Significant Cognitive Disabilities

Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.

This video shows how one educator adapts age-appropriate books and texts in ways that match her students’ unique strengths and abilities to increase interest and engagement, support vocabulary development, and strengthen understanding of concepts and experiences.

 This video shows one educator sharing how she uses a duration collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention.  

This form can be used to break down the steps of an activity and indicate the support the student required for each step.

This chart organizes the levels of support a student might need from least to most invasive.

This video shows one educator sharing how she uses a task analysis data collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention.  

In this video, Ayo Jones elaborates on the concept of scaffolding by using task analysis to teach skills through forward or backward chaining.