Criterion data:

The more complex the MBO, the more complex the data.  The simpler the MBO, the simpler the data.

          Keep it as simple as possible, with as few variables as possible.

Data will: (if you have a good MBO and the data has been collected correctly).

1.     Tell you when the MBO has been met.

2.     Tell you when the goal has been met.

3.     Be graphed daily.

4.     Provide feedback to adjust the MBO and perhaps the entire plan as needed.

Plans and MBOs should be adjusted at least every six weeks.  If you are not making good progress, adjust, if you are making good progress and meeting objectives, adjust to the next steps.  Remember the saying attributed to Einstein: “Insanity is doing the same thing over and over again, expecting different results.”  This does not mean the entire plan needs to be rewritten.  A good plan will allow for and encourage adjustments to the plan and successive, progressive objectives, moving the individual closer to the goal(s).

Template or questions to ask yourself:  Answer in writing and before writing your MBO:

Who?  For example: Name of child or individual receiving the intervention.  If you are providing coaching to someone else, such as a parent, but the ultimate recipient of the intervention from the parent is the child, the who is still the child.

Who?

What?  For example: What specifically (in valid and reliably measurable terms) do you want the child or adult (if you are providing the intervention to an adult) to do?

What?

When?  For example:  When is the child/adult to do the desired behavior?  What is the target stimulus or cue for the child/adult that it is time to do the behavior?  (Whenever possible use or systematically adjust the MBO to use naturally occurring cues.  For example: when hungry, or when s/he enters the home, or when finished eating, --- or slightly less natural, when the alarm goes off in the morning.)

When? 

How?  How will you know the new or improved behavior is sufficiently consistent to move on to a next step?  (You may also want to consider and submit in writing in another part of the plan, how you will know when it’s time to adjust because of lack of progress). 

(How will you know that this objective has been met/accomplished?)  This needs to be specific and the data easy to collect and understand (graphed).  In the case of a safety issue, it must always be 100% (it is unacceptable to write that Joey will cross the street safely 50% of the time.  The only thing that should change is the assistance or prompt level).  For non-safety issues, an example would be 3 out of 4 trials for 3 consecutive weeks or 45% of the time for three consecutive weeks.  Be careful about saying an average over multiple weeks or months as this can paint a very inaccurate picture in your data collection and reporting.  If you use an average, someone may start out great and do poorly at the end of the specified period of time.  The average may still meet the required criteria, but the drop at the end is problematic and probably demonstrates a continued need.  Graph data daily to help you better understand trends.

How will you know the objective has been met? 

How (and when) will you know it’s time to adjust because of lack of progress?

Template or questions for data collection:

Answer in writing:

What is the person supposed to do?

For example: list everything the child is supposed to do according to the MBO.  This activity may be insightful and tell you the objective is too complicated.

What are the additional variables (if there are any)?

For example:  amount of time the person must start and/or complete the desired behavior (or task), how it is to be done, etc.

Data collection:

Good data collection will almost always… unless there is an incredibly compelling reason not to:

Track EVERY target behavior and EVERY variable within the MBO and some outside of the MBO i.e. setting events.

Graphing data:

1.   Data should almost always be graphed the same day it is collected.  This will help you understand trends, significant intervening variables, and needed adjustments.  For example: Joey may do better in the morning than afternoon.  Joey may do better with therapist A than therapist C.  Joey may do better when Susie is in the room and Sally is not.  All important information.

2.   Plans and interventions should be adjusted as soon as needed, not on a predetermined time schedule of one year or even six months.