Teacher self-evaluation and self-recording were introduced in a multiple-baseline-acrosssubjects design to improve estimation of trend on graphs of student performance and to make more successful decisions regarding changes in instruction. Improvement in assessment of trend was evident for two teachers, and improvement in using trend to make decisions to change instruction occurred for all three teachers. The self-monitoring package immediately increased teachers' implementation of the procedures designed to improve service quality. Teachers maintained their use of the procedures after one session of training in selfmonitoring. The potential of self-management to improve and maintain teacher behavior is discussed.Increased pressure is being placed on educational systems to demonstrate the impact of their services. Instituting and maintaining procedures that improve instructional decisions and that can be monitored effectively and efficiently pose a series of problems for the school psychologist or counselor who provides behavioral consultation. The first problem is how to institute new procedures in a service setting. Researchers have changed and maintained teacher behavior in applied settings through the use of oral and/or written directions and feedback given by a supervisor (Cooper, Thomson, &

A program evaluation of the benefits of utilizing sys tematic procedures for data review to make instructional decisions was conducted with teachers in two universityaffiliated programs who had been using a standard method of data summary and evaluation with schoolaged children and with adults for 1 to 2 years prior to our study. During a 6-month period, the teachers' on going decision making was evaluated through measures of decisions to change or continue instruction that were based on rules for various data patterns and the effect of these decisions on subsequent student progress. Some support was found for the benefit of rule following on student progress. Suggestions for designing research to further evaluate the benefits of systematic data-based decisions are described.DESCRIPTORS: assessment, behavioral assessment, data analysis, data collection, decision making, instruc tional strategies, measurementThe primary purpose of measuring student perform ance is to evaluate the effectiveness of instruction to determine if changes are needed to improve student progress. The tradition of applied behavior analysis has provided techniques to operationalize and measure stu dent behavior. Building on these techniques, profession als who work with students with severe disabilities have developed methods to assess discrete behaviors, behav ioral chains, and clusters of related behaviors (Browder, 1987). Evaluation in applied behavior analysis tradi tionally has focused on the research objective of dem-

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