Identifying and Monitoring a Target Behavior for Intensive Intervention

The Learning Resources portion of this CEM contains five parts:

  1. Introduction
  2. Universal Behavioral Interventions
  3. Supplemental Behavioral Interventions
  4. Identifying and Monitoring a Target Behavior for Intensive Intervention
  5. Intensive Intervention

Each portion has a downloads section that contains all the necessary materials to utilize that portion. These materials were developed to be used in a class or professional development setting. You can also follow the links in the text below to download the necessary files.

5-Tiered Structure

Part 4: Identifying and Monitoring a Target Behavior for Intensive Intervention.

This part introduces participants to techniques to identify and monitor target student behaviors over time as part of the process for implementing intensive behavioral interventions for non-responding students (i.e., those who do not respond to supplemental behavioral interventions). It introduces the concept of data-based individualization (DBI), a systematic method for using data to determine when and how to intensify behavioral interventions. Part 4 describes evidence-based strategies for gathering information on the behavior of non-responding students, identifying target behaviors for these students, and monitoring these students’ progress in improving their behavior after they receive individualized intensive behavioral interventions. This is part 4 of a 5 part Course Enhancement Module Learning Resource section. It can be used in whole or in part.  A teacher or professional development practitioner can use the PowerPoint Presentation in conjunction with the Facilitation Guide in a course or PD session. Aside from the Powerpoint, students will need:

  • Handout 9: Target Behavior Questionnaire
  • Handout 10: ABC Anecdotal Report
  • Handout 11: ABC Checklist
  • Handout 12: Direct Behavior Rating Individualization Form

Section Parts

OSEP LogoThis website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.