You have been collecting behavior data for weeks. But when it is time to make decisions, you are not sure what your data is telling you. The problem might be that you are using outcome tracking data to answer progress monitoring questions.
Two Purposes, Two Approaches
Progress Monitoring
Answers: Is this working? Should we adjust?
- Frequent, ongoing data
- Informs intervention adjustments
- Formative in nature
Outcome Tracking
Answers: Did we achieve the goal?
- Periodic, checkpoint data
- Documents goal attainment
- Summative in nature
The 4-Point Decision Rule
Collect at least 3-5 data points before making intervention decisions. This distinguishes true trends from daily variation.
Dual-Purpose Data Collection
- Daily: Collect raw data (frequency, duration)
- Weekly: Review for progress monitoring decisions
- Monthly: Calculate averages for outcome tracking
- Quarterly: Generate progress reports for IEP
The Bottom Line
Progress monitoring guides your intervention. Outcome tracking documents your results. Both are essential, but confusing them leads to delayed decisions. Collect data daily. Review weekly for decisions. Summarize monthly for documentation.
References
Briesch, A. M., Chafouleas, S. M., & Riley-Tillman, T. C. (2016). Direct behavior rating: Linking assessment, communication, and intervention. Guilford Press.
Chafouleas, S. M., Kilgus, S. P., Riley-Tillman, T. C., Jaffery, R., Christ, T. J., Briesch, A. M., Chanese, J. A. M., & Kalymon, K. M. (2013). An evaluation of the generalizability of direct behavior rating single-item scales to measure academic engagement across raters and observations. School Psychology Review, 42(4), 407–421.
Volpe, R. J., & Briesch, A. M. (2012). Generalizability and dependability of single-item and multiple-item direct behavior rating scales for engagement and disruptive behavior. School Psychology Review, 41(3), 246–261.
Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self-management interventions for reducing challenging behaviors among school-age students: A systematic review. Campbell Systematic Reviews, 18(1), e1223. https://doi.org/10.1002/cl2.1223
Ruble, L. A., McGrew, J. H., Wong, W. H., & Missall, K. N. (2018). Special education teachers' perceptions and intentions toward data collection. Journal of Early Intervention, 40(2), 177–191. https://doi.org/10.1177/1053815118771391
Take Action
Put what you've learned into practice with these resources.
Key Takeaways
- Progress monitoring is formative - it guides ongoing intervention decisions
- Outcome tracking is summative - it documents whether goals were achieved
- Using outcome tracking data for progress decisions leads to delayed interventions
- Different questions require different data collection frequencies and methods
- Both types are necessary; the mistake is confusing their purposes
Progress Monitoring Decision Guide
Framework for choosing the right measurement approach for your goals
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