Evaluation

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.

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.

Examination of regulations related to reevaluations, the process for conducting a REED, and best practices of a comprehensive reevaluation.

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

Provides answers to common questions about related services in special education, including eligibility, service delivery, and how related services are considered within the intensity of services funding model.

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.

SPEDTex, the Special Education Information Center in Texas, is a website with resources and a call center to support families of students served through special education.