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Completion Checklist
Step 5: Testing the Intervention
Team Number ___6__
x Collect Treatment Integrity data daily (teacher perspective) with IOA for
25% of sessions (outside team observer).
(Posted)
Collect Treatment Integrity data daily (teacher perspective) with IOA for
25% of sessions (outside team observer).
(Posted)
x Work with your coaches to complete behavior intervention plan and graphed
data to share with teacher and parents
(Posted)
x After reviewing final graph, assess POST social validity. HO 12.2 Teacher
and HO 13.2 Student
(Posted)
Suggested Readings
1. In the Beyond Behavior Special Issues, read the method, results, and discussion section
of articles 2-4 to see how the intervention was designed, implemented, and evaluated
Umbreit, J., Ferro, J., Liaupsin, C., & Lane, K. (2007). Functional behavioral assessment
and function-based intervention: An effective, practical approach. Upper Saddle River,
N. J.: Prentice-Hall.
a. Chapter 10 to learn how to test the intervention
b. Chapter 13 to learn how to monitor the intervention and analyze intervention outcomes
Step 5 Tips:
1. Be sure you use an experimental design to make certain you can actually demonstrate a
function relation between the introduction of the intervention and changes in student
performance.
2. Phase changes are determine by examining data (e.g., stability, level, and trend) and are
not determined by the amount of time a student spends in each phase.
3. Phase changes should not occur before or after breaks in the school year calendar.
4. Be certain to collect treatment integrity data with each introduction of the intervention.
SPED 743
Completion Checklist
Step 5: Testing the Intervention
Team Number ___6__
5. The post-intervention social validity measures are completed by stakeholders after the
intervention has been tested and the outcomes (e.g., graph and other data) have been shared with
and explained to the stakeholders.
6. When you complete HO 6.1, remember it will be used by the current and future teachers.
Be certain to include a blank copy of the treatment integrity form for future use as well as a
completed graph showing the complete intervention outcomes.
Observations
Observation #1
Behavior: B.O. seeks attention from sibling by invading personal space (laying on top of, pulling, etc.)
and by teasing her with personal items (unattended toys belonging to the sibling, blanket belonging to
the sibling).
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
- - - - - - - - + - - - - - + - - + - -
+ = occurrence
Observation #2
Behavior: B.O. seeks attention from sibling by invading personal space (laying on top of, pulling, etc.)
and by teasing her with personal items (unattended toys belonging to the sibling, blanket belonging to
the sibling).
SPED 743
Completion Checklist
Step 5: Testing the Intervention
Team Number ___6__
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
- - - - - + + - - - - - - - - - - - - -
+ = occurrence
Observation #3
Behavior: B.O. seeks attention from sibling by invading personal space (laying on top of, pulling, etc.)
and by teasing her with personal items (unattended toys belonging to the sibling, blanket belonging to
the sibling).
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
- - + - - - - - - - - - - - - - - - - -
+ = occurrence
Observation #4
Behavior: B.O. seeks attention from sibling by invading personal space (laying on top of, pulling, etc.)
and by teasing her with personal items (unattended toys belonging to the sibling, blanket belonging to
the sibling).
Observer 1:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
- - - - - - - + - - - - - + - - - - - -
Observer 2:
+=
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
- - - - - - - + - - - - - + - - - - - -
occurrence
Observation #5
Behavior: B.O. seeks attention from sibling by invading personal space (laying on top of, pulling, etc.)
and by teasing her with personal items (unattended toys belonging to the sibling, blanket belonging to
the sibling).
Observer 1:
SPED 743
Completion Checklist
Step 5: Testing the Intervention
Team Number ___6__
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
- + - - - - - - - - - - - - - - + - - -
Observer 2:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
- + - - - - - - - - - - - - - - + - - -
+ = occurrence
Graphed Data
SPED 743
Completion Checklist
Step 5: Testing the Intervention
Team Number ___6__
HO 14 Ethics Checklist
Is the intervention warranted? Yes. The target behavior interferes with B.O. s
ability to engage in cooperative play with her
(Does the target behavior interfere with the sister.
individuals ability to learn new skills, to
participate in activities, or does it diminish
potential for community integration?)
Was the student interviewed and results Yes. The student was interviewed so that we
considered in designing the BIP? Why or why can develop a meaningful intervention.
not?
Were the interventions selected Yes. We taught the replacement behavior and
systematically? What Method did you use? improved the environment.
Did the interventions follow from the FBA? Yes. We thoroughly understood the function of
Explain the behavior before agreeing to an
intervention.
Did the intervention include a replacement Yes, the replacement behavior was to ask to
behavior to increase a positive skill? What is join in play rather than pull her sister away
the replacement behavior and how is it from activities. It builds positive
connected to the FBA? What skill does it communication skills.
build?
Does the intervention address problems in the No. The behavior is not occurring in the
classroom environment? Why or why not? classroom environment.
Does the intervention target a socially Yes. It is socially acceptable to understand that
significant goal? What is it? Why do you think individuals are not always going to respond to
its socially significant? your approaches positively. The replacement
behavior teaches her how to cope with the
rebuttal in a positive manner.
SPED 743
Completion Checklist
Step 5: Testing the Intervention
Team Number ___6__
Does the intervention provide opportunities Yes. She has the opportunity to do the
for the student to make choices? Explain. replacement behavior to receive positive
reinforcement.
Were incentives selected based on the Yes. The student had a need to gain access to
students wants and needs? Explain. attention, we took this into consideration
when planning the intervention.
Did you address the integrity of Yes. The intervention was routinely performed
implementation (i.e., treatment integrity)? by parent each instance the data was collected.
Explain.
13.2 POST