Level I: Using Data to Predict
• Questions – What is a problem?
– When are problems predictable?
• What Schools Must Do – Develop definitions of appropriate/inappropriate
behaviors
• What should constitute a referral?
– Use data to identify contexts that predict behavior
Level II: Using Data to Prevent
• Questions – What do we want students to do?
– What can we do to get them to do it?
• What Schools Must Do – Develop and teach replacement behaviors
– Facilitate success with prompts, cues, correction, and
consequences
• What’s the simplest possible set of strategies to facilitate
success?
– Implement with Fidelity and monitor
Level III: Using Data to Identify
Individuals
• Questions – How should we determine when a student needs
additional help?
– How can we get additional information on these kids?
• What Schools Must Do – Use school-wide data to find students at-risk of larger
failures
• Who is likely to have problems (failure) and why?
– Analyze school-wide data and include follow-up
questions of familiar persons to assess problems
Level IV: Using Data to Develop
Intervention
• Questions – What is the function of behavior?
– What intervention strategies provide the best
combination of logic (validity) and reality (simplicity)?
• What Schools Must Do – Understand the concept of function and the role it plays
in the development of even the simplest interventions
• Functional for the student and realistic for the teacher
– Implement with fidelity and monitor
Level V: Using Data to Evaluate
Intervention
• Questions – Is intervention working?
– What do we do next?
• What Schools Must Do – Monitoring student behavior in the simplest manner
possible to summarize outcomes
– Allow data to direct intervention
• If it’s working, continue -- if it’s not working, change
The University of Florida
Doctoral Program In Behavior Disorders
Terry Scott
Dept. of Special Education
PO Box 117050
Gainesville, FL 32611-7050
[email protected]
(352) 392-0701 x 263
http://www.coe.ufl.edu/faculty/scott/terrys/tscott.html