Lesson Plan
Baseline Assessment Script
Equip teachers to conduct a structured 40-minute baseline assessment, capturing objective data on a target behavior and student self-reports to inform individualized supports.
Establishing a clear behavioral baseline is critical for setting realistic goals, tracking progress accurately, and tailoring Tier 3 interventions to each 9th-grade student’s needs.
Audience
High School Teachers (9th Grade)
Time
40 minutes
Approach
Guided interview, observation, and self-monitoring practice.
Materials
Baseline Recording Template (#baseline-recording-template), Baseline Data Collection Tutorial (#baseline-data-collection-tutorial-slide-deck), Teacher-Led Interview Prompts (#teacher-led-interview-prompts-script), Student Self-Monitoring Log (#student-self-monitoring-log), and Timer or Stopwatch
Prep
Review Materials
10 minutes
- Familiarize yourself with the Baseline Recording Template and ensure you can navigate its fields smoothly.
- Watch the Baseline Data Collection Tutorial to refresh best practices for objective observation.
- Skim through the Teacher-Led Interview Prompts so you can deliver them conversationally.
- Understand how the Student Self-Monitoring Log works, preparing to model it for the student.
Step 1
Introduction & Rapport Building
5 minutes
- Briefly explain the purpose: “We’re going to collect some information today to help us understand how often X behavior happens, so we can support you better.”
- Review confidentiality and ground rules: respectful communication, honest responses, and a safe environment.
- Confirm student consent and ask if they have questions.
Step 2
Structured Interview
10 minutes
- Use the Teacher-Led Interview Prompts to explore:
• When and where the behavior typically occurs.
• Possible triggers or setting events.
• Student’s perspective on why it happens and how they feel afterward. - Record key responses directly on the Baseline Recording Template under “Interview Notes.”
Step 3
Direct Observation & Data Logging
20 minutes
- Start your timer for 20 minutes.
- Observe the student during a normal activity (classwork, group project, etc.).
- Every time the target behavior occurs, log:
• Time stamp
• Antecedent (what happened right before)
• Behavior description
• Consequence (what happened right after) - Use the Baseline Recording Template to ensure consistency.
Step 4
Self-Monitoring Introduction
5 minutes
- Introduce the Student Self-Monitoring Log.
- Model how to record an occurrence (date, time, behavior code, brief note).
- Let the student practice one entry with your guidance.
- Encourage honest self-reporting and explain how this will help both of you track progress.
Slide Deck
Baseline Data Collection Tutorial
In this tutorial, we'll cover:
- The importance of objective data
- The ABC method (Antecedent-Behavior-Consequence)
- Walkthrough of the Baseline Recording Template
By the end, you’ll be ready to record accurate baseline data.
Welcome to the Baseline Data Collection Tutorial. Today we'll review how to collect objective behavior data, focus on the ABC recording method, and learn to use the Baseline Recording Template. Encourage questions and active participation.
Why Objective Data Matters
• Guides individualized interventions based on facts
• Tracks changes over time accurately
• Informs realistic goal-setting and progress monitoring
Objective data reduces bias and ensures decisions are evidence-based.
Highlight why unbiased, consistent data is the foundation for effective Tier 3 interventions.
The ABCs of Behavior Recording
Antecedent: What happened just before the behavior?
Behavior: The observable action (describe exactly what you see).
Consequence: What happened immediately after the behavior?
Use this sequence to understand triggers and outcomes.
Define each element clearly and connect them in sequence. Provide a quick example, e.g., student puts head down when asked to read aloud.
Setting Up Your Observation
• Define and operationalize your target behavior.
• Select a natural context (classwork, group activity).
• Gather equipment: timer, pen, Baseline Recording Template.
• Position yourself where you can see the student without disrupting.
Emphasize preparation: choosing the right setting and materials ensures data quality.
Using the Baseline Recording Template
Columns:
• Time Stamp (HH:MM:SS)
• Antecedent (brief description)
• Behavior Description (neutral, objective terms)
• Consequence (immediate response)
• Notes (additional context)
Record each event immediately to maintain accuracy.
Walk through each column of the template. If possible, project a sample template on screen.
Best Practices for Accuracy
• Record in real time—don’t rely on memory.
• Use concise, neutral language (avoid judgments).
• Focus strictly on observable facts.
• Keep your attention on the defined target behavior.
Stress the importance of immediacy and neutrality in your notes.
Common Pitfalls & Solutions
Pitfall: Missing events due to multitasking.
Solution: Use a quick tally alongside detailed notes.
Pitfall: Subjective labels (e.g., “naughty”).
Solution: Describe only what you see.
Pitfall: Forgetting timestamps.
Solution: Keep your timer visible.
Point out common errors and simple strategies to avoid them.
Practice Scenario
Scenario:
During independent work, a student glares at classmates for 2 minutes, then kicks their chair and leaves their seat immediately afterward.
Task: Use the Baseline Recording Template to log the antecedent, behavior, and consequence.
Facilitate a brief practice: have participants fill out the template for this scenario and then discuss.
Next Steps
• Apply these data-collection skills in your 20-minute observation segment.
• Prepare for the Structured Interview using Teacher-Led Interview Prompts.
• Later, introduce self-monitoring with the Student Self-Monitoring Log.
Preview how this tutorial fits into the larger session flow.
Script
Teacher-Led Interview Prompts
Time: 10 minutes
Purpose: Gather the student’s perspective on when, why, and how the target behavior occurs so you can record key details on the Baseline Recording Template.
Teacher: “Thank you for meeting with me. I’d like to ask you a few questions so I can better understand what’s happening when you [describe target behavior]. There are no right or wrong answers – this is just a conversation to help me support you.”
(Record notes under “Interview Notes.”)
1. Describe the Situation
Teacher: “Can you tell me about the last time this behavior happened? What were you doing, where were you, and who was with you?”
(Follow-up prompts if needed:)
- “What was the class or activity at that moment?”
- “Who else was around you?”
- “How did the situation start?”
2. Identify Triggers
Teacher: “What usually happens just before you notice yourself doing this behavior? Are there certain people, tasks, or feelings that seem to set it off?”
(Follow-up prompts:)
- “Can you think of a time when it almost happened but didn’t?”
- “What was different about that moment?”
3. Explore Internal Experience
Teacher: “When you feel that coming on, what do you notice in your body or your thoughts? What goes through your mind?”
(Follow-up prompts:)
- “Do you feel tense, hot, or want to leave the room?”
- “What are the strongest thoughts you have in that moment?”
4. Look at Consequences
Teacher: “After the behavior takes place, what usually happens next? How do others react, and how do you feel afterward?”
(Follow-up prompts:)
- “Does anyone talk to you about it afterward?”
- “How do you feel—relieved, upset, embarrassed?”
5. Brainstorm Supports
Teacher: “What do you think could help you in that moment? Is there something we could do or you could try to feel more in control?”
(Follow-up prompts:)
- “Would a quick break help you calm down?”
- “Could you use a hand signal or ask to step outside?”
Teacher: “Thanks for sharing all of that. I’ll add your thoughts here on the Baseline Recording Template. After our observation, we’ll use the Student Self-Monitoring Log to help you track any changes you try. Do you have any questions for me?”
Worksheet
Baseline Recording Template
Purpose: Use this form to log every occurrence of the target behavior during your 20-minute observation segment. Record each event immediately to ensure accuracy.
Instructions:
- Note the exact Time Stamp in HH:MM:SS format.
- Briefly describe the Antecedent (what happened just before the behavior).
- Objectively record the Behavior (what you observed).
- Describe the Consequence (what happened immediately after).
- Add any Notes (contextual details, emotion cues, environment changes).
| Time Stamp (HH:MM:SS) | Antecedent (What happened before?) | Behavior (Describe objectively) | Consequence (Immediate response) | Notes (Additional context) |
|---|---|---|---|---|
After completing your observation, review all entries to identify patterns in triggers and outcomes.
Journal
Student Self-Monitoring Log
Purpose: This log helps you track each time the target behavior happens, notice what leads up to it, and reflect on how you feel and respond. Regular self-monitoring builds awareness and empowers you to try new strategies.
How to Use:
• Carry this log with you during class or keep it easily accessible.
• Each time the behavior occurs, pause to fill out one entry below as soon as you can.
• At the end of the day, review your entries and complete the reflection questions.
Daily Entry Template
Date: ___________________
- Time of Occurrence: ____________
Behavior Code (e.g., B1, B2): ____________
What happened just before (trigger)?
How did you react or respond?
What did you feel in that moment? (Circle intensity: 1 2 3 4 5)
Did you try a coping strategy? If yes, what?
(Copy this block for each occurrence. Aim to fill in at least 3–5 entries each day.)
End-of-Day Reflection
- Did you notice any patterns in your triggers or reactions today?
- Which coping strategy worked best? Why?
- What will you try differently tomorrow?
- One goal for tomorrow (e.g., use a break signal, count to 5, ask for help):
Keep this log in your binder or as a notes page so you can refer back to it during your next session. Over time, we’ll review these entries together to plan supports that work for you.