Data Analysis and Decision-making
The team measures the learner’s progress and makes the necessary adjustments throughout an intervention. Decisions are made based on the data collected during and even after the intervention. The Intervention Planning Tool can be useful for recording the learner’s performance during teaching sessions and confirming that the self-management strategies have been mastered.Since it is mainly the learner who implements the self-management strategies identified, the staff use the Tracking Progress and Maintenance Assessment section to ensure long-term follow-up. In fact, even when the learner uses self-management strategies independently, it is still important for the adults in charge to do a follow-up at predetermined intervals to check that the learner is applying the strategies correctly and maintaining the frequency of the targeted behaviour.
Click the link below to see how Michelle’s team recorded her progress and is planning the maintenance assessment:
Tracking Progress and Maintenance Assessment
Tracking Progress and Maintenance Assessment
| Date | Frequency/Duration of Targeted Behaviour | Self-management Strategies Observed | Follow-up Done With Learner | Initials |
|---|---|---|---|---|
| March 25 | 7 | Use the sheet, “I listen to others.” | BST session with Michelle to review the strategy “I use non-verbal expressions or gestures.” | A.S |
| March 28 | 8 | Use the sheet ʺI listen to others.ʺ Total the amount of the day. | BST session with Michelle to review the strategy “Use the visual support to remember listening strategies.” | A.S |
| April 2 | 9 | Use the visual support to remember listening strategies Use the sheet, “I listen to others.” Total the amount of the day. Exchange checkmarks for a reinforcer. | No follow-up necessary. | A.S |
| April 5 (to come) | ||||
| April 12 (to come) | ||||
| April 16 (to come) | ||||
| April 23 (to come) |
Ms. Smith must continue to do regular follow-up with Michelle, even after she masters the self-management strategies.
Here is a scenario to help you check your understanding of concepts you learned in this section. Reflect on the details of the case and on the team's options.
Diego
Diego is 13. After administering the CALI – Functional Skills for Independence, the team chose to work with Diego on the skill Preparing for departure. Diego constantly needs an adult to remind him to put the necessary items in his backpack, to get dressed and go outside to take the bus. He spends a lot of time walking and talking with his friends, and he has missed his bus several times. Diego can get his materials together and get ready, but he does not do so independently.Here is the Data Collection Sheet for Diego’s current level.
Objective
Analyze the data for the current level in order to write a SMART goal with the learner.
Questions
According to these data, how would you complete the Learner’s Current Level and SMART Goal sections of the Intervention Planning Tool?
Click here to display a sample answer.
Learner’s Current Level
Diego did not manage to demonstrate all the components of the targeted skill independently during the three observation sessions. He was able to gather all his items with two reminders from an adult.
SMART Goal
By November 15, XXXX, Diego will be able to gather all the necessary items to do his homework, put them in his backpack, get dressed, and take his backpack and lunch box to go outside in less than six minutes without a reminder from an adult for three consecutive days.
Diego did not manage to demonstrate all the components of the targeted skill independently during the three observation sessions. He was able to gather all his items with two reminders from an adult.
SMART Goal
By November 15, XXXX, Diego will be able to gather all the necessary items to do his homework, put them in his backpack, get dressed, and take his backpack and lunch box to go outside in less than six minutes without a reminder from an adult for three consecutive days.
The team, with Diego’s participation, is planning the implementation of a self-management program to increase the frequency of the targeted behaviours and has decided to use a token economy system. Mr. Laroy will be responsible for teaching Diego the different self-management strategies. Here is the information he recorded during the teaching sessions with Diego.
According to these data, what decision can Mr. Laroy make?
Click here to display possible answers.
- Diego seems to be having trouble mastering the strategy taught. Mr. Laroy can think about the reinforcement he is offering Diego during the teaching sessions. Is the reinforcement strong enough to motivate Diego to show the desired behaviour?
- Mr. Laroy may decide to try a different teaching strategy, such as peer modelling, for example, which seemed effective for teaching another skill.
- Mr. Laroy may also, in cooperation with his team, reconsider the decision to implement a self-management program with Diego. It is sometimes more effective to start with a reinforcement program managed by the adult. When Diego has had positive experiences and has received reinforcers, it will be time to return to a self-management program.
