Progress Monitoring

Data Review Schedule

Decision Rules

Decision rules are predetermined criteria that specify when to change a program. They remove subjectivity and ensure timely responses to data.

When to Modify the Intervention

• 3–5 consecutive data points below the aim line (projected trend toward the goal): The current procedure is not producing sufficient progress.
• Flat or decelerating trend when an accelerating trend is expected.
• Highly variable data with no discernible trend after an adequate number of sessions (10+).
• Treatment integrity data shows low fidelity: Address the implementation before modifying the program itself.

When to Advance/Increase Criteria

• Client has met the mastery criterion for the current step or phase.
• Data show a stable, accelerating trend at or above the aim line.
• Move to the next step in the teaching sequence or increase the difficulty.

When to Continue the Current Phase

• Data are trending toward the goal at an acceptable rate.
• Recent variability is decreasing (stabilizing).
• There are fewer than 3–5 data points in the current phase—insufficient data for a decision.

When to Discontinue

• The client has met the terminal goal and maintenance is confirmed.
• The goal is no longer clinically relevant (priorities have shifted).
• Data consistently show that the behavior is not responsive to the current or modified intervention (consider reconceptualizing the target or function).

Mastery Criteria

Consecutive Session Criteria

• 3/3: Client meets criterion on 3 consecutive sessions. Common for discrete skills.
• 4/5: Client meets criterion on 4 of 5 consecutive sessions. Allows for one "off" session. Common for more variable behaviors.
• 80% accuracy across 3 consecutive sessions: Standard for many skill acquisition programs.

Probe-Based Criteria

• Mastery assessed through periodic probes rather than training sessions.
• Probes are conducted without prompts or additional support.
• Useful for generalization assessment—probes across untrained exemplars, settings, or people.

Fluency-Based Criteria

• Combines accuracy and rate: the client must perform the skill correctly AND at a specified speed.
• Measured in correct responses per minute.
• Fluent performance is more resistant to distraction, more retentive over time, and more likely to combine with other skills (SAFMEDS; Johnson & Layng, 1996).

Setting Appropriate Criteria

• Criteria should be based on normative data, baseline performance, and clinical judgment—not arbitrary numbers.
• Consider the social validity of the criterion: does this level of performance make a functional difference in the client's life?
• Avoid criteria that are too easy (met on the first session) or too difficult (never achieved).

Maintenance Probes

Once a skill meets mastery criteria, it enters maintenance—but it must be monitored.

Schedule

• Week 1 post-mastery: Probe at least 2–3 times.
• Weeks 2–4: Probe once per week.
• Months 2–3: Probe biweekly.
• Months 4+: Probe monthly.

If performance drops below 80% on a maintenance probe, reinstate teaching and investigate the cause.

What to Document

• Date of mastery and maintenance probe schedule.
• Maintenance probe data (graph alongside acquisition data).
• Decision and rationale if the skill is returned to active programming.

Monitoring Across All Active Programs

A client may have 10–20 active programs simultaneously. Efficient monitoring requires:

• A program summary dashboard updated weekly showing the status of each target (mastering, progressing, stalled, maintenance).
• Color-coded or flagging system to highlight programs that meet decision rule criteria for modification.
• BCBA reviews the dashboard before each supervision session.

Clinical Team Data Review Meetings

Structure

1. Review each active program: Look at the graph, assess trend, apply decision rules.
2. Identify programs needing modification: Discuss what to change and why.
3. Review behavior data: Frequency/severity of problem behaviors, incident reports.
4. Review treatment integrity: Are procedures being implemented as designed?
5. Review caregiver training progress: Goals, competencies, participation.
6. Discuss generalization and maintenance: Are mastered skills holding? Generalizing?
7. Document all decisions: What was decided, why, and who is responsible.

Documentation

• Meeting minutes with specific decisions and action items.
• Updated programs distributed to all implementing staff within 24 hours.
• Parent/caregiver summary of progress and any program changes.

Adjusting to Barriers

• Client absence: Adjust graphing (note gaps), consider whether skills need review.
• Staff turnover: Retrain new staff, assess treatment integrity immediately.
• Caregiver non-participation: Problem-solve barriers, adjust caregiver training approach.
• Environmental changes: New school, new home, schedule changes—monitor for regression and adjust.

Key References

• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
• Johnson, K. R., & Layng, T. V. J. (1996). On terms and procedures: Fluency. The Behavior Analyst, 19, 281–288.
• Luiselli, J. K., & Reed, D. D. (2011). Behavioral Healthcare and Technology. Oxford University Press.