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.

Requirements and best practices for obtaining informed consent for conducting evaluations and initiating special education and related services.

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.

This video shows one educator sharing how she uses a task analysis data collection form. This 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.  

Provides guidance for multidisciplinary teams determining eligibility and need for specially designed instruction for students who are deaf and hard of hearing.

This Core Content Area/Tier 1: Instructional Observation form is for observing the student during general education instruction. The multidisciplinary team (MDT) may use this template or revise it to create a form tailored to gather information during a special education evaluation.

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 supplemental response form is designed to help teams consolidate the referral information for emergent bilingual (EB) students for easy reference as they analyze a variety of information.