Decision Analysis Guidelines

The first decision analysis project to be written for Teacher 1 Rank is to consist of only contingency-
shaped decisions. There should be up to 5 phases and the principle tactic will be the learn unit.

All subsequent decision analysis projects are to have a combination of contingency-shaped and
verbally-mediated decisions.

Double spaced throughout and font is to be Times Roman. Please refer to chapter 2 of APA 6th ed
format.

Cover page
Running Head is to be in capitals and have a maximum of 50 characters, which include
spaces. Positioned on left of page.
Title to be centred and double spaced and to include name of programme, your name and the
school on separate lines.

Abstract
Title centred and in bold, no tab indentation.
Must include sentence on the participant and another on the programme. Mention the use of
decision protocol; learn unit and any tactics used. (NB write participants and pupils, not
subjects and students). The participant is referred to in the past tense.
Do not reference in abstract.
Content up to 200 words.

Literature review
Title to be same as on front page and centred.
Content to be double spaced with tab indentation for each paragraph.
First paragraph should be a general introduction to the problem, for example, Children with
autism have difficulties acquiring phonics.
Include 2 references for each tactic implemented. A short description should be written for
each.
Write literature review in same format as a data collection.
Do not refer to current study.

Summary of method
Title to be centred and in bold.
Describe the dependent variable, the independent variable(s) and a description of the decision
protocol.
Describe how the tactics were implemented and provide a brief summary of whether the
tactics were successful/effective or not. For example, A stimulus prompt was implemented in
phase 1 and was not successful after 5 variable data paths showing a no trend. A hand over
hand/physical prompt was therefore implemented in phase 2.
Summarise what will be mentioned in the Teacher Decision Opportunities section; do not
overlap with the literature review.

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 References (on new page)
Title to be centred.
Must reference decision protocol, learn unit and any tactics used. Layout in APA 6th ed format
as over (double-spaced):

Hawkins, E., Charnock, J., & Gautreaux, G. (2007). The Jigsaw CABAS School: protocols for

increasing appropriate behaviour and evoking verbal capabilities. European Journal of

Behavior Analysis, 2, 203-220.

Graph
The graph should preferably be typed on excel with number of sessions on the x-axis, and
number of correct responses to learn units (or percentage of) on the y-axis.
Each phase should be labelled i.e. phase 1.

Teacher Decision Opportunities title to be centred and in bold and includes the following
content:

Date of review: (this is the dates from start to completion of analysed STOs)
Pupil:
Programme:

Decision Rationale:

Phase #
a) Opportunities - includes the first opportunity for a decision to be made, a description of the
trend and data range.
b) Strategic questions was there a problem in the context of the learn unit? If not write
No.
This section needs to include both writing out the question and answering the question, if
a yes is noted. For example "Where was the problem in the learn unit? The problem in the
learn unit was tacted as being in the antecedent. So the tactic of introducing a text prompt
was put in place." All of this information should be clear on the LTO sheet.
c) Related tactics always includes the learn unit and refers to the tactic applied in the
current phase.
d) Level of Verbal Behaviour verbally mediated or contingency shaped. NOTE: drawing a
phase line is CS even following a no trend or descend as it follows the decision protocol, it
is the selecting of an appropriate tactic that is VM behaviour therefore a single decision
can have CS and VM components.

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 Teacher Decisions Correct/Incorrect title to be centred and in bold and lay out as follows:

Date of review:
Pupil:
Programme:

# Total Decision Opportunities # Correct # Incorrect

#Graphing #Tactical
The overall number of decision opportunities, both CS (ascends, criteria) and VM (descends, no
trends). Graphing refers to decisions where no new STO was required. Tactical refers to decisions
where a new STO was written.
Totals: __% correct __% incorrect

# Strategic Questions # Correct # Incorrect

Strategic questions are considered correct if they match the tactic that was implemented.
Totals: __% correct __% incorrect

# Tactics # Correct # Incorrect

Tactics are considered correct if they resulted in criterion being met.
Totals: __% correct __% incorrect

# CS decisions # Correct # Incorrect

CS decisions are correct if they were correctly tacted according to the decision protocol.
Totals: __% correct __% incorrect

# VM decisions # Correct # Incorrect

VM decisions are correct if they were correctly tacted according to the decision protocol.
Totals: __% correct __% incorrect

Describe data as presented in the graphs being analysed; incorrect tactical decisions are counted
under the # incorrect columns. See next page for definitions of correct decisions.

Discussion (does not need to be on new page)

Title to be centred and in bold and to include a fuller analysis of the data (i.e. were the tactics
implemented correct? What tactics should have been implemented instead?)
Link the data back to the verbal capability pyramids (i.e. did the pupil have the prerequisite
skills/repertoires?)
This section only needs to be completed for the final/fifth Teacher I decision analysis project
and also all the Teacher II decision analysis projects.

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Definition of a correct contingency-shaped or verbally-mediated
graphing decision:
Data point needs to be graphed correctly
Initials and date need to be added on x-axis
A phase line needs to be drawn if required
The decision needs to be initialled at the top of the graph
The trend needs to be written at the top of the graph. If it is questionable whether
the trend is descending or a no trend then it does not matter which of these the
teacher writes. It is only incorrect if the teacher writes no trend when the data
are clearly descending or vice versa.
Data sheets are not assessed. You cannot receive a correct/incorrect graphing
decision based on anything inputted on the data sheet.

Definition of a correct contingency-shaped tactical decision:

A new STO needs to be written. Within the STO it needs to be described where
the learn unit is, the prompt level/tactic and the SD.
The teacher can write As previous STO providing the previous STO is on the
same LTO page and all the key information is included within that STO.
The completion date of the previous STO needs to be put on the LTO sheet.
The letter of the next STO needs to be put on the LTO sheet.

Definition of a correct verbally-mediated tactical decision:

A new STO needs to be written. Within the STO it needs to be described where
the learn unit is, the prompt level/tactic and the SD.
An appropriate tactic needs to be chosen.
The teacher can write As previous STO providing the previous STO is on the
same LTO page and all the key information is included within that STO.
The Reason column needs to be completed in terms of where the problem is in
the learn unit context. It is not enough to write 2nd level decision
The letter of the next STO needs to be put on the LTO sheet.

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