Adapting and Thriving:
A BCBA’s Guide to High-Leverage Practice 6 in Special Education
As a Board Certified Behavior Analyst (BCBA) working in schools, my role often intersects with the pivotal work of special education teachers. Together, we are tasked with ensuring that students with diverse learning needs receive the individualized attention they deserve. Among the numerous practices that guide our work, High Leverage Practice 6 stands out as a cornerstone: developing instructional goals, continuously evaluating their effectiveness, and making the necessary adjustments to ensure student success.
In my experience, this practice is not just a theoretical framework—it’s a dynamic, hands-on approach to meeting students where they are and guiding them toward where they need to be. Let's delve into how we can effectively apply this practice, ensuring that every student has the opportunity to thrive.
Developing SMART
Instructional Goals
The journey begins with the development of instructional goals, which should be rooted in the student’s Individualized Education Program (IEP). As BCBAs, we are often involved in the functional behavior assessment process, helping to identify the underlying causes of behavioral challenges. These insights are invaluable when setting goals that are not only academically relevant but also behaviorally supportive. One of the most common problems that arise between special education teachers and BCBAs working in the schools is a lack of knowledge and understanding on the part of the BCBA of the legal demands to engage students in grade-level curricula. Often BCBA’s have attempted to engage students in repeated drills that teachers feel have little relevance to the student’s IEP goals or the school’s curriculum. Working together to ensure the development of relevant instructional goals is critical for success.
When crafting goals, it's essential to employ the SMART criteria—Specific, Measurable, Attainable, Relevant, and Time-bound. For instance, rather than setting a broad goal like "improve reading skills," a SMART goal would specify: "Student will improve reading fluency by reading 100 words per minute with 95% accuracy in eight weeks." This precision allows for targeted instruction and easier progress monitoring.
Embracing Ongoing Data Collection
Once goals are set, the real work begins: the implementation of instruction and the continuous collection of data. High Leverage Practice 6 emphasizes the importance of ongoing data collection, and for good reason. Data is our compass—it tells us whether we are on the right path or if we need to course-correct.
One of the most effective tools at our disposal is curriculum-based measurement (CBM). CBMs provide quick, frequent snapshots of a student's progress in core academic areas, such as reading or math. A teacher employing CBM will test the student briefly each week. The test employs curriculum-based content and generally lasts from 1 to 5 minutes. For example, a teacher may ask a student to read a passage related to the current curriculum and then count the correct and incorrect number of words read in the time allotted. Scores are then plotted on a graph and compared to the expected performance. CBMs are particularly useful because they allow for immediate feedback and adjustment. For example, if a student is not making expected progress in reading fluency, the data will show this trend early on, prompting an instructional adjustment before the student falls too far behind.
In addition to CBMs, informal classroom assessments—such as exit tickets, quick quizzes, and in-class activities—are invaluable. These assessments can provide immediate insights into student understanding, allowing teachers to address misconceptions or gaps in knowledge right away.
Alex Grosso, MABA, BCBA
Observing and
Reflecting on Practice
Beyond formal assessments, continuous observation plays a critical role in understanding how students are responding to instruction. As BCBAs, we are trained to observe not just academic performance but also student behavior. These observations can reveal patterns that might otherwise go unnoticed. For example, a student who consistently disengages during math might not only struggle with the content but also have anxiety around the subject. Such insights are crucial for tailoring instruction to meet the student's needs.
Self-assessment is another vital component of this practice. Teachers and BCBAs alike must regularly reflect on their instructional methods. What strategies are working? Which ones are falling short? By honestly evaluating our practices, we can make informed decisions about what to retain, what to modify, and what to abandon altogether.
Collaboration with Stakeholders
One of the most enriching aspects of working in schools is the opportunity to collaborate with a wide range of stakeholders—students, families, teachers, and other professionals. High Leverage Practice 6 highlights the importance of these discussions, as they provide a fuller picture of the student’s progress and needs.
Regular communication with families is particularly important. Families can offer insights into the student's behavior and learning at home, which can inform instructional decisions. For instance, if a parent reports that a student is struggling with homework, it may indicate that the student needs additional support or modifications to their learning plan.
Collaborating with other professionals—such as speech therapists, occupational therapists, and school psychologists—ensures that the instructional program is holistic and addresses all aspects of the student's development. As BCBAs, we often serve as the bridge between behavior and academics, ensuring that the strategies we employ are consistent across all areas of the student's life.
Alex Grosso, MABA, BCBA
Making Data-Driven Decisions
The core of High Leverage Practice 6 is making data-driven decisions. This requires a systematic approach to analyzing the data collected through various means—CBMs, informal assessments, observations, and stakeholder discussions. The goal is to validate our instructional hypotheses: Are the strategies we are using effective? Are they leading to measurable improvements in student learning?
When the data indicates that a particular strategy is working, it should be retained and possibly extended to other areas. For instance, if a specific reading intervention is improving fluency, it might be adapted for use in writing instruction as well. Conversely, if the data shows that a strategy is not yielding the desired results, it’s time to reassess and try something new. This might mean adjusting the instructional approach, modifying the goal, or even bringing in additional resources.
Practical Tips for Implementation
- Create a Data Collection Schedule: Regularly scheduled data collection sessions ensure that you are consistently monitoring progress. This could be daily for CBMs or weekly for informal assessments.
- Use Visual Data Displays: Graphing student progress can make trends more apparent. This visual representation is also helpful when communicating with stakeholders.
- Reflect Weekly: Set aside time each week to review the data and reflect on your instructional practices. Consider what’s working, what’s not, and what adjustments might be necessary.
- Engage in Peer Collaboration: Regularly collaborate with colleagues to discuss strategies and share insights. Peer feedback can offer new perspectives and solutions.
- Keep Communication Open: Maintain ongoing dialogue with students, families, and other professionals. Their input is invaluable in making informed instructional decisions.
In Conclusion
High Leverage Practice 6 is not just a strategy; it’s a mindset—a commitment to continuous improvement and responsiveness to student needs. As BCBAs and educators, our ultimate goal is to help students reach their fullest potential. By setting clear goals, collecting and analyzing data, and making informed adjustments, we ensure that every student receives the individualized support they need to succeed.
Remember, the key to this practice is flexibility. Be prepared to pivot, to experiment, and to learn from both successes and challenges. In doing so, we create a learning environment that is as dynamic and diverse as the students we serve.
written by
Alex Grosso
Alex Grosso has experience as a school-based and clinic-affiliated behavior analyst specializing in early intervention behavioral therapy, developmental disabilities, and family connections. He has been a behavior analyst and behavior technician in clinic and school settings. Outside of his professional work, he enjoys working out, playing video games, traveling, and spending time with his three Dachshunds. Alex is a Board Certified Behavior Analyst with his Bachelors in Psychology and Masters in Applied Behavioral Analysis.
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