Historically the link between assessment data, IEP objectives, and instruction has been weak and cause for concern for educators, especially as accountability for schools and teachers has increased. In addition, IEP objectives have suffered from being too abstract or overly specific, possibly compounding the gap between objectives and instructional practices. Recently, focus has also emphasized the need for teachers to make data-based instructional decisions. In order to increase the data-based decision making of teachers, the first step may be to train teachers to interpret curriculum-based measurement (CBM) data and translate these data into objective, measurable, and technically adequate objectives. A training package including modeling, practice, and performance feedback was used to instruct special education teachers to use CBM data to develop individualized, observable, and measurable educational objectives. A multiple baseline design across teachers was used to demonstrate that the treatment package resulted in teachers correctly using CBM data to formulate students' instructional goals and objectives. These results revealed that accurate use of CBM information was maintained without the treatment package and from simulated to actual student data. Copyright # 2005 John Wiley & Sons, Ltd. Research suggests that special education teachers who use curriculum-based measurement (CBM) procedures to monitor students' progress adapt instructional programming and use objective data more frequently than teachers who do not (Fuchs, Fuchs, & Bishop, 1992). This evidence, coupled with a recent focus on accountability by school systems (U.S. Department of Education, n.d.), suggests that emphasis should be placed on training teachers to use data to make instructional decisions. Instructing teachers to make data-based decisions can be a multicomponent process ranging from providing information on appropriate assessment tools to analyzing graphs. One part of training teachers on data-based decision making is to incorporate CBM information into the individualized educational

Typically behaviour management plans attempt to change behaviour by manipulating the environmental consequences of selected behaviour. However, identifying the antecedent events that precede behaviour has also been demonstrated to be an important component of effective behaviour change programmes. The present case presentation attempts to demonstrate how antecedent procedures could be used to effectively manage behaviour problems in individuals with brain injury. Visual inspection of changes in the frequency of physical aggression and self-injurious behaviour of a child with brain injury provides preliminary data supporting the use of an intervention package of antecedent and consequence-based procedures. Clinical implications, limitations and possibilities for future research of antecedent control procedures are discussed.