Abstract
We evaluated the extent to which a checklist increased objective note writing following simulated teaching sessions for 17 special education staff members. In general, participants improved in their description of the reinforcer earned by the child and of prompts delivered by the teacher during a session. Nevertheless, participants’ correct reporting of problem behavior decreased following the training.
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Acknowledgements
We would like to thank Jessica Palmier and Rachel Arena for volunteering to be the child and teacher during this study and Ashley Bates and Lorenzo Webster for their session note coding. We would also like to thank both reviewers for their extensive feedback on the data representation.
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Appendix
Appendix
Session Note Checklist | |
|---|---|
Components | Completed? |
1. Indicate the task was completed during the session. | |
2. Indicate the reward earned/earning during the session. | |
3. Indicate the level of prompting needed for the child to complete the task. | |
4. Avoid using subjective terms (e.g., in a great mood, bad mood, not feeling it). | |
5. Pair positive statements with outlining the behavior (e.g., They did amazing sorting!). | |
6. Indicate next steps: Will you continue teaching the same skill? New skills? | Steps 6-9 may be needed when writing a note for parents when working in a school setting. |
7. Indicate if there are other concerns (e.g., the child said he was sleepy, did not eat today, possible sickness). | |
8. If severe behavior occurs, touch base with the teacher, supervisor, or administrator (teachers only) prior to writing the note. | |
9. Ensure the note is sent home as soon as possible. |
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Luna, O., Rapp, J.T. Using a Checklist to Increase Objective Session Note Writing: Preliminary Results. Behav Analysis Practice 12, 622–626 (2019). https://doi.org/10.1007/s40617-018-00315-4
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DOI: https://doi.org/10.1007/s40617-018-00315-4