Our program stresses direct measurement of the child’s performance. Direct evaluation is crucial because it allows the treatment team to determine the child’s progress as it guides objective and clinical decision-making. The assessment and documentation of a child’s pre-intervention or baseline behavioral performance is essential for treatment planning, decision-making, and evaluating the effectiveness of the intervention. Data collection begins prior to the first day of intervention. A baseline level of functioning provides information on the child’s current level of functioning. In turn, this information assists in the development of realistic objectives, establishing performance criteria, and developing task and step analyses. In addition, baseline data provides the "before” picture with which to compare treatment results (the "after” picture).

Baseline data is typically collected for a minimum of three data sessions and continues until a stable baseline is achieved. We record where a target behavior occurs, which often takes place in the home, school, or a center-based facility. Then a target behavior is narratively defined (e.g. "Aggressive behavior is defined as biting, scratching, and/or hitting self or others.”). Finally, each occurrence of the behavior is recorded. This includes the Antecedent (what happened before the behavior occurred), the Behavior, which is defined and described in detail, and the Consequence (what happened after the behavior occurred). In addition, the time the behavior begins and the time in which it ends is recorded in order to achieve a baseline of how long each behavior typically occurs. The result of such data helps determine whether or not there are less opportunities given for the behavior to recur (e.g. antecedent is modified), after having observed such behavior to occur, as well as whether the consequences in preventing such behavior from recurring are effective. This information helps confirm that our program produces those skill developments as claimed by experts in the field. Therefore, an ongoing assessment of progress towards outcomes, as measured by individualized data collection systems, continues to be a major part of the program in order to guide the intervention process.
 Data collected per treatment session reflects information that is specific to both teaching target skills and observations of behaviors.

In addition, regular clinic team meetings take place for each individual child. These clinic meetings take place each month. They serve as forums for discussions concerning the child’s treatment program and provide continued training for the treatment team. These meetings focus on demonstration of teaching sessions with the child so that the team can observe the various interventions that take place (which allows for more consistency with therapists’ performance), reviewing the effectiveness of the treatment program and making program modifications, as needed. The meeting consists of behavior therapists, the behavior consultant/case supervisor, parents, and most importantly, the child. We welcome any other individuals working directly with the child (e.g. teachers, speech therapist, etc.) to attend and participate in these meetings, as these individuals are also an integral part of both the child’s treatment team and treatment program. Therefore, collaboration between the family members and service providers as well as flexibility in adjusting strategies in a timely manner is key in this evaluation process. All of these aspects of communication and planning are facilitated by clear and consistent treatment documentation.