Steps for Implementing CBM

Guidelines for implementing CBM programs have been developed to aid the practitioner (Quinn, Swaggart, & Myles, 1994). Because CBM is a process, begin by using a behavior the individual already demonstrates in some situations and that will result in positive feedback when used in naturally occurring environments. (For example, greeting friends in school or the workplace.) Because motivation is a big factor in the success of CBM, it is very helpful to have a discussion with the individual about what he or she would like to have happen. For instance, Matt felt lonely and isolated because “No one talks to me at school,” When he was observed in the hallway between classes, Matt walked with his head down and, in fact, did not respond when one of his classmates did greet him in passing. In this case, Matt was motivated to get the results he wanted—having his peers talk to him. He was not aware of what he could do to get the results he wanted.

Before You Start

• Evaluate the student to determine which behavior to focus on. Start small. It is a good idea to choose an emerging skill for the student and have as the goal to increase the student’s independence rather than a new skill the student is not able to perform at all.
• Consider the subskills or steps involved if it is a routine or complex task.
• Identify factors that would increase the likelihood of success—reinforcing activities, objects, and people.
• Prepare the materials needed. Remember, more structure is necessary for students who lack motivation and persistence.

Teach the Skill

• Clarify what the student has to do. Use simple, explicit language that the student understands.
• Provide the student with clear visual information through arrangement of the environment, materials and visual supports.

Teach the System of Self-Management

• Model the behavior to be taught as well as use of the self-recording procedure, to be used including appropriate self-talk.
• Provide prompts as necessary to teach task or sequence of tasks as well as use of the recording system.
• Monitor the student’s use of the system. Be sure to reinforce appropriate use of self-talk tied to use of the tangible visual system the student is using to monitor progress towards the goal.

Moving to Independent Use of the System

• Monitor consistency in use of process and system.
• Make any adjustments to parts of the system or process that are interfering with the student making gains.
• Gradually fade adult presence during use.
• Include a visual cue to let the student know when the task is completed and provide clear information as to when the student should “check in” with an adult.