Individualized point Scaled system
Individualized point Scaled system
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Using an individualized point sheet...
Narrows focus on 3-4 target behaviors.
Allows more objective data collection.
Gives a daily trend of behaviors based on time of day, location, and type of activity.
Increases daily communication.
Implementation
Implementation
Overview
Team meeting to create an individualized behavior monitoring system (daily)
Identify behaviors, notes, subject, and times to identify patterns and progress monitoring.
Every moment of day must be addressed and monitored for target behaviors.
A student led conference should be utilized to create an understanding of the system and how it will support them.
The student should help generate the criteria and targets.
A Likert scale is typically utilized with clearly defined points for each number.
IMPORTANT- This scale is meant for progress monitoring not for consequences and an individual behavior plan.
Core Components
Used for progress monitoring not consequences
NOT A POINT & LEVEL SYSTEM
Fresh start daily
Can not be "hung over" the student's heads. (Used as a threat for compliance)
Objective not subjective
Proactive Implementation
Based on previous student information, an individualized point scale sheet may be created from the start of the year or semester. This includes the current schedule and any prior interventions that have benefited the student.
Responsive Implementation
Responsively implementing an individualized point scale sheet typically stems from a student demonstrating the need to track, monitor, and grow specific targeted skills. The student, group, or class should work with the supervising adult to decide the targeted skills.
Bucket fits
Bucket fits
Connection
If the need is connection then the student may conference with a strongly established relationship they have in order to discuss their feelings on the day.
Skills Training
If the need is skill building then 3-4 specific targeted skills should be defined and consistently used to monitor each day.
Awareness
If the need is awareness then the supervising adult for each interval should mark and conference with the student to discuss similarities and discrepancies.
Emotional Regulation
If the need is regulation then the student should be asked to self assess their emotional state at each interval and determine an appropriate intervention based on this state.
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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