Problem Solving Model课件.pptVIP

Problem Identification/Validation What is the problem? Questions to be Answered What is the current concern and/or the desired behavior? (operational definition) What is the current level of performance in the targeted behavior? (baseline) How does the current level of performance compare to expectations? (problem validation) Is the gap between current performance and what is expected LARGE enough to consider intervention? (data, problem validation) Step One: Operational Definition Contexts for this process Curriculum work – current state/desired state IEP/IFSP – behavior of focus Functional Behavior Assessment I plan – with gen ed teacher I plan - FIE Operational Definition Objective- the definition refers only to observable and measurable characteristics of the behavior Clear- the definition is so explicit that it could be read, repeated, and paraphrased by others Alterable- the behavior must be something that can be changed Generalizable – be observed in more than one setting NOT A GOAL STATEMENT Operational Definition An operational definition must be descriptive enough that two observers could independently observe the same behavioral episodes and obtain similar observational data Stranger Test So What Test Operational Definition Format- (Target behavior) means that (Student name) (Action verbs) Aggression means that Johnny kicks people or objects, hits others, and spits at others Answering “Wh” questions means Jane will verbally answer who, what, where, what-doing questions Reading Fluently means that Thomas will orally read 3rd grade Dibels text at a rate of 67-92 cwpm (25-50% ile, Fall) Unclear Definition Marco has inappropriate spacing in his writing. He doesn’t leave adequate spaces between the words. Missy doesn’t follow basic concept directions. Explicit Definition Marco has inappropriate spacing in his writing. Inappropriate spacing means that Marco leaves spaces smaller than a popsicle stick in his writing. Following basic con