analisis del comportamiento humano (1)
TRANSCRIPT
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SP 400
Introduction & Basic Concepts
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Today Review syllabus
ANGEL tutorial
Introductions
Baseline Quiz
Lecture
Activities
Behavior change project preparation
SAFMEDS (flash cards)
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Objectives:
Be familiar with the basic characteristics ofscience
Be able to identify and define the basiccharacteristics of applied behavior analysis
Know the difference between operant and
respondent conditioning Look over new terms and definitions thatare introduced in this lecture
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Introduction
Applied Behavior Analysis (ABA)Discipline devoted to the understanding and
improvement of human behavior
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Dimensions of ABA
Applied the behavior in question is important to the subject and/orsociety.
Behavioral in need of improvement, measurable, and whosebehavior is changed.
Analytic when the experimenter has demonstrated a functionalrelation
Effective improved to a practical degree Conceptually systematic procedures are related to basic principles
of behavior Technological procedures are completely identified and described Generality lasts over time, appears in other environments, or
spreads to other behaviors
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The science of behavior
Behaviorism the philosophical and
theoretical foundations
Experimental analysis of behavior (EAB)
basic research
Applied behavior analysis (ABA)
practical application and analysis
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Basic characteristics of science
Determinism the universe is a lawful andorderly place
Empiricism the practice of objectiveobservation
Parsimony the simplest explanation Scientific manipulation - research Philosophic doubt continually questioning what
is regarded as fact
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The science of behavior
Seeks to discover laws or statements that
describe functional behavior environment
relationships
Or
Basic principles of behavior a basic
functional relationship between behaviorand
its controlling variables
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Basically....
We can encourage appropriate behavior or
discourage inappropriate behavior just by
making changes in our environment
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By understanding basic principles of
behavior, you can produce better
outcomes because you will be skilled at
increasing and decreasing behaviors
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The force is strong in each of
you
Behavior principles you
need to know
On the way your Jedi
training is
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Use the force and you will
see
Jedi masters of behavior principles
you will be
Behavior Analytic Jediknights is what I see
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A Brief History Lesson...
Pavlov (1903)Respondent conditioning
Watson (1913)Stimulus-Response psychology
Skinner (1938)Operant conditioning
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Some terms and definitions
Stimulus(S) specific aspects of the environment
that can be differentiated from one another
Response(R) a specific instance of a particular
behavior
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Respondent Behavior
Respondent behavior provides each
organism with a set of built-in responses to
specific stimuli; these are behaviors theindividual organism would not have time to
learn.
Respondent behavior is defined as behaviorthat is elicited by antecedent stimuli(SR)
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Examples of respondent
behavior
Pupil contraction
Changes in heart rate and respiration
Blinking
Knee-jerk
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http://chiron.valdosta.edu/whuitt/col/behsys/classcnd.html
Respondent Conditioning
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http://chiron.valdosta.edu/whuitt/col/behsys/classcnd.html
Respondent Conditioning (cont)
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http://chiron.valdosta.edu/whuitt/col/behsys/classcnd.html
Respondent Conditioning (cont)
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www.awa.com/norton/figures/fig0404.gif
Respondent Conditioning (cont)
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In summary,
Respondent behavior is elicited by astimulus
New stimuli acquire control overrespondent behaviors through pairing ofan unconditioned stimulus with a neutralstimulus
Respondents make up only a smallpercentage of behaviors of interest
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Some more terms and
definitions... Antecedent(A) what occur immediately
before a behavior
Behavior(B)- anything an organismdoesthat can be counted
Consequence (C) what occurs
immediately aftera behavior
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Operant Behavior
The effects orconsequences of an
operant behavior on the environment are
responsible for determining the behaviorsfuture rate of occurrence
Operant behavior is learnedbehavior
Operant behavior is behaviorevoked bythe environment(S-RSR or A-BC)
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Operant Behavior (cont)
Topography vs. FunctionTopography description or form
Function determined by the effects on theenvironment or the consequence
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Operant Conditioning
Contingency an if-then relationship
The three term contingency
Antecedent -- Behavior Consequence
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Operant Conditioning (cont)
Antecedent - what occurs immediately
before
the behavior.
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Operant Conditioning (cont)
Antecedent characteristicsLooks at the when, where, who, and what
immediately before a behavior occurs.Can influence behavior change when
manipulated.
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Operant Conditioning (cont)
Behavior- anything an organismdoes that
can be counted
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Operant Conditioning (cont)
Behavior CharacteristicsMeasurable
Observable If a dead man can do itits not a behavior!
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Exercise 1
Is it a behavior?
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Operant Conditioning (cont)
Behavior:
__________
__________ __________
__________
__________
NOT a Behavior:
___________
___________ ___________
___________
___________
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Operant Conditioning (cont)
Consequence - what occurs immediately
after a behavior
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Operant Conditioning (cont)
Consequence characteristics Immediate
Determines whether or not the behavior islikely to reoccur in the future.
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Operant Conditioning (cont)
Different Types of Consequences
Reinforcement - increases future probability ofa behavior reoccurring
Punishment - deceases future probability of abehavior reoccurring
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In summary,
Operant behavior is evoked by the
environment The environment acquires control over
operant behaviors through the three term
contingency
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In summary,
Operant conditioning results in the
formation of aresponse class a set ofbehaviors related by
theirfunctional similarity
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SP 400
Operant Reinforcement
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Study Objectives
Discriminate between positive and negative reinforcement
Describe the difference between unconditioned andconditioned reinforcers
Identify the four functions of behavior Understand variables related to reinforcer effectiveness and
guidelines for using reinforcement
Describe strategies that can be used to identify potentialreinforcers
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The Three Term Contingency
A B
Cor
SD
R
Sr
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Reinforcement
A B Cor
SD
R Sr
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Reinforcement (cont)
Results in an __________ in the future
probability of a behavior reoccurring
Results in an increasein the future
probability of a behavior reoccurring
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Two types of reinforcement
Positive reinforcement
and
Negative reinforcement
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Two types of reinforcement (cont)
Positive refers to the application or delivery
of a stimulus contingent upon a response
Negative refers to the removalof astimulus contingent upon a response
Positive = giving
Negative = taking away
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Two types of reinforcement
Because reinforcement always results in
an increase in behavior, regardless of
whether reinforcement is positive or
negative - behavioralways increases
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Positive Reinforcement
Positive reinforcement thepresentation
of apreferredstimulus that increases the
probability of the behavior occurring again
in the future.
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Negative Reinforcement
Negative reinforcement the removalof
an aversive stimulus that increases the
probability of the behavior occurring again
in the future.
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Negative Reinforcement
Is not punishment!
It does not mean badIt does not decrease behavior
Ethical considerationsAversive events can generate undesirable behavior
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Complete the table
What are examples from your own life and
your experience in schools of.
Positive R+Negative R+
Positive punishment
Negative punishment
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Primary Reinforcers
Primaryorunconditioned reinforcers increase the
behavior that precedes them due to theirbiological
importance
Examples
Food
Water
Oxygen
Warmth
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Secondary Reinforcers
Secondaryorconditioned reinforcers
are stimuli that are initially neutralandhave acquired reinforcing capabilities
because of beingpairedwith primary or
unconditioned reinforcers
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Secondary Reinforcers
Tangible reinforcers objects or activities
Activity-oriented reinforcers events or privileges
Social reinforcers physical contact, proximity, or verbalstatements
Generalized reinforcers a type of conditioned reinforcer
that is not dependent upona single kind ofdeprivation
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Four Functions of Behavior
Attention a behavior that is maintained by the attention of others Attention may include a corrective statement, eye contact, body posture,
facial expression, etc.
Tangible - A behavior that is maintained by the presentation of anobject (are you getting something: shopping----get new cloths)
Escape/Avoidance Escape terminates an existing stimulus Avoidance- when a response avoids, rather than terminates, a stimulus
Sensory - a behavior that is maintained by the internal stimulationproduced by the behavior
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Four Functions of Behavior
Attention =
Positive Reinforcement
Tangible =Positive Reinforcement
Escape/Avoidance =
Negative Reinforcement
Sensory =
Positive Reinforcement
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Whats the function?
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Ken presents a worksheet. Barbie begins to talk
about what she did last night. Ken asks Barbie
more questions about her night. What is most likely
to occur next time Ken presents a worksheet?
Barbie will start talking about what she did lastnight
Type of consequence: Negative reinforcement
Function: Escape/avoidance
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Sammy is playing by himself. Sammy begins
to scream loudly. The teacher runs over and tells
Sammy to stop screaming. Sammy stops. What is
most likely to occur next time that Sammy is playing
by himself?
Sammy will start screaming Type of consequence:
Positive reinforcement
Function: Attention
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Dr. McGraw goes to the Chicago School every
day. She gets paychecks every 2 weeks. She
receives money for her work. What is most likely to
occur next time Dr. McGraw goes to work?
Dr. McGraw will receive a paycheck in 2 weeks. Type of consequence:Positive reinforcement
Function:Tangible
Hank is alone without others in the room
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Hank is alone without others in the room.
Hank begins to turn lights on and off rapidly.
He is receiving visual stimulation. What ismost likely to occur next time Hank is alone?
Hank will turn the lights onand off Type of consequence:
Positive reinforcement Function:
Sensory/automatic
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You are sitting in class getting tired. You
start to zone out. You take a break from
thinking. What is most likely to happen nexttime you get tired in class?
You will zone out. Type of consequence: Negative
reinforcement
Function: Escape/avoidance
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Bert is hungry. Bert screams in the kitchen.
Ernie starts offering food items. What is mostlikely to occur next time Bert is hungry?
Bert will start screaming Type of consequence:
Positive reinforcement
Function: Tangible
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Review: Response ClassA set ofbehaviors related by their
functional similarity
Crying, yelling, and rolling around on the floor all lead
to. The teacher coming over and telling the studentto stop. Attention
Swearing at the teacher, hitting another student, orspitting at another student all lead to. The teacher
sending the student to the principals office. Escape from work
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Response Class
Think of a set of your behaviors. Describe
to the person next to you how they look
different, but you still receive the sameconsequence each time one of those
behaviors is displayed.
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SAFMEDS
Review the timeline
Today we will use 10 cards
The goal for today is 10 cards in 20seconds
You will have time to practice before you
check out
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SAFMEDS
Lets make the cards
Cut out each of the terms and definitions
Tape the term on one side Tape the definition on the other side
To save time, we will just make the first 10cards today in class
Make the rest at home
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SAFMEDS
Practice flipping the cards
Hold the cards in your left hand if you are right
handed Pick up the cards quickly with your right hand and flip
Hold the cards in your right hand if you are left
handed
Pick up the cards quickly with your left hand and flip
Make sure it is comfortable for you
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SAFMEDS
Now practice looking at the definitions andsaying the terms
Look at the definition, say the term If you dont know, say PASS
Practice with the 10 cards multiple times Shuffle the cards in between each time
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SP 400
Selecting and defining
problem behaviors
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The Problem-Solving Method
Define the Problem(Screening and Diagnostic Assessments)
What is the problem?
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Problem Identification
Behavioral concern
identified in
observable,
measurable terms
Prioritize concerns
Frequency, duration
intensity Social comparisons
Establish baseline
Identify student
assets Input from multiple
sources
Expected levels of
performance
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Definitions
Target behavior is The behavior of concern
Operational definition A description of the specific, observable, and
measurable characteristics of the target behavior
B h i F tl T t d
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Behaviors Frequently Targeted
for Intervention Harmful behaviors
Stereotypic behaviors
Infrequent or absent desirable behaviors Normal behaviors in inappropriate
contexts
Si C t f
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1. Define the target behavior
2. Select a measurement strategy
3. Determine current level ofperformance (baseline)
4. Write a goal
5. Chart and record data
6. Develop a decision-making plan
Six Components for
Conducting Observations
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Prioritize Concerns
Danger
Social Significance
Most problematic Ease of behavior
change
Ease of
generalization
Beginning of behavior
chain
General utility Acquisition vs.
elimination
Natural reinforcement
Student choice
P bl Id tifi ti d
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Problem Identification and
Behavioral Observation
Operationalize
Validate
Establish baseline
Wh t i
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What is an
Operational Definition? Identifying and defining a specific behavior
so that it will be measured consistently
from observer to observer. An operational definition often includes
active verbs describing specific behaviors
that a person exhibits; it is objective andunambiguous.
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1. Problem Definition
Even the best intervention strategy
is doomed if it is applied to an
improperly defined target behavior(Reynolds, Gutkin, Elliott, & Witt, 1984, p. 186)
Observational Assessment:
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Observational Assessment:
Step 1 Define the Problem Obtain global description of behavior (when happen,when does not)
Describe settings or conditions where behavior seems
to occur Develop (or select) an operational definition of
behavior and setting variables Clear, behavioral, observable description
Examples and non-examples
Check social validity of definitions
Common Referral Problems
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Common Referral Problems
(global descriptions) Lucy talks out all the time
Stella is always off task
Charlie is always disturbing others Maggies lab projects are a mess
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Example: Hand Raising
Generalizable?
Alterable?
Specific?
Observable?
Measurable?
Yes, it has impactacross settings
Yes, it improves with
practice Yes, it can be
specified Yes, it can be seen Yes, it can be counted
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Example: Self-Esteem
Generalizable?
Alterable?
Specific?
Observable?
Measurable?
Yes, it has impact
across settings
Possibly Possibly
No, it cannot be seen
If cant be seen, it
cannot be counted
Standard Format for
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Standard Format for
Writing Behavioral Definition Operational Definition: behavior defined so two observers couldindependently observe same behavior and get similar data
(Target behavior) means that (student) (action verbs).
Examples of (target behavior) include (1) ___, (2) ___, (3), ___
Non-examples of (target behavior) include (1) ___, (2) ___, (3), ___
Directly Observable
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Directly Observable
Action Verbs Observable:
To turn pagesTo climbTo pick upTo catchTo use two hands
To go up the stairs
NOT Directly Observable Action
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NOT Directly Observable Action
Verbs Not Directly Observable:
To participate
To learnTo discover
To know
To move smoothlyTo understand
Example Using the
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Example Using the
Standard Format (Aggression) means that (Rambo) (strikes anotherperson inflicting pain or discomfort)
Examples: Punching someone in the nose Throwing a rock at someone Kicking someone
Non-examples: Patting someone on the back Giving a high five Shaking someones hand
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Another Example (Academic engagement) means that (Gerald) (is
working on assigned academic material) Examples
Looking at materials
Making relevant responses (e.g. writing, computing, raising a hand) Asking for assistance in the instructed manner
Non-Examples Working on a math assignment during science
Talking to a peer about unrelated topic
Combing hair
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One More Example
(Crying) means any (vocal noise made by (Samantha) that isloud enough to be heard outside the childs room and thatdoes not involve recognizable words)
Examples Heard in the hallway Heard in the basement
Heard in the room next door
Non-examples Singing without words
Soft cries that cannot be heard outside the room Talking that can be heard outside the room
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Lets Try One Together
Talking out means
Examples
Non-examples
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Introducing Katie
Concern:Katie is an elementary school student who is
always the last one to line up, making theentire class wait for her
To do:Behavior: to get in line
Develop an operational definition (follow thestandard format)
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Katie: Getting in Line
(Getting in line) means that (Katie) (walks over andstands behind the last person currently in line within 1minute of teacher prompt)
Examples: Lining up for lunch following the teachers direction Lining up for recess within the same time frame as peers
Nonexamples
Standing up more than 2 feet from last kid in line Standing up in line outside of time frame Cutting in line Ran to end of line
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Katie: Getting in Line
Is getting in lineGeneralizable?
Alterable?Specific?
Observable?
Measurable?
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SP 400
Behavior change project
preparation
Behavior Change Project
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Behavior Change Project
Preparation
Think about the students or children you haveaccess to.
Consider possible problem behaviors that they
may display Decide on a problem behavior
2 Systematic Observation:
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2. Systematic Observation:
Selecting Measurement
Quantify behaviors
Clear definition of parameters of behavior
Allows for discrimination of targetbehaviors amongst multiple observers
2 Observational Assessment:
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2. Observational Assessment:
Specify the Measurement Identify critical dimensions of targetbehaviorFrequency -- rate or relative frequency Intensity rate ( how often, and how intense)Duration -- total or mean duration (how long)Latency -- mean delay ( how long does it take
to the student after prompt).Accuracy -- relative frequency or frequency
2. Measurement Strategy Decisions
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2. Measurement Strategy Decisions
a. How will data be collected?
b. What materials will be used to collectdata?
c. Where will data be collected?
d. When will data be collected?
e. Who will collect data?
Dimension: What About the
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Dimension: What About the
Behavior is a Concern? Frequency
Does it happen too little or too often?
Fluency Does the student perform the skill at the correct rate and level of
accuracy?
Latency Does it take too long before the student performs the skill?
Intensity Does the student demonstrate the appropriate level of intensity?
Topography Does the behavior look like it should?
Accuracy Does the student perform the skill accurately? Duration
Does the student perform the skill as long as needed?
Common Behavior Dimensions
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Common Behavior Dimensions
Frequency: behavior happens too much or too little # of talk outs # of bites of food
Duration: behavior is too long or too short time to walk to class
time to dress for recess Accuracy: behavior doesnt happen at all
percent correct on daily assignment
Latency: behavior takes too long to begin after a prompt time to answer when name is called
time to take a bite of food after prompt
Example of
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Example of
Behavior Dimensions Target Behavior: Compliance to teacher
requests/directions
Operational Definition: Compliance to teacherrequests/directions means following the directionwith no more than two verbal prompts
Dimension: Frequency
Example of
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Example of
Behavior Dimension Target Behavior: Compliance to teacher
requests/directions
Operational Definition: Compliance to teacherrequests/directions means completing all steps of a 2-
or 3-step direction with 100% accuracy
Dimension: Accuracy
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SP 400
Behavior change project
preparation
Behavior change project
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Behavior change project
preparation
Work on operationally defining the problembehavior. Is it observable and measurable?
What dimension of FLITAD will you use to observethe problem behavior and why? Frequency Latency
Intensity Topography Accuracy Duration
Observational Assessment:
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Observational Assessment:
Specify the Measurement Time-based
Interval Whole Partial
Duration Time sampling
Event-based Frequency
Duration
F /E R di
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Frequency/Event Recording
Number of target behaviors in specific timeframe
Types: Frequency, Rate, Percent
Use when frequency behaviors is moderate Rates of behavior
More difficult with continuous behaviors
Useful for short duration behaviors that have a
discrete beginning and end.
E t R di
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Event Recording
Frequency count Use when time or
opportunities is constant Percentage
length of time varies and
behavior opportunities vary to convert frequency data to
percentage:
#occurrences
#opportunities
Rate Use when time is not
constant To convert frequency to
rate: #occurrences
time Examples
Number of hand raises(per minute)
Number of sight wordsread correctly (per min.)
Number of tardies % of assignments
completed on time
=%
=rate per
minute
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D ti R di
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Duration Recording
Records length
Useful when length or changes in length of time
for behavior is important
Must have discrete beginning and ending
Calculate total duration and average duration
Percent ratio of duration to observation length
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L t R di
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Latency Recording
Elapsed time between prompt and initiation
Discrete beginnings for signal and target
behavior
Does not calculate amount of time to complete
requests
Calculate average and total latency
Interest in decreasing length of time frominitiation
E l f L t R di
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Examples of Latency Recording
Prompt: bell rings
Behavior: took 50 sec. for student to sit down
Prompt: screech blows Behavior: took 4 min. all students in line at recess
Prompt: Please, get out your math book and turn to
page 14
Behavior: took 3 min. for student to get book on top of
desk and open to correct page
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Time Sampling Inter al Recording
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Time Sampling Interval Recording
Observation period divided into equal time intervals Record whether target behavior has occurred Effective when discrete beginning and end difficult Allows for approximations of behavior
Allows for observing multiple behaviors, high rate behaviors,and steady rate behaviors
Allows calculation of percent of intervals Used to record behaviors that are frequently present and
when there is limited time for observation
Most appropriate for behaviors that are ongoing, frequent(e.g., talking out, standing up on the bus, tantrum)
Whole Interval
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Whole Interval
Target behavior is occurring throughout entire interval Best used with continuous behaviors and/or short intervals Best to use with behaviors wanting to increase Tends to underestimate Useful as an estimate of behaviors in a specified time
period. Dont have a clear onset and offset. Used forbehaviors that continue for longer periods of time andduration recording is not used.
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Partial Interval
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Partial Interval
Target behavior marked if occurs at any time duringan interval
Best with low rates of behavior and/or inconsistent
duration Tends to overestimate low rate behaviors
Best for behaviors attempting to decrease
Useful for recording behaviors in a specified time
period. Dont have a clear onset and offset. Resultsin an estimate.Used for high-frequency behaviors.
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Momentary Time Sampling
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Momentary Time Sampling
Target behavior scored only if occurring at
moment interval begins or ends
Provides least biased estimate of behaviorin real time of the time sampling
procedures
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Activity
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Activity
Problem behaviors:
1. Talking to peers
2. Taking items from peers
3. Scratching self with pencil
4. Body odor
5. Lack of work completion (sitting in seat withhead down during work time)
Measurement Strategy
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Decisions What Materials Will be Used to Collect Data?
Recording form, permanent products
Where Will Data be Collected?
Collect data in all relevant sites Where behavior is displayed and expected
When Will Data be Collected?
Who Will Collect Data and How Often? Reliability
At least once per week
Katie:
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Measurement Strategy How will the data be
collected?
What materials will be usedto collect data?
Where will data becollected?
When will data becollected?
Who will be responsible forcollecting data?
Latency recording: lengthof time from teacherprompt (Please lineup.), until Katie standing
in line Latency recording data
sheet, stop watch Classroom Transition from math to
lunch Classroom teacher
Determine Current Level of
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Performance (Baseline) The behaviorbefore intervention begins Used for comparison to determine intervention effectiveness Need to have established pattern/trend prior to implementation
of plan
Multiple observations prior to intervention Compared to some standard
Research standards Peer comparison Local or national norms Teacher expectations
Developmental expectations Professional judgment
Steps in Describing Current
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Level of Performance Collect baseline data
Use same behavior defined earlier
Make sure collect at least 3 points, consider stability
Summarize the data Use the median
Select a performance standard (yardstick)
Evaluate baseline data
Is there a discrepancy? Is the discrepancy large enough to warrant an intervention?
Katie: Current Level of
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Performance Collect baseline data
Summarize baseline data
Select a performance
standard Evaluate the baseline
data Is there a discrepancy?
Is the discrepancy severe?
Use stopwatch to recordtotal number of seconds Results: 92 sec., 65 sec.,
74 sec.
Median: 74 sec. Peer comparison: 20 sec
Yes: 20 sec. vs. 74 sec. Yes
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SP 400
Behavior change project
preparation
Behavior change project
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preparation
How will you observe the behavior?
What form will you use?
Make sure that your form matches thedimension of FLITAD that you are
interested in.
Step 3: Determining baseline
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Step 3: Determining baseline
Start thinking about when you can do the
observations
Use the observation tool that matches the
dimension of the behavior you are observing
Collect observation data 3 separate times, on 3
separate days Find the median of the data
Baseline
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Baseline
While you will be using a form, dont be
afraid to take notes in the margins
These notes will be very useful to youlater, as you think about the patterns of
the behavior and WHY it is happening
Baseline
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Baseline
Use the margin notes to think about
patterns in behavior
When did it occur the most?
When was it most intense?
What seemed to elicit the behavior?What happened right after the behavior?
Due date
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Due date
Behavior change progress check 1 is due theday before we meet next time in class
Friday Sept 26th at 9 am. 10 points.
BCP comments/suggestions also due on
Friday Sept 26th at 9 am. 10 points.
SAFMEDS
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SAFMEDS
Practice again.
When you feel ready, you can stop
practicing and check out with me We will sit in a spot in the classroom and I
will record your responses
We will track corrects and in-corrects
Online SAFMEDS
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Online SAFMEDS
Do the next 3 checkouts online
Follow the SAFMEDS timeline and add 10
more cards You now have 20 cards total
The time is 40 seconds
Online SAFMEDS
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Online SAFMEDS
Before you test yourself 3 times and post
the scores, practice!
Use the sheet at the back of the syllabusfor practice ideas
Do it for brief periods of time every day
Online SAFMEDS
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Online SAFMEDS
When youre ready, test yourself 3 times
Post your scores on the checkout sheet in
the drop box Points are awarded according to trend
SAFMEDS next time
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SAFMEDS next time
The next time we meet in class, the goal
will be the same
20 cards correct in 40 seconds You will have time to practice together
before checking out
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