Behavior Monitoring/Tracking
Behavior Monitoring/Tracking
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Using a behavior monitoring or tracking system...
Allows for tracking of targeted behavioral data
Identities trends and opportunities for proactive support
Selects specific actionable behaviors to track
Implementation
Implementation
Overview
Data collection is vital to have to for all interventions and strategies.
Various forms of data can be collected including start and stop date, frequency of behavior, and reflective notes on specific target areas.
Team meeting to create an individualized behavior monitoring system (daily) may occur.
Data tracking can look different to each student.
Identify behaviors, notes, subject, and times
Students may help create what they are being tracked on and conferenced with journal reflections and student led conferences.
Core Components
1-4 target behaviors are selected
Used for data tracking/progress monitoring over consequence giving
Data is used to support student responsively and proactively
Proactive Implementation
A tracking/monitoring system may be put in place to support a student, group, or class. The goal of the monitoring system in a proactive implementation is for students to self track and patterns to emerge. The student can then receive just in time interventions.
Responsive Implementation
Responsively implementing a behavior tracking system stems from a need to build awareness and acknowledge patterns of behavior. Students should conference and co-create the targets to monitor with small feedback loops discussing at minimum each day.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the monitoring/tracking system should be conferenced at least daily with a preferred mentor (adult or student).
Skills Training
If the need is skill building then specific skills should be monitored across all settings and interventions should be implemented to support growth in these skills.
Awareness
If the need is awareness then generalized skills or emotions should be tracked and journaled. The student needs to understand how frequent behaviors are occurring and their impact.
Emotional Regulation
If the need is regulation then the tracking should be combined with a regulation strategy at each tracked interval.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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