Ways to Strengthen Measurement
of Behavior (continued)
 Collect information across time and settings
using multiple strategies and persons.
 Conduct routine checks of the accuracy of
observer scoring/recording procedures.
Ways to Compensate for
Questionable FA Measures
 Validity
 Use multi-step procedure to narrow focus
or “zero in” on likely determinants and
most appropriate measure(s); and,
 Vary social and environmental conditions
for measuring behavior.
Ways to Compensate for
Questionable FA Measures (continued)
 Reliability
 Establish convergent database; and,
 Rely on team decision-making.
Ways to Validate Behavioral
Hypothesis
 Functional analysis under contrived
conditions;
 Functional analysis in natural setting; and,
 Hypothesis-based intervention and
evaluation.
Data Triangulation to Assess
Behavior
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Direct observation
Setting events checklist
Student interviews
Informant surveys
Data Triangulation to Assess
Behavior (continued)
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Review of incident reports
Scatterplot
ARC chart
Other
Problem Pathway Analysis
 Temporal and sequential record of:
 Setting events;
 Precipitating events;
 Target behavior; and,
 Maintaining consequences.
Issues to Consider in Devising a
Behavior Intervention Plan
1. Is it possible to rearrange social/ physical
environment to prevent student from engaging in
behavior that results in negative outcomes?
2. Is desired behavior age appropriate?
3. Does replacement/desired behavior satisfy the
same function (or need) as problem behavior
and/or result in the same outcome?
Issues to Consider in Devising a
Behavior Intervention Plan
4. Is the desired behavior in the student’s
repertoire - even at low rates of occurrence?
5. Is the desired behavior incompatible with
the problem behavior?
6. Is it more reinforcing for the student to
engage in the desired behavior than the
problem behavior?
Issues to Consider in Devising a
Behavior Intervention Plan
7. What is the likelihood that the desired
behavior will be elicited in regular settings?
8. What is the likelihood that the desired
behavior will be reinforced in regular settings?
Behavioral Intervention Options
 Modify aspects of setting events (e.g.,
physical arrangements of the classroom,
general management strategies);
 Teach the student more acceptable behavior
that serves the same function as the
inappropriate behavior (e.g., teacher attention
for student corrects, peer attention through
tutorial instruction);
Behavioral Intervention Options
(continued)
 Manipulate the antecedents precipitating
(e.g., teacher directions) and/or
consequences maintaining the problem
behavior (e.g., precise praise);
 Implement changes in classroom curriculum
and/or instructional strategies (e.g., offer
group-individualized instruction) and/or
Behavioral Intervention Options
(continued)
 Introduce reinforcement-oriented
interventions (e.g., vary the amount,
delivery, or nature of student
reinforcement).
Interventions That Influence
Antecedents of Problem Behavior
 Alter schedule of activities;
 Adapt curriculum or task-specific aspects of
instruction;
 Vary size of instructional groupings;
 Provide special directions regarding instruction;
 Introduce pre-corrective strategies before
problems occur; and,
 Teach students rules.
Factors That Influence Success of
Consequence Components of a
Behavioral Intervention Plan
 Length of reinforcement interval;
 Program reinforcers; and,
 Reinforcement variables.
Factors Influencing Acceptability
of Intervention
 Consistent with teacher beliefs and values;
 Does not require too much effort or time;
 Does not exceed the skill level of the teacher
(with support);
 Is unobtrusive; and,
 Holds promise of effectiveness.
Escape-Motivated Behavior
 Description: Student need to escape from an
aversive situation.
 Examples: difficult, irrelevant lengthy or
ambiguous assignment; undesirable group
placement; negative peer or adult
interaction.
 Intervention Options:
 instruction in signal responses
Escape-Motivated Behavior
(continued)
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contingent escape following prosocial or
appropriate request
task completion demand
curricular accommodations
instructional modifications
 Ineffective Strategies
 time-out
Signal for Escape-Motivated
Behaviors
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Identify the situations.
Determine the critical time period.
Choose a safety signal.
Deliver the safety signal.
Release the student from the activity.
Gradually increase the time spent on task.
Attention-Seeking Behavior
 Description: Unmet student need for
attention, coupled with perception that
attention is unlikely to occur.
 Examples: call outs, swearing, yelling at
classmate or teacher; tantrum or
noncompliance with adult request.
 Intervention Options:
 non-contingent attention
Attention-Seeking Behavior
(continued)
contingent attention following appropriate
behavior
 withdrawal of attention following
misbehavior
 instruction in appropriate attention- seeking
strategies
 Ineffective Strategies
 verbal reprimands or student put downs
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Signal for Attention-Seeking
Behavior
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Identify the situations.
Determine the critical period.
Choose a safety signal.
Deliver the safety signal.
Allow access to the desired object/
activity/attention.
 Gradually increase the time spent waiting.
Punishment as an Intervention
 Least effective way to change a behavior
 Should only be considered as a last resort
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everything else has been tried and failed
behavior is so noxious there is no social
interaction
the behavior is likely to result in injury
Limitations of Punishment
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Does not eliminate behavior
Cause emotional reactions
Does not teach appropriate behaviors
May not overcome reinforcers
Provides aggressive role models
May result in aggressive reactions
May spill over to other students
Strategies to Support Positive
Behavior Changes
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Social/environmental re-engineering;
Cognitive mediation and self-management;
Periodic “booster” training;
Advocacy training; and,
Accept “just noticeable differences”.
Components of Comprehensive a
Intervention Plan
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Proactive (training/support) strategies
Reactive (control/deterrent) strategies
Longitudinal (time span) strategies
Ecological (life setting) strategies
Emergency (crisis) strategies