Lecture 4: Defining the Problem: Present Level of Performance
(PLOP) and Problem Analysis Developed by Gerald D. Nunn, Ph.D.,
NCSP School Psychology Program Idaho State University Fall 2010
[email protected] Idaho State University: School Psychology: SCPY
6699 Response to Intervention Slide 2 Determining PLOP (Present
Level of Performance) Define the Problem Measurement Strategy
Present Level of Performance (PLOP) Problem Analysis Gerald D.
Nunn, Ph.D., NCSP, Professor and Program Leader 2 Slide 3 What is
the Present Level of Performance (PLOP)? Present Level of
Performance (PLOP) describes an individuals baseline level of
performance in a target behavior at a specific point in time.
Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader3 Slide 4
PLOP 4 Currently, Matthew can read 45 WPM with 4 errors which is at
the 10th percentile compared to his peers. Students his age are
expected to read at a rate of 100 WPM with 3 errors to achieve
performance at the 50th percentile. Slide 5 Benefits of Collecting
PLOP data PLOP data provides a benchmark /baseline against which
subsequent performance can be compared. Helps to set challenging,
achievable goals that compare the individual to him/herself Compare
the individual with other standards: peer expectations teacher
expectations school rules/expectations performance standards Gerald
D. Nunn, Ph.D., NCSP, Professor and Program Leader5 Slide 6 Steps
for describing PLOPs 1. Collect baseline data 2. Summarize that
data 3. Choose a performance standard 4. Evaluate your data Gerald
D. Nunn, Ph.D., NCSP, Professor and Program Leader6 Slide 7 Step 1:
Collect Data Behavioral definition to define what we will measure,
e.g. Reading Choose a measurement strategy, e.g. (event) words read
correctly Collect enough data to be stable representative Gerald D.
Nunn, Ph.D., NCSP, Professor and Program Leader7 Slide 8 Data
should be 3-5 Measures, thatTeacher says are typical, and Gerald D.
Nunn, Ph.D., NCSP, Professor and Program Leader8
StableRepresentative Are Collected in appropriate setting(s) Are
Collected within a relatively short time period Accurately describe
the behavior as it naturally occurs. Slide 9 Step 2: Summarize the
Data Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader9 Use
a MEDIAN score. (Median = middle) 16,22,23median = 22
114,136,140median = 136 100,107,107median = 107 32,32,32median = 32
20,24,30,31median = 27 65,72,80median = ________ 48,61,62median =
________ 91,92,94,95median = ________ Slide 10 Step 3: Select a
Performance Standard expert judgment peer performance criteria for
next environment instructional placement standards school
policy/standards developmental norms medical standards adult
expectations (parents, teachers, employers) local CBM norms Gerald
D. Nunn, Ph.D., NCSP, Professor and Program Leader10 A Performance
Standard is a yardstick to measure baseline data Slide 11 Step 4:
Evaluate Data Does a discrepancy exist between the individuals
performance and the chosen standard? no = STOPyes = answer next
question Is the discrepancy large enough for you to implement an
intervention to reduce it? no = STOPyes = DO SOMETHING!! Gerald D.
Nunn, Ph.D., NCSP, Professor and Program Leader11 Slide 12 Describe
PLOP: Chris 1. Collect baseline data. Special education staff will
collect data on the amount of time to clean a motel room for three
consecutive days using Duration Recording Sheet. Results: Day 1:20
minutes Day 2:24 minutes Day 3:31 minutes Gerald D. Nunn, Ph.D.,
NCSP, Professor and Program Leader12 Slide 13 Describe PLOP: Chris
(contd.) 2. Summarize baseline data Find median level of
performance Median duration = 24 minutes 3. Select a performance
standard Performance standard: motel job description and
established standards = motel room must be cleaned within 15
minutes Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader13
Slide 14 Describe PLOP: Chris (contd.) 4. Evaluate the baseline
data. A.Is there a discrepancy between Chris performance and that
of the performance standard? Yes. Chris is expected to clean a
motel room within 15 minutes. Chris median level is 24 minutes.
B.Is the discrepancy sufficiently large to suggest that an
intervention is needed? Yes. Gerald D. Nunn, Ph.D., NCSP, Professor
and Program Leader14 Slide 15 Describe PLOP: John 1. Collect
baseline data. Resource room teacher will use grade book to record
total number of assignments given, and total number of assignments
completed during first four weeks of the quarter. Data will be
converted to percentages. Results: Week 1:20% Week 2:20% Week 3:0%
Week 4:0% Gerald D. Nunn, Ph.D., NCSP, Professor and Program
Leader15 Slide 16 2. Summarize baseline data. Find median level of
performance. Median percentage = 10% assignment completion (20-0
midpoint = 10%) 3. Select a performance standard Teacher
expectation; teacher expects individual to complete all of their
assignments and turn them in by their due date. Gerald D. Nunn,
Ph.D., NCSP, Professor and Program Leader16 Describe PLOP: John
(cont.) Slide 17 1. Evaluate the baseline data. A.Is there a
discrepancy between Johns performance and that of the performance
standard? Yes. 10% actual assignment completion vs. expectation for
100% completion B.Is the discrepancy sufficiently large to suggest
that an intervention is needed? Yes. Gerald D. Nunn, Ph.D., NCSP,
Professor and Program Leader17 Describe PLOP: John (cont.) Slide 18
Describe PLOP: Sally 1. Collect baseline data Special class teacher
will record latency between directions and when Sally begins
getting ready for recess for three consecutive recesses. Results:
Episode 1: 8 minutes Episode 2: 5 minutes Episode 3: 5 minutes
Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader18 Slide
19 Describe PLOP: Sally (cont.) 1. Summarize baseline data Find
median level of performance 2. Select a performance standard
Teacher expectation and peer performance Gerald D. Nunn, Ph.D.,
NCSP, Professor and Program Leader19 Median latency = 5 minutes
Teacher expects Sally to begin getting ready for recess within one
minute of directions. Slide 20 Describe PLOP: Sally (cont.) 4.
Evaluate the baseline data A.Is there a discrepancy between Sallys
performance and that of the performance standard? B.Is the
discrepancy sufficiently large to suggest that an intervention is
needed? Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader20
Yes. A median latency of 5 minutes vs. teacher expectation and peer
performance of 30 seconds. Yes. Slide 21 Writing a PLOP Statement
Include: description of the strengths relevant to the presenting
problem description of the problem: academic, non-academic, and/or
transition areas the baseline performance the performance standard
selected/applied general statement of the expectation for change
other information relevant to the presenting problem Gerald D.
Nunn, Ph.D., NCSP, Professor and Program Leader21 Slide 22 PLOP
Statement: Chris Chris can follow the cleaning steps accurately and
cleans the motel rooms well. However, Chriss employer expects that
he clean each room within 15 minutes. Chris cleans rooms a median
time of 24 minutes. Gerald D. Nunn, Ph.D., NCSP, Professor and
Program Leader22 Slide 23 PLOP Statement: John Johns assignment
completion in other classes is adequate. When John turns in history
assignments, the answers are usually correct. However, he only
turns in a median of 10% of his history assignments. The teachers
expectation is that students turn in 100% of assignments on time.
It would be expected that John will turn in at least 80% of his
assignments on time. Gerald D. Nunn, Ph.D., NCSP, Professor and
Program Leader23 Slide 24 PLOP Statement: Sally Sally is able to
make a transition from one academic activity to another within a
one minute time frame. However, Sally does not begin to get ready
for recess after a direction is given within a one minute period.
Sallys median time between the teacher giving the direction and her
beginning to get ready for recess was 5 minutes. Her peers were
able to begin tasks within 30 seconds of teacher direction. It
would be expected that Sally will be able to comply within a one
minute period. Gerald D. Nunn, Ph.D., NCSP, Professor and Program
Leader24 Slide 25 Results-Based Model Define the Problem
Measurement Strategy Present Level of Performance (PLOP) Problem
Analysis Gerald D. Nunn, Ph.D., NCSP, Professor and Program
Leader25 Slide 26 Problem Analysis Gerald D. Nunn, Ph.D., NCSP,
Professor and Program Leader26 WHY?? Why do I have a DISCREPANCY?
Slide 27 What is problem analysis? Problem analysis is the process
used to examine probable explanations for the discrepancy between
what the individual is expected to do and what the individual is
doing. Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader27
Slide 28 Assumptions Analysis is conducted for problem solving,
not. expertise related to the content domain is present on the
problem solving team (if it is not, get it). There is a high
likelihood that an will be carried out. Gerald D. Nunn, Ph.D.,
NCSP, Professor and Program Leader28 Slide 29 Problem Analysis is:
Data based Question oriented Multi-dimensional Focused
Collaborative Based on sound procedures Leads to an intervention
Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader29 Slide
30 Problem Analysis Gerald D. Nunn, Ph.D., NCSP, Professor and
Program Leader30 If done well, an intervention usually falls in
your lap. Slide 31 Problem Analysis Actions: A. Clarify problem as
skill or performance B. Reconsider the domains C. Organize and
review existing information D. Examine probable explanations for
the discrepancy and possible solution Gerald D. Nunn, Ph.D., NCSP,
Professor and Program Leader31 Slide 32 A. Clarify problem as skill
or performance Gerald D. Nunn, Ph.D., NCSP, Professor and Program
Leader32 Slide 33 Performance Problems Performance problems are the
result of the behavior of the individual. The individual has the
skills to do the work, but the individuals behavior is getting in
the way. Slide 34 Skill Problem Skill problems are the result of
the individual not knowing or not being able to do the requested
work or activity. Slide 35 Skill or Performance... Important: The
nature of a problem is domain-independent. Academic problems can be
skill or performance in nature. Social-Emotional problems can be
skill or performance in nature. Be sure to consider both
possibilities for all problems. Gerald D. Nunn, Ph.D., NCSP,
Professor and Program Leader35 Slide 36 Skill or Performance?
Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader36 When in
doubt, treat problems as skill deficits. Slide 37 Jeremy has a
reading problem. Skill Needs additional instruction, practice and
feedback Early acquisition of a skill Performance Can retell
details Doesnt care if retells details Topic is uninteresting to
him Thinks it is stupid Errors are not attended to Gerald D. Nunn,
Ph.D., NCSP, Professor and Program Leader37 Jeremys median score of
retelling details is 2. Peers retell a median of 5 details. Slide
38 Christine has many problematic bus behaviors. Skill She has
never learned to ride the bus appropriately. She does not
understand the rules. Performance She has the skills to follow the
rules, but disobeys them. Disobeying the rules is more reinforcing
than following them. Gerald D. Nunn, Ph.D., NCSP, Professor and
Program Leader38 Slide 39 B. Reconsider Four Domains ICEL Gerald D.
Nunn, Ph.D., NCSP, Professor and Program Leader39 Learner
Instruction Problem Curriculum Environment Slide 40 C. Organize and
review existing information Why is this problem situation
occurring? What factors are contributing to the mismatch that
exists between actual and desired levels of performance for each
problem? What resources are available to help resolve this problem
situation? Gerald D. Nunn, Ph.D., NCSP, Professor and Program
Leader40 Slide 41 D.Examine probable explanations for the
discrepancy and possible solution Gerald D. Nunn, Ph.D., NCSP,
Professor and Program Leader41 Problem analysis shows that if
_________ is (behavior) the problem, then ____________ will/should
(intervention) ___________________________________.
(effect/outcome/results upon problem). Apply this format: Slide 42
Sample Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader42
Concern: Madonna does not understand what she reads. Guesstimate:
Madonna uses sight approach to reading and does not have decoding
skills to sound out unfamiliar words. Problem analysis shows that
if decoding in reading is the problem; then, if Madonna is taught
and masters phonics, her reading will improve. Slide 43 Problem
Analysis: Chris Concern: Chris cleans rooms too slowly.
Guesstimate: Chris is watching television instead of devoting his
full attention to cleaning rooms. Problem analysis shows that if
____________ is the problem, then ____________ will should
___________________________________. (effect outcome results upon
problem) Gerald D. Nunn, Ph.D., NCSP, Professor and Program
Leader43 Slide 44 Problem Analysis: Chris Problem analysis shows
that if cleaning the rooms too slowly is the problem, then
decreasing the amount of time on each task will help. Gerald D.
Nunn, Ph.D., NCSP, Professor and Program Leader44 Slide 45 Concern:
Julia does not turn in assignments and is failing history
Guesstimate Julia is not motivated to turn in assignments. Gerald
D. Nunn, Ph.D., NCSP, Professor and Program Leader45 Problem
Analysis: Julia Slide 46 Problem analysis shows that if_________is
the problem, then ____________will/should
___________________________________. (effect/outcome/results upon
the problem). Gerald D. Nunn, Ph.D., NCSP, Professor and Program
Leader46 Slide 47 Problem Analysis: Julia Problem analysis shows
that if motivation is the problem, then putting Julia on a
reinforcement schedule will increase the number of assignments
turned in on time. Gerald D. Nunn, Ph.D., NCSP, Professor and
Program Leader 47 Slide 48 Problem Analysis: Cindy Concern: Writing
fluency is much slower than her peers Guesstimate Problem Analysis
Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader48 Slide
49 Problem Analysis: Cindy Gerald D. Nunn, Ph.D., NCSP, Professor
and Program Leader49 Problem analysis shows that if
______________is (behavior) the problem, then
____________will/should (intervention)
___________________________________. (effect/outcome/results upon
problem). Apply this format: Slide 50 Edward is a 9 year old, 3rd
grade student described by his teacher as being unmotivated and
disinterested in his school work. He has consistently low scores in
all subject areas. His teacher and parent are particularly worried
about his reading performance, with his assignments averaging about
50%correct during the first 9 weeks. He refuses to do his homework,
and becomes angry when the teacher attempts to help him in class.
Curriculum-Based probes of oral reading indicate that he is
performing at about the 15th percentile. Skill Building Steps:
1.Write a Behavioral Definition of the problem. 2.Write a
Measurement Strategy to measure the problem. 3.Write a PLOP
statement. 4.Write a Problem Analysis statement. Skill Builder
Gerald D. Nunn, Ph.D., NCSP, Professor and Program Leader50 Slide
51 Lecture 4: Defining the Problem: Present Level of Performance
(PLOP) and Problem Analysis Developed by Gerald D. Nunn, Ph.D.,
NCSP School Psychology Program Idaho State University Fall 2010
[email protected] Idaho State University: School Psychology: SCPY
6699 Response to Intervention