WRITING MEASURABLE BEHAVIOR
GOALS FOR PROGRESS MONITORING
March 28, 2013
Brian Lloyd, Ed.S., NCSP
HOW TO USE DATA FOR PROBLEM
SOLVING
1.
2.
3.
4.
5.
6.
Define the target behavior
Measure the target behavior
Display baseline performance
Establish a performance standard
Display performance standards on a
chart
Determine discrepancy from
peers/standards.
HOW TO USE DATA FOR PROBLEM
SOLVING CONT’D
7.
8.
9.
10.
11.
12.
Set a goal
Display goal information on a chart
Make a progress monitoring plan
Display planned progress monitoring
information on a chart
Develop a decision-making plan
Display decisions on a chart
Define the Target Behavior
(What Should We Monitor?)
Select A Measurement Strategy
(How Do We Monitor It?)
Display Baseline
(Where Are We Starting)
Establish a Standard
(What Should We Expect?)
Set a Goal
(Where Do We Want To Go?)
Make a Plan
(How Do We Get There From Here?)
Make Decisions
(How Are We Doing?)
WHAT IS A TARGET BEHAVIOR DEFINITION?


A behavioral definition is a description of a
behavior you either see or you want to see, in
specific, observable, and measurable terms. A
definition includes what, where, and when the
behavioral instance occurs.
Street test. A target behavior must be defined
so that any one walking in off the streets can
immediately tell if they are seeing the target
behavior.
A DEFINITION OF
“AGGRESSIVE BEHAVIOR”:
Being physically aggressive
means pinching, poking,
kicking, or hitting any student
during lunch recess
TARGET BEHAVIOR FRAMEWORK
Definition
Lack of self
esteem
What?
Observable
behavior
?
Where?
Setting
?
When?
Time
?
What you
record
Examples
?
What you
don’t record
Nonexamples
?
(Target behavior) _____________ means that (target student
action verbs) ____________ .
Examples of target behavior include:____________________
Non-examples of target behavior include: ________________
(See page 1 of handouts.)
MOVING FROM CONCERN TO TARGET BEHAVIOR
Concern:
Target Behavior:
Student has low
self-esteem…
* Says “I’m stupid” to her
Poor writing
skills…
* Uses incomplete
sentences and does not
use supporting details
when independently writing
a paragraph
Not doing well in
reading…
* Reads 65 words correctly
with 7 errors on a fifth
grade winter CBM
His/Her behavior is
driving me crazy…
* Whatever specifically
drives you crazy!
peers every day during
math
CASE STUDY TARGET BEHAVIORS
Student: Chris
Grade: 8th
 Concern: Does not use class time effectively, not
engaged in small cooperative group activities
 Target Behavior: Active participation in small
cooperative group
 Examples/What to Count: Take notes, discuss topic,
manipulate lab equipment, use sports equipment as
directed by teacher
 Non-examples/ What NOT to Count: Participating in
activity of own choice, writing notes, dominated activity
so that others can’t work cooperatively
CASE STUDY TARGET BEHAVIORS
Student: Brian
Grade: 5
 Concern: blurting out
 Target Behavior: uses a high volume to say
off topic comments during instruction in
all academic classes
 Examples/What to Count: comments like,
“This sucks!” “I’m bored!” and “When’s
lunch?”
 Non-examples/What NOT to Count:
blurting of on topic comments, blurting in
hallways or in lunchroom
TARGET BEHAVIORS
Student: Jenny
Grade: 1
 Concern: Doesn’t read at grade level.
 Target Behavior: Student’s reading fluency
score is between the 10th and 25th percentile
compared to same-grade peers.
 Examples/What to Count: reading grade-leveled
literature (Reading) text books, grade level CBM
progress monitoring measures.
 Non-examples/What NOT to Count: sight word
lists, reading text in Math class
CASE STUDY EXAMPLE - CINDY


Cindy is a 5th grade student who has
difficulty w/ writing assignments. It takes
her a long time to write down what she
wants to say. The teacher can’t tell if she
has trouble figuring out what to say, & how
to write it, or if she is just not concentrating
& paying attention to the directions and the
task.
Behavior: Paying attention to class
directions, using class time well, &
completing assignments on time
DEFINE THE BEHAVIOR: CINDY
Paying attention during writing class means
 completing assignments that involve
word, sentence& paragraph writing
within the time allowed in class
 looking at assigned work
 looking at the teacher or speaker,
especially during class directions,
 and asking task-related questions of
teacher and/or peers.
DEFINE THE BEHAVIOR: CINDY CONT’D
Paying attention does NOT include
 gazing elsewhere in the room
 doodling on her paper/desk
 copying from others
 talking to neighbors
 sharpening her pencil
 or anything else that distracts her from
working and/or listening to the teacher
during written assignments.
CONCERN: JOHN

John is a middle school student who is
failing history. He is off task during class
time. During class time he is staring out
the windows, talking to his neighbors,
and does not complete his assignments.
 Behavior:
Turning in assignments
DEFINE THE BEHAVIOR: JOHN
Turning in assignments is defined as:
* giving classroom teacher completed
assignment or placing assignment in the
homework bin by the scheduled due date & time
* includes in class & homework assignments
* complete assignments are defined as 60-100%
work on the assignment complete & turned in
during the prescribed time period.
DEFINE THE BEHAVIOR: JOHN
CONT’D
Turning in a finished assignment does NOT
include:
assignments that are illegible, assignments
that are turned in beyond the prescribed
time period or assignments that are less
than 50% complete.
ACTIVITY





In groups of 2, discuss a student whom you have
a concern.
Choose one student to focus on throughout the
morning.
Define the target behavior using the
“Operationally Defined Target Behavior”
worksheet. (Page 1 of Handouts)
How would we do this using problem-solving
forms?
Be prepared to share with the large group.
Define the Target Behavior
(What Should We Monitor?)
Select A Measurement Strategy
(How Do We Monitor It?)
Display Baseline
(Where Are We Starting)
Establish a Standard
(What Should We Expect?)
Set a Goal
(Where Do We Want To Go?)
Make a Plan
(How Do We Get There From Here?)
Make Decisions
(How Are We Doing?)
MEASURING DATA:
3 WAYS TO COLLECT INFORMATION
Frequency Recording
Interval Recording
Duration Recording
CHARACTERISTICS OF A GOOD
MEASUREMENT TOOL

Valid- Measures what is supposed to
measure

Reliable- Will come up with accurate
results each time used

Easy to Use
CHARACTERISTICS CONTINUED
Is systematic, using regular procedures
followed consistently by staff
 Is reliable & consistent, using
information from different observers &
in all relevant settings
 Is valid because it represents behavior
as it actually occurs in the natural
environment

ANYONE CAN BE DATA COLLECTORS




A parent can collect information about
amount of time their child spent reading
at home.
A student can collect the number of math
fact flash cards completed with a peer.
A secretary can collect the number of
tardies.
A lunch room supervisor can collect the
amount of food eaten by a child.
FREQUENCY RECORDING
A measurement strategy that records a tally
or count of the target behavior as it occurs
WHEN SHOULD I USE IT?
Behaviors have an obvious beginning and end
 Frequency
recording should NOT be used when
a behavior occurs on an infrequent basis or on
an extremely frequent basis as it becomes too
difficult to count
WHERE CAN I FIND
EXISTING FREQUENCY DATA?
Work samples
 Grade books
 Assignment notebooks
 Report cards
 Attendance Records
 Medical Records
 Temporary Records
 Checklists

EXAMPLES OF WHAT CAN BE
COUNTED






Assignments
completed
Late assignments
Talk-outs
Tardies
Times raise hand
Materials brought to
class







Times to bathroom
Laps ran
Directions followed
Times out of seat
Physical aggression
Absences
Prompts to redirect
KEEPING TRACK OF THE DATA
Tally Sheets (handouts pg 2, 3,
& 4)
 Checks on chalkboard
 Golf or Knitting Counters
 Marbles or Macaroni in a jar
 Tallies on tape
 Paper clips from one pocket to
another

STUDENTS USING FREQUENCY
RECORDING
Self-recording by itself:
 Is often highly motivating
 Enhances awareness
 Helps them understand the progress they
are making

Warning: Better for upper elementary and
secondary students.
STEPS FOR TEACHING SELF-RECORDING







See handouts page 5 for example
Teach the student the process and practice
Collect the same information and compare with
the student’s
The student should self-evaluate his/her
performance
Provide student with feedback about his/her
recording performance; praise/reward & spot
check
If student recording isn’t accurate, re-teach and
practice
Help student plan for when self-recording will be
valuable for him/her
FREQUENCY DATA
If the length of time in each observation varies,
convert the frequency info to per constant minutes.
Divide the count by # of minutes in observation.
Example: Counting # words read correctly, but passage
length & time varies
Day 1: 34 wrc in 2 minutes 34/2 = 17/1 = 17 per min.
Day 2: 75 wrc in 5 minutes 75/5 = 15/1 = 15 per min.
If per minute data seems too small:
multiply per minute by any larger number of
minutes (five, ten,etc.).
Remember to multiply both frequency data &
the minutes!
 Example: # of talk-outs during math class
16 talk-outs in 35 min. 16/35 = .45/1=.45 per
minute (TOO SMALL)
SO….
.45 X 10 = 4.5 talk-outs per 10 minutes
You may also convert frequency
information to percentage when the
number of opportunities to perform
the target behavior varies from
session to session.
Example: Number of written math
problems completed
Day one: 20 out of 25 = 80%
Day two: 10 out of 15 = 67%
HOW TO DISPLAY FREQUENCY DATA
Vertical Axis: Number of things observed
Horizontal Axis: The date or sessions you
collected data
7
6
5
#
4
3
2
See handout page 6
1
0
M
T
W
Th
F
MEASURING BEHAVIOR: JOHN
MEASURING BEHAVIOR: JOHN
Behavior: Turning Assignments In On Time
1. How will the data be counted &
reported?
 Frequency
recording converted to percent.
 # of assignments turned in on time & at
least 50% correct.
 # of total assignments
 # of total assignments divided by total yields
a percent
MEASURING BEHAVIOR: JOHN CONT’D
2. What materials will be used to collect the data?
 Grade book
 Percentage recording sheet
3. In which setting will data be collected?
 History class
4. Who will be responsible for data collection?
 History teacher will record assignments
 Team leader will review grade book & record
on percentage form
INTERVAL RECORDING
Intervals of time used to estimate the percent
of time a behavior is or is not occurring
WHEN SHOULD I USE IT?
When the target behavior is continuous or
 When it occurs with extreme frequency

WHERE CAN I FIND INTERVAL DATA?

Interval Peer Comparison Observations
 See

page 7 of handouts for example
BOSS observation template
STUDENTS USING INTERVAL RECORDING
Students may mark a sheet on their desk or
notebook or use any number of methods of
keeping track of performance. They may
also:
 Set/reset
stop watches
 Wear walkman with the taped intervals
 Have a tape recorder near his/her desk
 See
page 8 of handouts.
HOW TO DISPLAY INTERVAL DATA
The vertical axis: percentages
The horizontal axis: the date or sessions
you
collected data
30
( % )
20
10
0
M
T
W
(Sessions)
Th
F
MEASURING BEHAVIOR: CINDY
1. How will the information be collected?
 Momentary
time sampling (MTS) converted to
percent of intervals
 The # of intervals when she is paying attention
will be recorded
 The “paying attention” intervals will be divided
by the total number of intervals which yields a
percent of intervals
MEASURING BEHAVIOR: CINDY CONT’D
2. What materials will be used to collect the information?
 Beep tape, beeper or kitchen/stop watch timer
 Recording sheet
3. In which setting will the information be
collected?
 One class per day which requires Cindy to write in a
sustained manner4.
4. Who will be responsible for collecting the information?
 The psychologist, social worker, and teacher will
alternate days
DURATION/LATENCY RECORDING
Duration recording records number of seconds or
minutes it takes a student to perform a target
behavior
When to use it?
When the behavior has an easily identifiable
beginning and end and is not momentary.
HOW TO COLLECT DURATION DATA





Start timer when student begins target
behavior.
Stop timer when student ends target behaviorDO NOT CLEAR THE TIMER!
Start timer again when student engages in
behavior again.
Repeat until end of observation period.
At end of observation, you will have the # of
seconds/minutes student engaged in target
behavior.
STUDENTS USING DURATION
RECORDING
Students can easily use duration recording,
and in fact, are often motivated by the
watch, self monitoring, or the “beat the
clock” aspect of duration recording.
WHAT IS LATENCY RECORDING?
Is a special use of Duration Recording
 Records # of seconds or minutes between
prompt/direction and the initiation of target
behavior
Why Use it?


Primary concern is how long a student takes to begin
performing a behavior once its performance has been
prompted either with a direction or with a part of the
classroom routine.
WHEN SHOULD I USE IT?
If a specific prompt is available and
identified by student and teacher
 A clear definition about the exact onset of
the behavior
 When duration between prompt and
initiation is fairly long

HOW DO I COLLECT IT?
At the end of a signal or direction, start the
stop watch.
 Stop the stop watch when target behavior
initiated.

STUDENTS USING LATENCY
RECORDING
In the same way self-monitoring is
effective, students can use recording
latency information.
It is often eye-opening for students to
see how long it takes them to get
started.
EXAMPLES OF LATENCY
Number of minutes student arrives tardy at
beginning of school day.
Prompt = school bell ringing
 Start
timing when at end of bell ringing
 Stop timing when student enters classroom
 Amount of time recorded is the latency between
end of ringing bell and student entering
classroom
HOW TO DISPLAY DURATION/
LATENCY DATA
The vertical axis: # of second/minutes
The horizontal axis: the date or sessions
you collected data
6
4
( Number of
Minutes )
2
0
Could use format
similar to handout pg 5
M
T
W
(Sessions)
Th
F
MEASURING BEHAVIOR: SALLY
MEASURING BEHAVIOR: SALLY
1. How will information be collected?
 Duration
recording-latency
 The # of minutes & seconds that transpire
between giving her a direction and the
initiation of getting ready for recess
 (Minutes X 60) + Seconds = Total # of
Seconds
2. What materials will be used to collect the
information?
 Stop
watch
 Recording Sheet
MEASURING BEHAVIOR: SALLY CONT’D
3. In what setting will the information be
collected?
 Any
classroom that precedes recess
4. Who will be responsible for data collection?
 Classroom
teacher
ACTIVITY


In groups of 2, discuss the student for whom you
have a concern.
Discuss which measurement strategy you would
use and why.
Define the Target Behavior
(What Should We Monitor?)
Select A Measurement Strategy
(How Do We Monitor It?)
Display Baseline
(Where Are We Starting)
Establish a Standard
(What Should We Expect?)
Set a Goal
(Where Do We Want To Go?)
Make a Plan
(How Do We Get There From Here?)
Make Decisions
(How Are We Doing?)
COLLECT BASELINE INFORMATION: CINDY
The classroom teacher & psychologist
collected information in 30 minute
sessions during one week of school in 4
subjects.
The recording intervals were 3 minutes each.
The intervals were converted to percentages.
RESULTS
Social Studies: 5/10 intervals = 50%
 Language Arts: 4/10 intervals = 40%
 Science: 3/10 intervals = 30%
 Language Arts:
4/10 intervals = 40%


Median level of performance in baseline:
40% paying attention to writing task
Define the Target Behavior
(What Should We Monitor?)
Select A Measurement Strategy
(How Do We Monitor It?)
Display Baseline
(Where Are We Starting)
Establish a Standard
(What Should We Expect?)
Set a Goal
(Where Do We Want To Go?)
Make a Plan
(How Do We Get There From Here?)
Make Decisions
(How Are We Doing?)
PERFORMANCE STANDARD: EXAMPLE



Teacher expectation & peer comparison
The teacher expects a student to pay attention
enough to complete the assignments within the
time allowed.
Peer comparison interval recording indicates
same-gendered peers pay attention 80% during
writing workshop.
WHAT DO YOU DO ONCE A STANDARD HAS BEEN
SELECTED AND RECORDED?
1.
2. Is the discrepancy large
Is there a discrepancy
enough to suggest that an
intervention should be tried?
between the target
 If the answer is “yes”,
student’s performance and
determine a goal and
that of the designated
proceed to hypothesis
standard?
and interventions
while continuing to
 If the answer is “yes”, ask
monitor progress.
question #2.
 If the answer is “no”,
 If the answer is “no”, rere-examine the
examine the problem
problem or the
suggested standard.
ACTIVITY


In groups of 2, discuss the student for whom you
have a concern.
What standard would you anticipate using for
your student and why?
Define the Target Behavior
(What Should We Monitor?)
Select A Measurement Strategy
(How Do We Monitor It?)
Display Baseline
(Where Are We Starting)
Establish a Standard
(What Should We Expect?)
Set a Goal
(Where Do We Want To Go?)
Make a Plan
(How Do We Get There From Here?)
Make Decisions
(How Are We Doing?)
COMPONENTS OF A GOAL
The Conditions: setting, instructional
presentation, type of task, level of
independence
 The Student
 The Behavior or task to be performed
 The Criterion: acceptable level of performance
 The Time Frame – At least 6 through 8 data
points. Four data points can indicate trend.

SALLY’S GOAL
Given the prompt to get ready for recess, Sally will begin
to get ready in 80 seconds in 9 weeks.
 Condition: In any class prior to recess, given a
direction to get ready by an adult
 Behavior: Starting to put away her materials, put on
her outdoor clothing, or line up in an appropriate
manner
 Criteria: Sally should comply with directions within 80
seconds
 Time: In 9 weeks
JOHN’S GOAL
Given a history assignment, John will turn in 75% of his inclass and homework assignments on time with at least
50% completed within 18 weeks.




Condition: In-class and homework assignments
in history class
Behavior: Turning in assignments to teacher or
appropriate bin
Criteria: On time, at least 50% complete and
75% of assignments turned in
Time: 18 weeks
CINDY’S GOAL
Given a sustained writing assignment, Cindy will
write during 80% of the observed intervals in 12
weeks.
 Condition: In 1 class per day where sustained
writing is the expectation
 Behavior: Writing during assigned writing tasks
 Criteria: 80% of the observed intervals
 Time: 12 weeks
Define the Target Behavior
(What Should We Monitor?)
Select A Measurement Strategy
(How Do We Monitor It?)
Display Baseline
(Where Are We Starting)
Establish a Standard
(What Should We Expect?)
Set a Goal
(Where Do We Want To Go?)
Make a Plan
(How Do We Get There From Here?)
Make Decisions
(How Are We Doing?)
PRACTICE!
Create a progress monitoring plan for the
student you discussed earlier. Feel free to
use handout pg 9.
 Include

 What
specific information will be collected?
 How often will the data be collected?
 Who will collect and record?
 How often will progress be reviewed?
 How many data points will be charted before
trend analysis
PROBLEM SOLVING APPROACH
Level IV
IEP Consideration
Level III
Level II
Building Level Problem
Solving
Grade Level
Problem Solving
Level I
Consultation between
Teachers-Parents
INTENSITY OF PROBLEM
POSSIBLE OUTCOMES OF DECISION-MAKING
Data inaccurate



Revise measurement plan
Re-examine problem, hypothesis
Data have been unavailable
Goal met or exceeded. Trendline is at or greater than
the slope of the goal line.



Discontinue, no further assistance
Discontinue, change to a new behavior
Discontinue, change to a more sophisticated skill/change
goal
POSSIBLE OUTCOMES OF DECISION-MAKING
Goal met or exceeded. Trendline is at or greater than the
slope of the goal line.



Discontinue, no further assistance
Discontinue, change to a new behavior
Discontinue, change to a more sophisticated skill/change goal
Goal not met, but performance improved. Trendline slope
reflects improvement in performance, but at a rate less
than that designated by goal line





Discontinue, no further assistance
Continue, no changes to intervention
Continue, modifications to intervention
Continue, change goal
Continue, modify resources
POSSIBLE OUTCOMES OF DECISION-MAKING
Goal not met, but performance improved.
Trendline slope reflects improvement in
performance, but at a rate less than that
designated by goal line





Discontinue, no further assistance
Continue, no changes to intervention
Continue, modifications to intervention
Continue, change goal
Continue, modify resources
Goal not met, and performance did not improve or got worse. Trendline
slope reflects little or no change from baseline performance or is
moving away from the goal in an undesirable direction.





Discontinue, reexamine the problem
Continue, change goal/change to less sophisticated skill
Continue, no changes to intervention
Continue, modifications to intervention
Continue, utilize another set of resources.
POSSIBLE OUTCOMES OF DECISION-MAKING
Goal not met, and performance did not improve or
got worse. Trendline slope reflects little or no
change from baseline performance or is moving
away from the goal in an undesirable direction.





Discontinue, reexamine the problem
Continue, change goal/change to less sophisticated skill
Continue, no changes to intervention
Continue, modifications to intervention
Continue, utilize another set of resources.
Referral to another problem-solving team


Referral to next level team
Referral to special education team
HOW TO ENTER IN ILLUMINATE ED
Test Testerson
 https://inghamisd.illuminateed.com/sandbox/

FURTHER DISCUSSIONS

What is your favorite FBA/BIP form?

What other topics would like to see addressed
at future PLCs?

Other?