1. Evaluation Plan: Setting Goals and Monitoring Progress
Chris Borgmeier, PhD
Portland State University

2. Evaluation Plan Data to be Collected Procedures for Data Collection
Person Responsible
Timeline
Is plan being implemented?
Is plan making a difference?

3. Evaluation Plan Data to be Collected Procedures for Data Collection
Person Responsible
Timeline
Is plan being implemented?
Are staff implementing tasks as assigned in BIP Implementation Plan?
Staff monitor task completion daily with 3x5 inch notecard
Review tasks at BIP Review meeting
As assigned in BIP Implementation Plan
Implement as of 2/27, ongoing
Review at BIP Rev Mtg
Is plan making a difference?
# of tantrums/ week
Student use of hand-raising to request escape
# math problems completed in class/ total problem
Teacher notes occurrences of tantrums in math
Teacher notes occurrences in math
Teacher notes in class
Teacher/Asst
Teacher/ Asst
2/27 ongoing
Plan Review Date 5/31/05

4. Identifying & Prioritizing Outcomes
What is most important to the referring teacher?
Define desired improvements
If the student increases/decreases this behavior you will feel like:
your life is better
the student is improving
What is most important for the benefit of the student?

5. Competing Behavior Pathway

6. Develop an Evaluation Plan
Specify short term goal
Focus on use of alternative behavior & reductions in problem behavior
Short term goals will continuously be revised in working toward the long-term goal
Specify long term goals
Focus on desired behavior & reductions in identified problem behavior
Specify evaluation procedures
Point cards can be a good way to track progress
Other alternatives – scatterplot, teacher grading records, attendance, referrals
Plan review date (within 2 weeks) to evaluate the effectiveness of plan

7. Competing Behavior Summary
Desired Behavior
Typical Consequence
Summary of Behavior
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Alternate Behavior

8. Competing Behavior Pathway
Guide for Evaluation Plan
Identify
Short term goals and intervention
Alternate Behavior
Long-term goals and intervention
Desired Behavior
Set Reasonable Goals:
Behavior Change is a Process requiring Breaking Habits and Learning new skills

9. Start with the Short Term Goals
Increasing the Alternate Behavior & Decreasing Problem Behavior

10. Use Competing Pathway to Identify Outcome Measures
Desired Behavior
Typical Consequence
Summary of Behavior
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Alternate Behavior
Immediate Short Term Goals
Reduce Problem Behavior
Increase use of Alt. Behavior

11. Why the Alternate Behavior
Why the Alternate Behavior? Why can’t we go right to the Desired Behavior?
4. The student is going to need to gain the math skills before being able to do this like peers
3. Look how different this is from what’s happening now
1. This is what we’re asking the student to do.
Complete math problem
Success, another problem
Given double digit addn problems
Sent back to table (escape task)
None identified
Throws a Tantrum
2. This is what the student wants now.
Raise hand & ask for break
5. So… in the meantime we use the alternate behavior

12. Desired Behavior
Long-term goal = to follow regular classrooms routines and norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers

13. So… back to a short term goal
Develop a goal to review in 2 weeks at initial follow-up meeting
Focus on:
Reducing problem behavior
Increasing use of alternate behavior
How can we measure this in a feasible, but effective way?

14. Short term Goal Reduce frequency of problem behavior
Increase use of alternative/replacement behavior
How do we measure this?
Depends on the frequency & type of problem behavior

15. Identifying an Appropriate way to Measure
Must measure specific targeted/ prioritized behavior
(Fighting, disruption, off task, attendance, work completed, etc.)
Best way to measure (Objective v. Subjective)
Frequency
Duration
Subjective rating (point card)
Balancing Accuracy & Feasibility of Data Collection
Measure must be a feasible form of data collection for teachers/staff
What is the baseline?

16. Using Point Cards
Point cards are an easy way to track progress with a behavioral plan
Good for helping students learn to monitor their own behavior
Easily linked with Reinforcement Program
Flexible & feasible for teachers

17. Alternate Behavior
Reduce Problem Behavior

18. Measure Use of Alternate Behavior Measure Reduced Problem Behavior

19. Use Existing Data Forms when possible
Try to be consistent with point card forms that might be in use for Check-In/Check-Out programs if possible

21. Individualized Point Card Fill in more specific behaviors

22. Identify a Short-term Goal & Data Collection Plan & Format
Short-term Goal -- Where to start:
Reduction in Problem Behavior
Increase in Alternate Behavior
Do we have any baseline data?

23. Identify a Short-term Goal & Data Collection Plan & Format
Short-term Goal -- Where to start:
Do we have any baseline data?
Point cards?
Discipline referral?
Teacher estimates of frequency/duration
Use data/estimates to set a reasonable goal

24. Identify a Short-term Goal & Data Collection Plan & Format
Short-term Goal -- Where to start:
Use data/estimates to set a reasonable goal
Set initial goals that the student is able to achieve (early success)
Link incentives to data & reasonable student progress (so goals must be reasonable)

25. Questions for Evaluation Plan
Does your evaluation plan focus on the prioritized behaviors of concern?
Reduction in problem behavior
Increased use of alternate and desired behaviors?
If the student meets the goal, will there be a noticeable difference in student behavior?
Is the evaluation plan clearly linked with the reinforcement program?
Is data collection feasible?

26. Initial Success: Transitioning to Desired/ Long-Term Goals

27. Use Competing Pathway to Identify Outcome Measures
Adjust Goals Over Time… as Student exhibits success
Longer Term Goals
Desired Behavior
Typical Consequence
Summary of Behavior
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Alternate Behavior
Immediate Short Term Goals
Reduce Problem Behavior
Increase use of Alt. Behavior

28. Desired Behavior
Long-term goal - to function independently and follow normal classroom expectations
Likely to require intensive intervention that gradually removes support until student responds to classroom expectations without extra support

29. Consequence Interventions Measuring Behavior
Transition to Measuring the Desired Behavior(s), or approximations of the desired behavior
The ultimate plan is to have the student move beyond the alternative behavior to using the desired behavior

30. Adjusting Goals while Modifying Supports
Increased Self Monitoring
Fading Antecedent supports
Fading/Refocusing Reinforcers
Decreasing frequency
Increased connection w/ natural reinforcers
Changing focus of goals & reinforcers from reducing problem behavior to increasing desired behavior

31. Team Activity Develop an Evaluation Plan for your student
Remember to focus goals and data collection on your alternate behavior & desired behavior
We want numeric data that we can present in graph form for progress monitoring
Data collection must also be manageable for staff