Implementation Plan:
Processes for Selecting and Using EBP
Implementation Plan:
Processes for Selecting and Using EBP
• Target the EBP
– Determine the EBP that will likely be a good fit for the
student and to teach the targeted skill
• Create a Task Analysis
– Develop a task analysis of the skill that includes the
use of the EBP
• Data.
– Determine the type of data to collect that will help
you know if the EBP is working
• Planning for Implementation
Three
Processes
for Today
6. Refine the goal
statement by
adding the EBP
EXAMPLE: Hunter
using self monitoring
strategies
Use one of more of the following
1) Self Monitoring 2) Simulation
3) Visual Supports
EXAMPLE: Shawna
using visual
supports and a
revised prompting
plan for the team
One or more of the following: Assistive
Technology, Visual Supports, and Prompting
(revise current plan)
6. REfine the Goal Statement
Identify more specifically the EBP(s)
1.
2.
3.
4.
5.
6.
Shawna will independently complete the oil change using visual
supports.
Hunter will use strategies to stay focused on the identified
vocational task using self monitoring strategies
Vernon will communicate career choices through self-advocacy
training.
Ann will accurately complete work tasks within one hour through
the use of mobile technology and self-monitoring supports.
Sean will select and explore 10 career options through the use of
visual supports, self-advocacy and computer assisted instruction.
Juan will increase his independence when performing job tasks by
25% (with out the support of an aide) through the use of chaining.
1. Student Strengths
• How does the student best learn?
• What makes the student proud?
• What can the student accomplish with little or no
assistance?
• What are the academic strengths?
• What are the students areas of interest or motivation?
• Are social skills a strength?
• What do others recognize in the student?
• What would the student indicate he would do given ‘free
time’?
2. Student Needs
• What does the student need assistance to do,
remember or accomplish?
• What does the student refuse to do?
• Where do you find yourself frequently stepping in and
assisting?
• What areas of social interaction and self monitoring
are difficult?
• What need, if improved, would assist the student to
improve outcomes within school and adulthood?
3. Skills to be Taught
• What skills does the student need to master to
address needs?
• What specific aspects of a job, task or skill seem
to cause difficulty?
• What skill or ability would allow the student to
better achieve in school activities?
• What skill or ability would allow the student to
better reach his/her goals and adult outcomes?
4. Student Goal to Address Need
• By now you are already working on identifying
the student goal
• The priority needs have surfaced
• The areas of need that could be addressed
given a new skill are more clear.
• Identify the student goal to address a selected
areas of student need
4. Define the Goal Statement
1. Shawna will independently complete the oil change
2. Hunter will use strategies to stay focused on the
identified vocational task
3. Vernon will communicate career choices
4. Ann will accurately complete work tasks within one
hour.
5. Sean will select and explore 10 career options
6. Juan will increase his independence when performing
job tasks
5. Evidence Based Practices
• After reviewing the students strengths, needs and
skills to be taught, what EB Practices seem to be a
good match?
• What EB Practices build off the student’s learning
style?
• What EB Practices may have worked in past
years?
• What EB Practices are used now that could be
revised and improved for better success?
6. REfine the Goal Statement
Identify more specifically the EBP(s)
1.
2.
3.
4.
5.
6.
Shawna will independently complete the oil change using visual
supports.
Hunter will use strategies to stay focused on the identified
vocational task using self monitoring strategies
Vernon will communicate career choices through self-advocacy
training.
Ann will accurately complete work tasks within one hour through
the use of mobile technology and self-monitoring supports.
Sean will select and explore 10 career options through the use of
visual supports, self-advocacy and computer assisted instruction.
Juan will increase his independence when performing job tasks by
25% (with out the support of an aide) through the use of chaining.
EXAMPLE: Shawna
using visual
supports and a
revised prompting
plan for the team
One or more of the following: Assistive
Technology, Visual Supports, and Prompting
(revise current plan)
Getting to the Details:
Task Analysis
• Task Analysis: Identifying the steps to the task,
job, or assignment that the person needs to
perform
– Individual, unique steps or actions of the
task/activity
– Defined clearly
– Will help determine when and how to insert
strategies and supports
Task Analysis
• Steps for Brushing Teeth
– Get in groups of 2 or 3
– Take a few minutes to make as complete an
analysis as possible
– Note where you and your partners may have done
the steps differently.
Task Analysis
List Each Specific Step to Brushing Teeth
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Considerations
• Steps for preparing to complete the task, such as
gathering materials
• Is location a consideration? Does the location
change the steps?
• Prerequisites Skills
– Oil Change… Do I know how to pick the correct oil?
– Greeting co-workers… Do I know who is my coworker?
– Is knowing how to ask for help when I find myself
unsure part of the process?
• Others???
Begin Your Task Analysis
Select the skill to be taught and the EBP you
wish to use.
Begin the task analysis of that skill
(You may not finish or you may wish to revise it
later)
Skill To Be Taught ___________________________________Student Name: _________________________
Environment where this will be taught________________________________________________________
Step #
Describe Step
Complete
this area
Only!!
Student Level of
Independence
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
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Ind Vis/Pic
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Ind Vis/Pic
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Ind Vis/Pic
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Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Step #
Describe Step
Independence with
Steps Requires
Knowledge of
Prompting
Student Level of
Independence
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
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Ind Vis/Pic
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Ind Vis/Pic
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Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Prompting… An EBP
Prompting is a Teaching Strategy
Prompting
Any assistance given that
supports learning or
initiates the use
of a specific skill
Prompting
Used by Everyone!
All the Time!
Very Effective!
But often issues or concerns arise.
What issue/concerns have you seen related to
prompting?
Prompting Errors
• Over prompting… student does not try
• Inconsistent prompting… team not on the
same page
• Lack of fading …..poor planning of the level of
prompts to use and how to fade
• Lack of data …..collected or reviewed
Two Considerations
What TYPE of
Prompt to use
HOW to use the
Prompt
What Type of Prompt?
• Verbal Prompts:
– Statements that helps a person acquire target skills (e.g. “You might need
to try it a different way” “Write your name”)
• Gestural Prompts:
– Coaches make movements that cue the person to use a particular
behavior/skill (e.g. pointing to the top of the paper for the to write name)
• Model Prompts:
– Coaches perform the target skill or behavior.
• Physical Prompts:
– Coaches touch person to help them use the target behavior or skill (e.g.
tapping a youth’s hand to cue her to begin writing her name)
• Visual Prompts:
– Coaches show pictures of events that provide information about how to
use the target skills or behavior (e.g. task analysis checklist, picture card
Which Prompt?
Consider a Prompt Hierarchy
www.djfiddlefoundation.org
How to Use the Prompt
Most-to-Least
Least-to-Most
• Prompts given to complete
each step of the task
correctly
• Gradually the amount of
assistance provided is
reduced as the person
makes progress towards
independence.
• Used when teaching new
skill
• Person has opportunity to
perform each step
independently or with the
least amount of assistance
• Greater degrees of
assistance are provided if
the person demonstrates
he/she is unable to perform
the steps correctly
• Use when person has
already been taught or
practices skills
Prompting Least to Most Example
• Video available at
• https://www.youtube.com/watch?v=gOAbeP
wwfnU
REMINDER:
Use Visual
Prompts
(Instead of a
person-prompt)
Skill To Be Taught ___________________________________Student Name: _________________________
Environment where this will be taught________________________________________________________
Step #
Describe Step
Student Level of
Independence
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Ind Vis/Pic
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Ges Mod Ver Phy
Ind Vis/Pic
Ges Mod Ver Phy
Put Your Plans
Together
EBP Planning Worksheet
Student Goal: Skill to be
taught EB Practice to be
used, and Baseline data
Student Name: _________________
Skill:
EBP:
Baseline Data Information:
Identify Plan for Effective Implementation
1) RESOURCES. Define the needed
resources, equipment, people and/or
information will be needed for
implementation
2) HOW. Detail steps for
implementation. Describe/ list steps in
distinct, measureable actions so
everyone will understand what to
expect.
3) WHO. Describe what
each person involved in
the process will do, or be
responsible for, in order
to implement
4) Assessment Data
Determine the data
that will help
evaluate the
effectiveness of the
process.
Data!!
A Word About Data
Selecting and Using Data for Decision Making
• Paras are often involved with the data collection
• Paras often add ideas and input to the type of data that
could be helpful
• Paras often give insight to the ‘raw’ data
• Paras generally do not design and implement a data
collection plan on their own
• However, as part of the team, it is important to know
how decisions are made so that you can assist in
planning, implementation and review
Frequency of target goal
• How often does the desired skill occur?
Duration/ Time
• How long does it take?
Intensity
• What is the level of a defined behavior?
Accuracy
• How accurate is the response?
Level of Independence
• How much assistance is needed?
Type of
Measure
Example
Frequency of
target goal or of
current issue of
concern (need)
“How often does Shawna use Mobile Tech to navigate to fourth floor
independently” (0%)
Or
“How often does Shawna need assistance to find the fourth floor
office?” (100%)
Duration/
How Long? (time
factor) of target
goal or of current
issue of concern
(need)
“Using Mobile Tech, how long does it take Shawna to navigate to fourth
floor independently” (cannot do it at all now…)
Or
“With 1:1 assistance, how long does it take Shawna to find the fourth
floor office?”(15 minutes)
Intensity of the
target goal or of
current issue of
concern (need)
“Using Mobile Tech, what is Shawna’s anxiety level when navigating to
the fourth floor independently” (refuses to try- sits on floor- cries) Or
“With 1:1 assistance, what is Shawna’s anxiety level when navigating to
the fourth floor ?”(stops 2 times, cries, asks for help)
Would likely need to develop an intensity scale for objective measures.
Type of
Measure
Example
Accuracy of
target goal or of
current issue of
concern (need)
“Using Mobile Tech, how accurately does Shawn locate the
fourth floor office independently” (not at all - refuses to try- sits
on floor- cries)
Or
“With 1:1 assistance, how accurately does Shawn locate the
fourth floor office?”(Currently finds the correct office 100% of
the time with prompts for each step. 50% accurate with
prompts for all but last step. 0% accurate when any less
prompts given )
Level of
Independence
of target goal or
of current issue
of concern
(need)
“Using mobile tech, how independently does Shawna navigate
to fourth floor?” (0%)
Or
“Without the 1:1 assistant prompting each step, what percent
of time is Shawna able to navigate to fourth floor office?” (0%
accurate without prompts or when asked to find her way
independently. )
What Type(s) of Data do
you think you will need to
collect for the skill and goal
you are targeting?
Frequency of target goal
• How often
Duration/ Time
• How long
Intensity
• What Level?
Accuracy
• How correct or exact
Level of Independence
• How much assistance
EBP Planning Worksheet
Student Goal: Skill to be
taught EB Practice to be
used, and Baseline data
Student Name: _________________
Skill:
EBP:
Baseline Data Information:
Identify Plan for Effective Implementation
1) RESOURCES. Define the needed
resources, equipment, people and/or
information will be needed for
implementation
2) HOW. Detail steps for
implementation. Describe/ list steps in
distinct, measureable actions so
everyone will understand what to
expect.
3) WHO. Describe what
each person involved in
the process will do, or be
responsible for, in order
to implement
4) Assessment Data
Determine the data
that will help
evaluate the
effectiveness of the
process.
EBP Planning Worksheet
Student Goal: Skill to be
taught EB Practice to be
used, and Baseline data
Student Name: _Shawna_____________
Skill: Mary will independently locate her office work site
EBP: Visual Supports/Mobile Technology
Baseline Data Information: Currently requires assistance from adult for each checkpoint along the
route. 0/3 checkpoints. 0/5 times.
Identify Plan for Effective Implementation
1) RESOURCES. Define the needed
resources, equipment, people and/or
information will be needed for
implementation
2) HOW. Detail steps for
implementation. Describe/ list steps in
distinct, measureable actions so
everyone will understand what to
expect.
3) WHO. Describe what
each person involved in
the process will do, or be
responsible for, in order
to implement
4) Assessment Data
Determine the data
that will help
evaluate the
effectiveness of the
process.
Daily observation
1. Task Analysis. Task analysis of route
to office
2. AT staff. Talk about using
technology and taking pictures with
phone camera
2. APP. Download Story Kit app
recommended by AT team member
3. Use of App. Insert pictures and
record voice prompts to reach office
4.Permission. Shows to team
members and parents for approval
and permission to use on student’s
iPhone
1. Student has phone. (Work with
home to have large phone sign on
door as she exits from house)
2. Teach student how to click on each
picture to find her way to the work
site.
3. Walk with student from parking lot
as she uses app.
4. Verifies 3/3 times she is using
correctly
5. Follow behind student and use data
sheet to verify that she reaches 3
checkpoints and final destination.
6. Makes sure student has JTC phone
# and supervisor phone # if there is a
problem and knows how to call.
7. Practice calling with student.
Job Training
Coordinator: Task
Analysis, Discussion with Data collected on
AT staff
student ability to
perform each step of
AT Staff: Teach Job
task and what level
Coach and JTC how to
of support is needed
use App, take pics
Data collected until
Job coach: daily support student able to
starting March 15 till
complete all steps
goal achieved. Data
independently and
collection
arrive at office
successfully. (5/5).
EBP Planning Worksheet
Student Goal: Skill to be
taught EB Practice to be
used, and Baseline data
Student Name: ___Terri__________
Skill: Terri will independently begin the lab assignments
EBP: Visual Support with Mobile Tech, Prompting (fading people prompts)
Baseline Data Information: Para or Teacher must prompt to gather materials and verbally direct to start
the lab 4 out of 5 days.
Identify Plan for Effective Implementation
1) RESOURCES. Define the needed
resources, equipment, people and/or
information will be needed for
implementation
2) HOW. Detail steps for implementation. Describe/ list
steps in distinct, measureable actions so everyone will
understand what to expect from task analysis.
· Task Analysis of the routine to
begin
· Data sheet to collect data
· Permission for student and
family to use her iPhone to
create a checklist
· Identify the App to be used
· Learn about the App
· Develop the checklist routine
on the phone using the app
· Teach to Terri
· Gather the data
1. Write up the idea for the use of the iPhone
to help with independence in school and a
permission form for parents and Terri to
sign
2. Send to parents
3. Task Analysis completed
4. Review idea with Terri
5. Select App
6. Download to phone
7. Place the steps of the Task Analysis in
phone
8. Create data sheet to collect data on level of
independence with app
9. Practice with Terri
10. Make sure teachers, paras and job coaches
know the plan and know who will be
prompting the use of the app if necessary
11. Implement in lab class
12. Take data
13. Review data with team and Terri
3) WHO. Describe what each
person involved in the process
will do, or be responsible for, in
order to implement
Para:
· Do Task Analysis and
review with teacher
· Work with IS to develop
observation/data sheet
· Research App to be used
and review
recommendation with
teacher
· Bring timer to work site
· With Terri, download
app
· Teach Terri to use
· Gathers data
Intervention Specialist:
· Review Task Analysis
· Create letter and form
for parents and Terri
· Work with Para to
develop observation/
data sheet
· Review app selection
· Reviews data
4) Assessment Data
Determine the data that will
help evaluate the
effectiveness of the process.
Para to collect data
on daily basis by
observation and place
on data sheet
1. How many people
prompts are needed
to begin lab (may
need more baseline
data on this before
starting)
2. How long does it
take to begin lab
(need to get this
baseline before
starting)
EBP Planning Worksheet
Student Goal: Skill to be
taught EB Practice to be
used, and Baseline data
Student Name: ___HUNTER__________
Skill: Hunter will stay focused on the identified vocational task
EBP: Self Monitoring Strategies
Baseline Data Information: Requi res the job coa ch to verba lly remind him to get
back on task 7-8 times in 90 minute job experience (every 11-12 minutes)
Identify Plan for Effective Implementation
1) RESOURCES. Define the needed
resources, equipment, people and/or
information will be needed for
implementation
2) HOW. Detail steps for implementation. Describe/ list
steps in distinct, measureable actions so everyone will
understand what to expect from task analysis.
3) WHO. Describe what each
person involved in the process
will do, or be responsible for, in
order to implement
4) Assessment Data
Determine the data that will
help evaluate the
effectiveness of the process.
· Para/Coach to monitor use of
self monitoring strategy
· Para / Coach to teach strategy
to Hunter
· Self-monitoring Strategy –
Using timers and tokens to
measure time on task. Earning
praise and extra credit for ‘x’
amount of tokens
· Development of work
contract
· Timer
· Tokens
· Need more information on
how to implement the specific
strategy and share with all
support staff or job coaches
· Observation sheet for job
coach/para
1. Student reviews work ‘contract’ with job
coach (Example: for ‘x’ amount of tokens I
can earn ‘x’ amount of extra credit points)
2. Student fills Right pocket with 10 tokens
3. Student sets timer on iPhone (or other
timer) for 10 minutes and starts timer
4. Student begins the vocational task (example:
Green house work)
5. At 10 minutes when timer goes off, if
student is working (‘on-task’), he moves a
token from right pocket to left pocket. If not,
does not move token (if he does not, para
prompts Hunter to either move token or
reset timer)
6. Resets timer for 10 minutes
7. Repeats for 8 more rotations until 90-minute
session is complete.
8. Counts tokens in left pocket
9. Records tokens on contract
10. Takes contract to job coach for verification
and review
11. Coach praises for success
12. Calculates points and contracts for next day
Para/Coach:
· Develop observation
sheet and Daily work
contract form for
Hunter
· Collect items to be used
as tokens
· Bring timer to work site
· Review/Teach the
strategy to Hunter (will
begin by using heavy
prompting)
Intervention Specialist:
· Review the plan design,
provide additional
information and input
as needed
Other Job Coaches on
Team
· Learn about strategy
after initial implement
Para to collect data
on daily basis by
observation and
token count:
1. How often she is
required to prompt
Hunter to attend to
timer and make a self
monitoring decision
(independence with
strategy)
2. How often Hunter
accurately
monitors/determines
he is ‘on task’
3. How much time
Hunter is on-task in
90 minute work
session (duration)
with daily token
count
Final Discussion
Is the Plan…….
Teachable?
Doable?
Learnable?
From SISEP Framework Modules, Lessons and Resources are available at:
http://implementation.fpg.unc.edu/modules‐and‐lessons
Easily
Assessed?