ARD/IEP Supports

Trial-by-trial data collection is used often for academic tasks. Record data for each opportunity, or trial, the student is given. The data may be reported in trials or in percentages, depending on how the goal is written.

Interval recording involves observing whether a behavior occurs or does not occur during specified time periods and is useful for high-rate behaviors that are difficult to count and/or do not have a clear beginning or end.

This data collection form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention. Frequency recording is a way to

Duration recording documents how long a student engages in a specified behavior. This type of data collection is appropriate for behaviors that have a distinct beginning and ending.

Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.

This quick guide outlines federal and state requirements and procedures for students new to the local educational agency (LEA) because they have transferred from in or outside the state.

The Texas SPED Quick Learns is part of the TEA Microlearning Series featuring Co-Teaching Approaches. In this video, educators and instructional leaders will understand the six common co-teaching principles practiced in the classroom.