sheryl hahn, m.ed., bcba mary ann mcintyre, m.a., ccc-slp each time we act to improve the life of...

Orange Earth

Data Collection and the TOP 10 answers for WHAT, WHY and HOW!!

Sheryl Hahn, M.Ed., BCBA

Mary Ann McIntyre, M.A., CCC-SLP

Each time we act to improve the life of others, we create a ripple of hope.

RIPPLEMAKERS

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AGENDA

9:00 BEGIN-Introductions of trainers; Identify the audience

10:15 Break

10:30 Break ends

11:30 Lunch

12:30 Afternoon session begins

1:45 Break

1:55 Start up

3:00 Dismissal starts.---Ticket out

Reproduce with permission only from RIPPLEMAKERS

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Baseline of group

What kind of data do you generally collect?

What kind of forms do you use?

RESPONSE CARDS

Have you created your own forms?

Have you modified the forms others have created?

Do you purchase the forms you use to gather data?

Have you taught others how to collect data?

Are discipline referrals data?


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THE ISSUE2 approaches


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The child IS the problem so fix him/her

Provide aversive to child to teach lesson

We hope the problem goes away/moves/absent

The child HAS a problem so fix it

Change the environment---Antecedent strategies

Change the consequences that follow the behavior

TEACH new skills


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Beginning with the END in mind!!!!

Education related decisions are to be driven by data, not opinion, mentalisms, mind-reading, or belief systems.


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Wheres the DATA ?!!!

You can have data without information, but you cannot have information without data.


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The Not-So-Good

Data collection can be time consuming

Behaviors may be infrequent

May take time to identify patterns

Data collection can be complex

Behavior of concern isnt clear or well-defined

Multiple behaviors, antecedents, and consequences occurring quickly

Data analysis can be complicated

Influential As and Cs do not reliably occur

Conditional probabilities


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The Good

Quite flexible

Anybody can learn to do it

Must understand and know basic principles of behavior, BUT

Variety of options for data collection, depending on preference, purpose of observation, skill level, etc.

Expands upon information gained from indirect methods of data collection

Provides information useful for experimental analysis of behavior


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QUESTION 1--- The Why

WHAT is a Functional Behavioral Assessment (FBA)?


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What is FBA


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Systematic problem solving process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan; the first step in developing a behavior plan

Individualized

Best practice

What is FBA


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MOST effective as collaborative model, rather than expert driven process

Considers the input of parents, teachers, classroom contexts, skills capabilities

What is FBA


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Involves observations of student in the natural environment

Is designed to get the information necessary to create a legally defensible plan that will lead to success for the student.

Leads to a functional hypothesis/summary that helps decide what and how to plan and teach

FBA Brief Approaches-DASH


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Define behavior in observable & measurable terms

Ask about behavior by interviewing staff & student

-specify routines where & when behaviors occur

-summarize where, when, & why behaviors occur

See the behavior

-observe the behavior during routines specified

-observe to verify summary from interviews

-collect data on the behavior

Hypothesize: a final summary of where, when & why behaviors occur

FBA Brief Approaches-ERASE problem behavior


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Explain - What is the problem?Reason - What is he/she getting out of it or avoiding?Appropriate - What do you want him/her to do instead?Support - How can you help this happen more often?

Evaluate - How will you know if it works?

QUESTION 2

WHEN is it appropriate/necessary to engage in FBA?


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An FBA is needed:


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Prior to an alternative placement

As part of RTI Tier 3 (BSS assist at this level.)

Prior to 11th day of suspension

Proactively, when a students behavior interferes

with the learning process (the student or peers)

and less systematic interventions have failed.

Best practice for any student with interfering

behavior/s; before behavior escalates to discipline

procedures such as suspension/expulsion

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QUESTION 3

WHAT are the basic principles of behavior that need to be understood when beginning this process?


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Basic Principles


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Behavior is learned; shaped by experiences

Behavior serves a purpose (FUNCTION)

Behavior is important, understandable and predictable

BEHAVIOR: What do we know?

Classroom environment - seating - noise level - disruptions

Child-specific condition - medication - allergies - sickness - anxiety - fatigue

Setting events - peer issue - teacher interaction - new person(s)

Instruction/curriculum - work too hard - work too easy - transitions - directions - assignment - no choices

Behaviors serve a FUNCTION and are based on a NEED. We want to substitute solutions (replacement behaviors). We DONT want to shame or blame the child for trying to meet that need.

Most problem behaviors are context related. Behaviors arise in response to environmental stimuli (peers, class size, curricula, etc.), given personality and temperament, and internal factors (emotional distress, mental illness, medication, anxiety, hunger, pain, allergies, or physical illness). Behaviors can be supported or made worse by events in the childs environment, such as who is present, what the expectations are, or even whether the child is emotionally equipped to adapt to the requirements of the particular environment in which the behavior occurs.

An anxious child who has been placed in an open classroom for the first time, for instance, may withdraw to escape the demands of the environment. Shape the classroom to reduce the noise level and other distractions, and the child may not have the same behaviors, or they may not be as severe. A student who is known to have major behavior outbursts only when a substitute teacher is present is clearly responding to a variable in the environment. Knowing this information in advance can help the teacher plan more effectively in instances such as where a substitute teacher is needed.

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DREDF/FCSN "Understanding the Special Education Process"

2/13/10

Basic Principles continued


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Behavior is malleable and teachable

Behavior does NOT occur in a vacuum

Behavior is related to the context in which it

occurs; Functional relationship between behavior and environmental events; 3 part contingency

Past behavior is the best predictor of future behavior

Behaviors are governed by consequences

Behaviors that

result in desirable

consequences for the child

are likely to be retained

or strengthened

reinforced

Behaviors that

do not result in

desirable consequences

are discarded or

weakened

not reinforced

An understanding that most behaviors are governed by their consequences is key to planning interventions. A child has a fight (behavior) and is suspended (consequence). If the child does not want to be in school, he or she may learn that fighting is a good way to get sent home. If the childs wants to gain attention from his or peers or the teacher, fighting may be used again as a way to secure attention and status. Any time a child exhibits a behavior (acceptable or unacceptable) that is successful in meeting one of his or her needs, it is likely that the behavior will be repeated. Behavior serves a logical function for the child.

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DREDF/FCSN "Understanding the Special Education Process"

2/13/10

QUESTION 4

Are there specific steps that should be followed in completing the FBA prior to writing a plan?


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Steps in FBA


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1. Team decision-Include parents and school staff working with student

2. Parent Consent

3. Identify and define Target Behavior

4. Gather sources of information

Functional Information

Baseline Data

Multiple Sources

5. Summarize Assessment Data

6. Formulate Summary Statements

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QUESTION 5

How is behavior defined?


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GROUP THINKING


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Name some Behaviors that you see each day.

Defining Behaviors in observable and measurable terms.

Defining BEHAVIOR


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Behavior is observable-An action that can be seen

Behavior is measurable-Can be counted or timed

The DEAD MAN TESTif a dead man can do it, it is not behavior.

SPECIFIC--Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!

Defining BEHAVIOR


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BasicallyBEHAVIOR IS ANYTHING WE DO!

Defining BEHAVIOR


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Topography---Photography: Shape or Form of Behavior

Describes what the behavior looks like in measurable, specific terms

Ex: Using a pincer grasp with her right hand, the student writes a letter M on the paper.

A behavior can have the same function (writing your name) but different topographies (script or print)

Can you think of a behavior that has the same function but different topographies?

Defining BEHAVIOR


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Usually we define student behaviors by both their form (what the behaviors looks like) and the function (what the behavior achieves)

Defining behavior in this way permits measurement of the given behavior

Challenging BEHAVIOR


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Used because it is very efficient and effective way of getting needs/wants met

Will continue to use challenging behavior unless a more socially acceptable behavior results in equal or more efficient results for the student

Knowing the dimensions of behavior can help us select the data tool to use to measure behavior.


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Observable/Measurable DefinitionNon-observable/measurable DefinitionTalks when teacher is lecturing, calling out in a loud voice, singingDisruptive behaviorsDraws pictures during group work timeOff-task behaviorsThrowing objects, kicking over chairs Angry, hostile BehaviorsCalls peers namesInappropriate language Tapping/ drumming on desk, looking around the classroomAttention problemsPuts head on desk, reads library book following teacher instruction to begin taskNon-complianceYells No or You cant make me when given directionDefiance

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QUESTION 6

What are the dimensions of behavior that can be measured in data collection and might help define the FUNCTION of the behavior?


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6 Dimensions of Behavior


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Behavior can be defined by identifying with the dimensions.

Latency

Intensity/Force

Duration

Frequency/Rate

LocationWhere it is

Topography---What it looks like

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Latency


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The time between a teacher asking a question and the student answering

The time between the materials being provided and the student

demonstrating the target behavior with the materials

The time it takes a student to regain composure from a high emotional response to a more relaxed self-expression

PRACTICE demonstration

The length of time between a request and when the student begins to perform

Intensity


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Amount of force applied to grip when holding a writing instrument

Volume of verbalization when talking to others or making a request

Amount of force in touching peers or objects

The amount of force with which a student

demonstrates the target behavior

Often measured by a rubric: Think of examples

Duration


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Amount of time student maintains proximity, attention, participation or involvement (e.g., majority of an activity)

Length of time an emotional outburst lasts

The amount of time a target behavior lasts (i.e., the length from beginning to end)

Frequency/Rate


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Answer questions three times during small group instruction

Initiates interaction with peer two times within a 5 minute observation

Reduces the number of times she shouts out answers in class

The number of times a student exhibits a target behavior within a specified period of time. The period of time can be an interval (e.g., 5 minutes) or entire activity/event (e.g. circle, small group) Also could be permanent product.

Which Dimension?


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The traffic light in the cafeteria changes color as the noise level in the cafeteria rises & falls.

Frequency

Duration

Intensity

Latency

Topography

Locus

Which Dimension?


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The track teams sprinters are trying to reduce the time between the starting tone and exit from the starting blocks.

Frequency

Duration

Intensity

Latency

Topography

Locus

Now, you think of an example.

QUESTION 7

WHY take data for baseline and continue data collection through the intervention process?


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Data Collection


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Baseline Data---At what level does target behavior exists (frequency, duration, latency, rate); will be used for comparison and to assess success of plan; sometimes necessary to collect comparative data using a peer

WARNING! WARNING! WARNING! WARNING! WARNING!

DATA COLLECTION will be an ongoing process from this point forward!

Data Collection


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To determine what to teach

Setting goals, planning implementation

To monitor the effectiveness of a teaching procedure on a students skill acquisition, progress monitoring, accountability

Are we using effective instructional procedures to meet the students goals?

To address challenging behaviors

Why is the behavior occurring?

Is a problem behavior decreasing as a result of an intervention?

Is a new, appropriate (FERB) replacement behavior increasing?

DATA COLLECTION


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It can make an educator more efficient and effective in delivering instruction

It can prevent an educator from continuing ineffective teaching methods or behavioral interventions

It can differentiate between an empirically validated treatment and popular, ineffective treatments

Think of data as road signs on a trip, without the signs it may take much longer to get from start to end. Data is very important for success. Talk about Phonics vs. whole word, brushing, weighted vest, be prepared to be challenged on these treatments.

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QUESTION 8

How do I decide what data collection tool to use?


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What dimension of the behavior do you want to increase or decrease?


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Selecting a data method

Do you want to know how much or how often the behavior occurs?

Use these:

Frequency/Rate

Interval

Are you concerned about the length of time?

Do you want to know the time between the beginning and end of a behavior?

Use Duration

Do you want to know the time it takes to START a task?

Use Latency

Scatterplot

A visual representation of a students undesirable behavior over time

Helps identify apossible relationshipbetween environmentalconditions & a behavior that is frequent, seeminglyrandom but steady over long periods of time

typically over two weeks

all identified behaviors of concern are tallied


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Talking points:

Newbies-beginning experience to focus on behavior

Basic groundwork for additional question

Gives staff information to target additional observation periods

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What information and patterns could this form provide?

Latency


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If measuring the time it takes for student to respond to a prompt

Clear beginning and end to opportunity

Unclear beginning and end


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USE

Dont Use


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What information and patterns could this form povide?

Make up example no video

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Frequency==Rate


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Easily count the number of times behavior occurs in specific time

Clear beginning and end

Frequency-Only when length of observation time is consistent day to day (always 15 minutes)

Rate-if the length of time varies from day to day (30 minutes Monday and 60 minutes Tuesday)

High rate and accurate count is impossible

Long periods of time


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USE

Dont Use


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Duration


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If primary concern is length of time the student engages in a behavior

Clear beginning and end

High rate and accurate count is impossible

Starts or Stops rapidly


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USE

Dont Use


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Interval Data


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Partial Interval (divide observation periods; record whether the behavior occurred at all or not at all)

Use for behavior that occurs at a high frequency or continuously

Only provides an estimate of actual times; if intervals are too long can overestimate the behavior

Shorter intervals are more accurate (10-30 seconds)

Low frequency/rate

Requires undivided attention

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USE

Dont Use


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Tapping pen, fingers.

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QUESTION 9

WHAT is the 3 Part Contingency?


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ABCs of Understanding why students engage in problem behavior:hA B C avior


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A= Antecedent(s) Events/settings that occur right before the behavior

Allows you to predict: Where (During routine)? & When (Trigger event)?

B=Behavior What is observable and measurable, what a DEAD man can not do!

C=Consequence Happens after the behavior occurs and controls future behavior? (reinforcer, punisher, extinction)

Here are some antecedentsNow you guess the behavior!


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What are some common Antecedents?


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transitions

denied access

instruction/directive

new task

teacher attention to others

told no

waiting

corrective feedback

routine task

choice given

physical prompt

redirection

CONSEQUENCES


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FOLLOW behavior closely and increases or decreases the behavior

Common Consequences


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laughter or attention from peers, teacher attention)

redirection to more appropriate activity

nonverbal or verbal reminder

verbal warning or reprimand

natural consequences

Time Out

Response Cost

Extinction (planned ignoring)

Transitions

Denied sp[ace

Instruction/directive

New teask

Teacher attentio to others

Told no

Waiting

Corrective feedback

Routine task

Choice given

Physical prompt

redirection


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QUESTION 10

What does function mean?


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Function defined


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The WHY

The PURPOSE

What is making the behavior

EFFECTIVE

EFFICIENT

RELEVANT

Function defined


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Function: What purpose does the behavior have?

Definition is based on the outcome the behavior has on the environment

A behavior can have the same topography (saying, Cake!) but different functions (to request or to answer a question, What is your favorite food?)

Can you think of a behavior that looks the same but could have two different functions?

Only Two Basic Functions

Positive

Reinforcement

Negative

Reinforcement

from Horner & Sugai at www.pbis.org

For example-

Many students use off topic comments/inappropriate language to obtain

attention from peers through their reactions and to escape the task at hand.

In this example, social reinforcement is obtained from the peers and the

adult.

Remember reinforcement is positive and negative.

NOTE:

When control is offered as a possible function- think about what is underlying that perception.

Control can be a way:

To hide skill deficits; therefore escaping/avoiding a task

To hide fears around social acceptance; therefore escaping/avoiding a situation

For an individual to assert themselves; therefore gaining/obtaining the attention of peers/adults


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Behavior Intervention-Goal 1


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Prevent

and

Decrease

Problem

Behavior

Increase

Desired

Behavior

Behavior Intervention-Goal 2


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Make the problem behavior/s:

Irrelevant

Inefficient

Ineffective

Prevention

Emphasis on teaching

Environmental redesign

Antecedent Manipulations

Function-based support

Comprehensive Interventions

Systems change

THE TOOLS YOU USE ARE AS IMPORTANT AS THE OUTCOMES.


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REMEMBER


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REGARDLESS OF THE TYPE OF RESEARCH YOU ARE DOING, YOU MUST BE CAREFUL AND ACCURATE WHEN YOU COLLECT DATA.


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DATA COLLECTION will be an ongoing process from this point forward!

WHY????

In order to determine the degree to which our interventions have been successful, we continue to measure the dimension(s) of concern during and after the baseline and experimental periods and throughout the implementation. The data will indicate needs for revision and success.

REMINDER

DATA COLLECTION


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Teaching encompasses not only delivering instruction on a specific skill, but collecting data on the students acquisition of that skill and then making a decision based on the students data if the instruction is effective.

If the student is not progressing at a reasonable rate, then the instructional delivery must be changed and the students progress reassessed.

Instructional decisions should be based on DATA.

From Cooper, Heron, and Heward (2007).

Applied Behavior Analysis, 2nd Edition


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It's difficult to imagine the power that you're going to have when so many different sorts of data are available.

Tim Berners-Lee

INTERVAL RECORDINGInstructions

Interval Recording-used to record the occurrence of a behavior within a specified time period.Results in an estimate of the actual number of times a behavior occurs.

A. Partial-Interval Recording: The observer records whether the behavior occurred atany time during the interval. Used to record high-frequency behaviors (ex. drooling,out-of-seat, cursing, hitting).

1. Ten second interval recording for an individual student.

1a. Ten minute interval recording for multiple students

Student: _________________________ Behavior: ____________________

Date/Time: _______________________ ____________________

Observer: ________________________

10 sec 20 sec 30 sec 40 sec 50 sec 60 sec+ + 0 0 + 0

Student: ________________________ Behavior: _________________

Date/Time: ______________________ _________________

Observer: _______________________

Name: 10 min 20 min 30 min 40 min 50 min 60 minSue X X X 0 X XTom 0 0 0 0 X 0Bill X X 0 0 X XKathy 0 X 0 X 0 X

Graphic Display of Interval Recording Data

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INTERVAL RECORDING

Instructions

Interval Recording- used to record the occurrence of a behavior within a specified time period.

Results in an estimate of the actual number of times a behavior occurs.

A. Partial-Interval Recording: The observer records whether the behavior occurred at

any time during the interval. Used to record high-frequency behaviors (ex. drooling,

out-of-seat, cursing, hitting).

1. Ten second interval recording for an individual student.

1a. Ten minute interval recording for multiple students

Student: _________________________ Behavior: ____________________

Date/Time: _______________________ ____________________

Observer: ________________________

10 sec20 sec30 sec40 sec50 sec60 sec

++00+0

Student: ________________________ Behavior: _________________

Date/Time: ______________________ _________________

Observer: _______________________

Name:10 min20 min30 min40 min50 min60 min

Sue XXX0XX

Tom 0000X0

Bill XX00XX

Kathy 0X0X0X

Graphic Display of Interval Recording Data

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Obtain/Get

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Problem Behavior

Obtain/Get Something

Escape/Avoid Something

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Tangible/Activity

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sheryl hahn, m.ed., bcba mary ann mcintyre, m.a., ccc-slp each time we act to improve the life of...

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