data collection & analysis presented by david martin, behavior consultant, cmcss

Data Collection & AnalysisPresented byDavid Martin,Behavior Consultant, CMCSS

Schedule 8:00 – 9:30 Work 9:30 – 9:50 Break 9:50 – 11:30 Work 11:30 – 12:45 Lunch 12:30 – 1:30 Work 1:30 – 1:45 Break 1:45 – 3:00 Work

Materials Thank you to the author of, Behavioral

Assessment and Program Evaluation, 2007

Dr. Jose Martinez-DiazThe majority of material in the presentation was taken from his book. Dr. Patti WilsonSome of the data collection forms came from her collection.

Goals of the In-Service Review Target Behaviors Review Response Classes Discuss Fundamental Properties and

Dimensional Quantities of behavior Data Collection and Display Discuss Data and Response Measures

Continuous and Discontinuous Measures Selecting and Using Response Measures

Activity - Pretest Which are examples of target behaviors?

1. Aggression2. Biting others3. Spitting on others4. Non-Compliance5. Following teacher directions6. Low Self-Esteem7. Social Skills8. Thinking9. Off-Task10. On-Task11. Showering

Place your answers aside and we’ll return to them later.

Do We Have To? Really? Goals are data-driven Data tells us if what we are doing is

working Because everyone likes to see an effect –

especially students Data is the key to perfecting a plan Data provides objectivity vs. subjectivity

Yes. We Have to. BUT KEEP IT SIMPLE!

Mechanisms should be simple and convenientRateUse of a timer (latency, duration, etc.)+ or –point rankings (0, 1, or 2)

Establish a baseline Set a timeframe for the intervention(s)

and an attainable goal Revise goal/interventions as necessary

Identifying Target Behavior A target behavior is any defined,

observable, and measurable behavior which is the focus of analysis and intervention.

Identifying Target Behavior The behavior of an organism is that

portion of the organism’s interaction with the environment that is characterized by detectable displacements in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment.

Johnston & Pennypacker, 1980

Identifying Target Behavior Behavior is the movement of an

organism or its parts in a frame of reference provided by the organism or various external objects or fields.

Skinner, 1938

Identifying Target Behavior The interaction of the muscles and

glands of a live organism and the environment.

Martinez - Diaz

Identifying Target Behavior What do they all have in common?

1. Observable2. Measurable3. Interaction with the environment4. Change in the environment

Identifying Target Behavior Examples of Non-Behavior

AnorexiaDepressionPositive AttitudeRepressed FeelingsPoor Impulse ControlNon-ComplianceLazyDefiantDisrespectful

Identifying Target Behavior The Dead Man’s Rule

If a dead man can do it, it is not behavior!

Identifying Target Behavior A private event is something that we

cannot see or measure – it is not behavior.

Examples:Thinking is a private eventFeeling is a private eventSome argue that reading is a private event

Activity - Pretest Which are examples of target behavior?

1. Aggression2. Biting others3. Spitting on others4. Non-Compliance5. Following teacher directions6. Low Self-Esteem7. Social Skills8. Thinking9. Showering

Behavior:23511

Activity Get with five people close to you.

Go over each non-behavior on the pretest. Identify why it is not considered behavior.

Change each non-behavior item into observable, measureable language that could be used to develop a target behavior.

Be ready to report out.

Things I Need to Do…

Reflect on a student you have had, or will have that emitted behavioral problems. If you identified a non-behavior as the problem, take a minute to change that language into target behavior language. Write the new language on your Things I Need to Do List.

Options: You may want to consider a referral you’ve written, a behavior plan, or even a note or phone call to a parent.

Identifying Response A response is a SPECIFIC instance of

behavior

However, behavior is a collective term. We don’t say:

“Three yelling behaviors” or “Four Face slapping behaviors”

Identifying Response Response Cycle

A response cycle refers to the beginning, middle and end of a response.

Examples: Holding one’s breath under waterFace-slapping behaviorExiting a computer gameGetting paper out for a test

Identifying Response Topographical Response Class

A topographical response class refers to the physical nature of responses. That is: the exact shape of the response, the appearance of the response, the force of the response, and the actual movements involved.

Identifying Response Topographical Response Class

So a topographical response class is a group of two or more responses that share a common form.

Examples:PointingHand to Face MovementsHair Pulling

Identifying Response Functional Response Class

A functional response class is a group of two or more topographically different responses that all have the same effect on the environment, usually producing a specific class of reinforcers.

Identifying Response Functional Response Class

So a functional response class is a group of two or more responses that serve the same purpose.

Examples:Attention-Getting BehaviorsFood-Getting BehaviorsTask-Escape Behaviors

Activity

In the next three minutes, on a scrap piece of paper, list as many task-escape behaviors as you can. These should be behaviors you have observed (or emitted).


You have just created a functional response class for task-escape.

When you identify target behavior, you need to do this for whatever the target behavior might be. So, if a child wants attention, you identify all the behaviors in an attention seeking functional response class that this child emits.

On your list, write the name of a student for whom an FBA/BIP is scheduled. Write the name of the student and a reminder to identify the functional response class (after function has been identified) to be included in the FBA/BIP.

Fundamental Properties of Behavior

A property is a fundamental quality of a phenomenon

A dimensional quantity is a quantifiable aspect of a property.

Dimensional Quantities of Behavior


A response occurs in time. More precisely, a response occurs at a certain point in time in relation to a preceding environmental event.

So temporal locus (the point where a response is situated in time) is a fundamental property.

The accompanying dimensional quantity of temporal locus is latency, which is the amount of time between a stimulus (asking someone to do something) and the response (starting to do it).

We measure latency.



A second fundamental property of a single response is derived from the fact that a response also occupies time, thus the property of temporal extent (how much time the response takes).

The accompanying dimensional quantity of temporal locus is duration, or the amount of time from the beginning to the end of a response cycle.

We measure duration.



A third fundamental property of a single response is repeatability through time. It refers to the fact that a response can reoccur.

Countability is the dimensional quantity associated with repeatability, which is measured as the number of responses, or number of cycles of the response.

We measure frequency.



The fundamental property of a response class is the combination of repeatability and temporal locus.

From this combination, we get more dimensional quantities.

Inter-response time (IRT) refers to the time between two successive responses; usually the time elapsed between the end of one response cycle and beginning of the next response cycle.

We measure IRT.


Rate of responding is the ratio of the number of responses over some period of time.

Many of us confuse rate and frequency. They are NOT the same thing.

We measure rate.


Rate is the fundamental datum in the study of behavior.

Its unit of measurement is cycles per unit of time.

So…three cyclers in one hour is: 1 per 20 minutes.


ACTIVE STUDENT RESPONDING

Active Student Responding is a research-based strategy to keep students engaged in the lesson.

Enjoy the Activity!


A single response can reoccur, thus the fundamental property of:

1. Repeatability2. Temporal Extent3. Temporal Locus


A single response occurs at a point in time, thus the fundamental property of:

1. Repeatability2. Temporal Extent3. Temporal Locus


Which dimensional quantity is associated with temporal extent?

1. Countability2. Duration3. Latency4. Intensity


Which dimensional quantity is associated with repeatability?



Which dimensional quantity is associated with temporal locus?



IRT and Rate share which fundamental properties?

1. Repeatability and Temporal Extent2. Repeatability and Temporal Locus3. Temporal Extent and Temporal Locus


A student is given a worksheet with 100 math problems. He begins working on the first problem 10 seconds after he is given the worksheet.

1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate


The student spends 1 minute and 20 seconds working on the first problem before he completes it.



After completing the first math problem, the student waits 5 seconds before he begins working on the second math problem.



The student completes 30 math problems correctly.



The teacher gave the student 1 hour to complete math problems. The student completed 30 problems in 1 hour.


Data Collection and Display

There is more to data collection and display than lines and graphs.

Data may be embedded in text.Example: Jim displayed an average of 6 acts of property destruction per 7-hour school day during the 10 day baseline period. The range was between 1and 18 per day.


There is more to data collection and display than lines and graphs.

Data may be displayed in a summary table as is the attendance data below.

Day M T W Th F

Absent X

Present X X X

Tardy

Excused

X


In behavior analysis, bar graphs and line graphs are by far the most common. We’ll focus on those.


Bar Graphs, or Histograms, are used for:

Summarizing and comparing different groupsSummarizing and comparing different conditionsSummarizing and comparing sets of data


Bar Graphs, or Histograms

Bar graphs compare sets of data which are not related to one another by a common underlying dimension (by which the horizontal axis can be scaled).

Math Reading Writing Science0

2

4

6

201020112012

Data Collection and Display Equal Interval, or Line Graphs, are used

for:Tracking student progressEvaluating intervention effectivenessUsed to determine function of behavior

8:00 9:00 10:00 11:000

2

4

6

Series 3

Data Collection and Display Equal Interval, or Line GraphsThe absolute minimum number of data points to be used for analysis is three. Seven is a better number.

8:00 9:00 10:00 11:00 12:00 1:000

1

2

3

4

5

Series 2


Line GraphsSome notes:When you are looking for significant change on a line graph, the rule of thumb is this –

Doubling or halving the rate is significant.

Smaller changes may be important, but not significant.


Line Graphs

Some notes:When using visual analysis (looking at the data represented on a graph) the key points to look at are: Number of data points Trend Variability


Line Graphs – Trend

Trend refers to the overall direction taken by the data path. Trends are described in terms of their direction (increasing, decreasing or zero trend “level”).


Line Graphs– Increasing Trend

8:00 9:00 10:00 11:000

1

2

3

4

5

6

7


Line Graphs– Decreasing Trend

8:00 9:00 10:00 1:000

1

2

3

4

5

6

7

Data Collection and Display Line Graphs– Decreasing Trend w/ Trend

Line

8:00 9:00 10:00 1:000

1

2

3

4

5

6

7


Line Graphs– Variability

Variability is another way of identifying the stability of the data. Generally, the more stable, the more you can trust the data. The more variable, the more time needed to get more stability in the data.


Line Graphs– High Variability

8:00 9:00 10:00 1:00 12:00 1:000

1

2

3

4

5

6

7


Line Graphs– Low Variability

8:00 9:00 10:00 11:00 1:00 1:000123456


Scatter Plot

The use of scatter plots is still rare (we tend to use line graphs). However, scatter plots are VERY helpful as we try to identify the time target behaviors are emitted, with an easy to see visual display of the patterns of responding.


Scatter Plot

M T W Th F

8

9

10

11

12

1

2


Scatter Plot

M T W Th F

8

9

10

eat

12

1

2

If the behavior is attention seeking (functional response class includes: calling out, getting out of seat, approaching teacher, crying, repeated questioning – What COULD we conclude about the behavior?

Choose a Data Collection Method Continuous (direct

observation) The show me

method Event Recording Frequency/Rate Latency Duration

Discontinuous (indirect observation)

The tell me method Percent

occurrence/correct Discrete Categorization Partial Interval

Recording Whole Interval

Recording Momentary Time

Sampling PLACHECK

Examples of Continuous Measures

Counting how many times someone bites another person

Timing how long someone sucks one’s own thumb

Timing how long it takes Josh to turn off the TV after he is asked to do so

Event Recording Record time observation began Count the responses Record time observation ended Divide: Count/Time Unit Report as rate per (insert time unit)

TARGET BEHAVIOR

EVENT RECORDING

RATE PER MINUTE

Questions xxxxxxxxxx 2 per minute

Self-Disclosures xxxxxxxx 1.6 per minute

Positive Comments

xxxx 1.25 per minute

Duration Duration per occurrence

Record each event in time and reset the clock

Date: ____ Time: ____ To: ____ Setting: _________Episode # Elapsed Time Per Episode________ ________________________________________ ________________________________________ ________________________________________ ________________________________

Duration Total Duration

Record the length of each occurrence and add all together

Date: ____ Time: ____ To: ____ Setting: _______

Total Duration Per Session: ______________

Advantages and Disadvantages

Advantages of Continuous Measures They are accurate

Disadvantages of Continuous Measures They require one

person to watch continuously over a set period of time

They are hard for one person to use and teach at the same time

They generally require longer periods of time to collect data

Percent Occurrence/Correct

Percent Occurrence

Date: ____ Time: ____ Setting:___________

Opportunity #1: X Opportunity #2: ____Opportunity #3: ____ Opportunity #4: X

Percent Occurrence: 50%

Percent Occurrence/Correct

Percent Correct

Date: ____ Time: ____ Setting: ____________

Trial 1: C or I + Trial 2: C or I _ Trial 3: C or I + Trial 4: C or I +

Percent Correct: 75%

A Note about Percentages1. The Dimensional Quantities of behavior

include:- Duration- Latency- Countability/Frequency- Inter Response Time (time over

cycles)- Rate (responses over time)- Celeration


Reflect on a student you have had, or will have that emitted behavioral problems. Consider what you want to do to help with this behavior (increase a replacement behavior and/or decrease a target behavior).

Write down the data collection that might help you accomplish these each of these goals.

A Note about Percentages2. Percentages DON’T access the

Dimensional Quantities of behavior.

We lose:- Number Correct- Number Incorrect- Number of Opportunities- Measure of Time

A Note about Percentages

3. However, people are familiar with this data display and “think” they understand what it means.

Discrete Categorization Codes: I – Independent; VP = Verbal

Prompt; GP = Gestural Prompt; PP = Physical Prompt; MG = Manual Guidance

Take the percent of opportunity to work each task, at each code level, and report as percent

Goes to Sink

I Rubs Hands w/soap

GP Walks to towel

I

Turns on faucet

I Sets soap down MP Grabs towel I

Wets hands I Rinses hands VP Dries hands VP

Picks up soap GP Turns faucet off MG

Hangs Towel VP

Partial Interval Recording Used to DECREASE behavior Record in time intervals of 10 to 20

seconds A response is recorded one time only if

a BX occurs at any time during the interval

Report as a percent intervals 50%

1 2 3 4 5 6 7 8 9 10

x x x x x

Whole Interval Recording Used to INCREASE Behavior Record in time intervals of 10 to 20

seconds A response is recorded one time only if

a BX occurs during the ENTIRE interval

Report as a percent intervals 50%

1 2 3 4 5 6 7 8 9 10

x x x x x x x x x x

x x x x x x

x x x x x x x x x x

x x x x x x x x x

Momentary Time Sampling Record as occurring only if it occurs at the

POINT in time in which an interval ends. It is recorded as a non-occurrence if it is

not occurring at that precise moment in time.

Set a timer for ten minutes. When it beeps, look up and record + (is occurring) or – (isn’t occurring.

Report in percent time samples

PLACHCECK A group of students is observed at the end

of a timed interval. Set the timer for thirty minutes. Look up when it beeps and count the

number of individuals engaged in the behavior.

Compare with the total number of students Report as Percent of Students Engaging in

BX.

Advantages and Disadvantages

Advantages of Discontinuous Measures They are easy to

reproduce They are easy to chart Most people

understand percentages

A teacher can collect the data without an additional body

Disadvantages of Discontinuous Measures They are less accurate


Active Student Responding is a research-based strategy to keep students engaged in the lesson.

Enjoy the Activity!


If I record the number of reports you submit each week, I am measuring:

1. Duration2. Latency3. Frequency4. Rate5. IRT


If I record the amount of time I spend on the treadmill each day, I am measuring:



I am taking data on a student with severe SIB behavior (eye-gouging). Due to the intensity of the behavior, I measure the time to the first response, and end my session.



To determine how often to provide reinforcement in a differential reinforcement schedule, I need to know the average time between responses. I need to measure:



Recording whether a response occurs at all during a period of observation is an example of:

1. Event Recording2. Duration Recording3. Whole Interval Recording4. Partial Interval Recording


Dividing an observation period into segments and recording whether a response occurs for an entire segment is an example of:

1. Event Recording2. Duration Recording3. Whole Interval Recording4. Partial Interval Recording

Differential Reinforcement

Typically when we use Differential Reinforcement Schedules, we take an average and set a goal for increasing, or decreasing the behavior just above or below the average and then adjust the target as mastery is met.

Activity After considering how to use Differential Reinforcements, determine what you need to know (what data system to use) before delivering reinforcement.

a. A student won’t stay in his seatb. A student won’t take out materials to begin workingc. A student cries when given a task demandd. A student won’t stop using the computer when his

time is upe. A student only works on a task for a few minutes

prior to stoppingf. A student won’t get in line when it’s time to leave

the classroom.g. A student isn’t toilet trained

Questions

Contact information for David Martin:

[email protected]

Don’t use my office phone at Burt to leave a message. I can go for days and not be in the office. I RARELY miss checking my email.

mailto:[email protected]

mailto:[email protected]

data collection & analysis presented by david martin, behavior consultant, cmcss

Documents