Preparing to use I-Connect

Step 1: Identify a target behavior

The target behavior should be one that is observable and provides a simple direction to the student. Students respond best when the target behavior is written in familiar and accessible language (i.e., the expected behavior). For example, using “are you on task?” may not be feasible because “on task” may be too abstract for some students.

• • • Are you doing your work?
    • Is your desk clear of toys?

Be sure to engage with the student throughout this process; involving students in the identification of behaviors that need to change can help students to begin the process of self-monitoring. Student involvement in selecting the language for prompts suggestions allows for students to be their own self-advocates.

Language should be written in a positive format, to provide a reminder of what they should be doing instead of what they should not be doing.

• • • • Are your hands safe?
      • Are your hands on your desk?
      • Are you looking at the teacher?

Step 3: Identify the target goal and criterion

The I-Connect goal refers to how often the student selects “yes” when monitoring, meaning they are engaging in the expected behavior throughout the session a target percentage of time. To set a goal, consider how often the student is currently able to demonstrate the targeted behavior and (similar to the target interval and prompt), set the goal slightly above the student’s current performance to build momentum.