progress with the goals of the contract (e.g., if the contract is for turning in homework on time each day, keep a record of how many days this was done.) 5. Continuously monitor the contract. Provide feedback to the student on his or her progress, as warranted. Materials/ Resources/ Tips: Resources: A quick Google search can provide many, many examples, but a few sample Behavior Contracts can be located • at: (Includes a School Bus Behavior Contract example) Tips: Before you select a behavioral intervention, you may need to spend some time ensuring that your team is confident about what behavioral skill deficit you are addressing. Something to consider when doing behavioral intervention is that it may (i.e., PROBABLY WILL) take more than 4 weeks of intervention to effect change. Also, when you look at your behavior data to gauge progress, remember that behaviors DO sometimes increase before they begin to decrease after you apply an intervention. When possible, measure in terms of positive occurrences of behavior, rather than focusing on the negative (e.g., days homework WAS turned in.) Sample Methods for Tracking and Charting: The "Behavior Report Card Generator" at Intervention Central (found at is also a great tool for recording student behavioral data. This tool can be customized for the selected behavior(s) and provides daily or weekly data collection tools, along with a progress monitoring chart. Additional tools for the collection of behavioral data can be found at: There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows the student's progress. o The following link also provides various charting options if you prefer to create your own: Remember that what you're looking for here is progress monitoring data that you can use to track and chart the student's progress with this particular skill; select a method for tracking and charting that is easy for you, easy for the student and is consistent, so that you and your school team can determine if the intervention is working or not.
progress with the goals of the contract (e.g., if the contract is for turning in homework on time each day, keep a record of how many days this was done.) 5. Continuously monitor the contract. Provide feedback to the student on his or her progress, as warranted. Materials/ Resources/ Tips: Resources: • A quick Google search can provide many, many examples, but a few sample Behavior Contracts can be located at: (Includes a School Bus Behavior Contract example) Tips: Before you select a behavioral intervention, you may need to spend some time ensuring that your team is confident about what behavioral skill deficit you are addressing. Something to consider when doing behavioral intervention is that it may (i.e., PROBABLY WILL) take more than 4 weeks of intervention to effect change. Also, when you look at your behavior data to gauge progress, remember that behaviors DO sometimes increase before they begin to decrease after you apply an intervention. When possible, measure in terms of positive occurrences of behavior, rather than focusing on the negative (e.g., days homework WAS turned in.) Sample Methods for Tracking and Charting: The "Behavior Report Card Generator" at Intervention Central (found at is also a great tool for recording student behavioral data. This tool can be customized for the selected behavior(s) and provides daily or weekly data collection tools, along with a progress monitoring chart. Additional tools for the collection of behavioral data can be found at: There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows the student's progress. o The following link also provides various charting options if you prefer to create your own: Remember that what you're looking for here is progress monitoring data that you can use to track and chart the student's progress with this particular skill; select a method for tracking and charting that is easy for you, easy for the student and is consistent, so that you and your school team can determine if the intervention is working or not.
Harris%20County%20Schools%20Researched%20Based%20Interventions_0.docx