Visual reminders of behaviors that may help to reinforce or replace verbal directions or prompts. , When to Use: , Use to replace or reinforce verbal directions. Use to quickly and quietly redirect a student. , Tips:, Make sure that the student has the desired skill before using behavior cards. A student must be taught how to “sit in seat” before a visual will help them remember to sit in their seat. Think about what you want the desired behavior to ‘look like’ and ‘sound like’ for each student. Sitting in seat may look or sound different for each student. Teach the student based on their abilities and needs. , How to Use: , Use the cue card to visually reinforce verbal directions, or as nonverbal reminders. Be sure the student can see the cue card. , Tip: , Use photos of the student or students engaging in the behavior, rather than line drawings, to increase student ownership and understanding of the desired behavior..
Type: Resource General
Data is taken on labels and then moved to a tracking sheet at a convenient time., When to use: , Use to track student behaviors or skills in a busy classroom environment. Use for behaviors that happen throughout the day. Good for taking many kinds of data. , How to use: , Place pages of blank labels on clipboards around the room. Quickly grab a clipboard and use a label any time you need to record data. Set up your data label with important information such as name, date, and target behavior. Each time the student engages in the behavior, make a mark on the data label. At the end of the observation, during a planning period, or at the end of the day, peel the…, Tip: , Keep a writing utensil attached to the clipboards. , Variations: , Print labels specific to the data you are collecting and place on clipboards around the room for easy access.
Type: Resource General
Masking tape can be placed on the leg for an on-the-move solution to taking data., When to use: , Use to track student behaviors or skills. Use for behaviors that happen throughout the day. Best for taking data on how often a behavior happens (known as frequency data). , How to use: , Identify a target behavior and place a strip of masking tape on a clipboard or your thigh. For marking, use a pen or a felt tip marker. Each time you observe the student engaging in the behavior, draw one tally on your masking tape. At the end of the observation, count the total number of marks on your tape, and write that number on the data collection sheet of your choosing, or simply peel the…, Variations: , Use more than one strip of tape and label each with student initials when data is being taken on a single behavior for more than one student at a time. For example, you might track how often each of your students initiates a conversation with a peer during a social skills group. Multiple strips of tape can also be used to track multiple behaviors for a single student during an observation period…
Type: Resource General
Use your pockets and small objects like paperclips or pennies to take easy, on-the-move data., When to use: , This collection method allows you to stay focused on observing and accurately counting behaviors. Use to track student behaviors or skills. Use for behaviors that happen throughout the day. Use for behaviors that happen during an active task where you need your hands free. Best for taking data on how often a behavior happens (known as frequency data). , How to use: , Identify the target behavior and place a handful of paperclips in your left pocket. Each time you observe the behavior, take one paperclip from one pocket and transfer it to the other. At the end of the observation period, count the total number of paperclips in your “other” pocket and write that number on the data collection sheet of your choosing.
Type: Resource General
Data is taken on sticky notes and then moved to a tracking sheet at a convenient time., When to use: , Use to track student behaviors or skills in a busy classroom environment. Use for behaviors that happen throughout the day. Good for taking many kinds of data. Use to color code data to aid with organization. , How to use: , Place pads of sticky notes with writing utensils around the room. Quickly grab a pad and writing utensil any time you need to record data. Each time you observe the behavior, make a mark on your sticky note. At the end of the observation, during a planning period, or at the end of the day simply peel the note off and place it on the student’s data collection sheet or transfer your data…, Tip: , Sticky notes can be peeled off and stuck to different surfaces multiple times. This means they can be applied to clipboards or folders and travel with you as you transition along with your student. , Variations: , Assign different colors to each of your students. Keep a number of each colored sticky note on clipboards around the room or that staff can carry. This may increase student confidentiality and aid in organization.
Type: Resource General
Keep discrete trial materials, data sheets and reinforcers neatly organized and portable., When to use: , Pre-load bins to minimize student down-time spent finding and setting up materials for discrete trial training (DTT). Bins allow reinforcers to be close at hand without being accessible to students or distracting during trials. , How to use: , Before the school day starts, collect the materials for the discrete trials you will teach for the day. Be sure you have all relevant items, manipulatives, data sheets, and preferred student reinforcers. Place these items in a bin and label the bin with the student’s name. Put the bin where it will be easily accessible when it is time to do discrete trial training. , Tips: , Keep extra writing utensils, extra data sheets, and instructions for implementation in each bin. Partition bins to keep reinforcers and tasks separate and organized. Perform preference assessments often to be sure that the reinforcers in the bin reflect current student preferences. , Variations: , Rolling cart with drawers
Type: Resource General
