behavior observation training

8/13/2019 Behavior Observation Training

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Behavioral Observation

Cindy Pirani

IDEAL Consulting


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Goals for Today

What does it mean to define a roblem!

Present the big ideas of learning to thin" fun#tionally $etting Events

Ante#edents Behavior

Conse%uen#es

Briefly revie& basi# elements of fun#tionalassessment and observation

'nderstand ho& behavioral observation relates toBIP rogress monitoring and out#ome assessment


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What is Problem Behavior !

Problem behavior is a dis#rean#ybet&een student behavior ande(e#ted erforman#e

Therefore ) ) ) We must not onlyidentify &hat the roblem behavior isbut also the desired or e(e#ted

behavior


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*o& is a roblem behavioridentified!

Tea#her +eort

Parent +eort

$tudent +eort Dire#t,Indire#t Observation

A#ademi# Performan#e Data


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When loo"ing a roblemsfun#tionally &hat do they entail!

$etting Events

Ante#edents

Behaviors

Conse%uen#es

$etting Eventsare e#ologi#al#onditions inla#e at the

time ofroblemo##urren#e

Ante#edentsare eventsthat set the

stage for theo##urren#eof theroblem

TheProblemBehavior Conse%uen#es that

serve to reinfor#eor maintain theroblem Behavior

T*E

-$


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T*E P+OBLE. $OL/I0G .ODELProblem Identifi#ation

Pinointing #urrent behavior roblem

Entails ob1e#tifying and %uantifying

the roblem so it is Observable

.easurable

+eeatable

*aving a reasonable understanding ofthe ABC2s of the roblem behavior


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+easons for #olle#ting data

To #ertify and further understand aroblem

To determine the effi#a#y of a arti#ular

instru#tional strategy or intervention Allo&s for ongoing and out#ome evaluation

of instru#tion or intervention

Colle#ting and reorting of data is theultimate tool of a##ountability

Data assists in defining our goals


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What is &rong &ith these identifiedroblems! What additional data isneeded

3) Billy refuses to sit do&n and is#onstantly out of his seat4

5) $ally is very oor at math46) $andra is al&ays off tas"4

7) Andy is disrutive in #lass)

8) Carrie thro&s tantrums all day long49) :ose is la;y4


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What information is imerative inaroriately identifying andintervening &ith roblem behavior!

$tudent ast and ro1e#ted rate ofdeveloment

$tudent hysi#al and #ommuni#ative#aabilities $"ills needed to aroriately fun#tion in

the edu#ational environment)

Does this #hild have s"ills needed! Prere%uisites re%uired for obtaining

identified s"ills


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*o& to get additional data tosolidify a roblem=

Intervie&s &ith tea#hers> students> and arents


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The Problem Identifi#ation

A dis#rean#y bet&een e(e#tationsand student erforman#e is firstidentified)

Attemts are made at this time toob1e#tify the identified roblem byutili;ing data and #learly identifying

the dis#rean#y bet&eene(e#tations and a#tual studenterforman#e)


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The Problem Identifi#ation ?#ont)@

If enough information has been gathered to rodu#e aviable intervention> the follo&ing &ill have beenidentified=

A observable and measureable target behavior otential events related to behaviors A hyothesis for &hy the behavior is o##urring o##urren#e of behavior non o##urren#e ante#edents #onse%uen#es


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DIRECT OBSERVATION

Information guided by intervie& 'se of dire#t observation of behavior

0arrative re#ording , $e%uen#e analysis fre%uen#y #ounts The #lassroom behavior reort #ard Laten#y and duration re#ordings

Imortan#e of behavioral des#ritors

avoid higher order inferen#es no feelings444

Guidelines for number length of observations minimum of 3 minutes> over 56 days> different

settings


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Observation

$hould be reresentative of student2sbehavior

There should be observations of a minimum

of 6 o##urren#es of target behavior Information regarding the time of day

should be in#luded as &ell as the setting oftarget behavior o##urren#e

Information on nono##urren#e

+e#ord of ante#edents and #onse%uen#e


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DI+ECT OB$E+/ATIO0=


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DI+ECT OB$E+/ATIO0=


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Whi#h one of the follo&ingsituations &ould you use afre%uen#y #ount!

3) Betsy is e(tremely disrutive in #lass!

5) :oseh is off tas" fre%uently

6) $ally relies too mu#h on tea#her suort in

her fre%uent as"ing of %uestions

7) Boris thro&s tantrums several times a day

8) Billy tal"s out &ithout raising his hand

What is your ans&er!!


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DI+ECT OB$E+/ATIO0=$#atter Plott

Designed to be utili;ed &ith fre%uen#y#ounts intended to hel identify those timesof day,setting that may be moreroblemati# for students

$#atter lot form Easy to administer and #an be #omleted

by tea#hers Assets and #osts similar to fre%uen#y

#ounts *o&everF your target behavior must beobservable and measurable444444


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Classroom Behavior +eort Card

$imilar to Che#"in system &ith a&ell defined behaviors and a ratings#ale for various times of day

A ruberi# to %ualify ea#h of theindi#ators

Can be utili;ed to both define

roblemati# behavior but also to setgoals and monitor rogress


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DI+ECT OB$E+/ATIO0=0arrative +e#ording , $e%uen#e Analysis

Observation of student in a settingidentified as roblemati# ?Could be asetting identified though s#atter lot@

+e#ording everything the targeted student

says and does and to &hom or &hat foraro(imately 338 minutes)

Clearly differentiate bet&een fa#t andinterretation of &hat is being observed

Provide temoral indi#ators so as to be ableto 1udge duration Clearly identify setting events> a#tivities>

et#)


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uestions follo&ing observation= What are the behaviors that #an be des#ribed as

inaroriate!

Is this behavior o##urring fre%uently> or has auni%ue o##urren#e been identified!

Can reinfor#ement or unishment of the behaviorbe identified!

Is there a attern to these #onse%uen#es!

Can ante#edents to the behavior?s@ be identified!


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uestions follo&ing observation= Is there a attern that #an be identified for

#ertain events or stimuli that #onsistently

re#ede the behavior2s o##urren#e Are there re#urrent #hains of #ertain ante#edents>

behaviors and #onse%uen#es,

Given the identified inaroriate behavior?s@> ofthe student and the atterns of ante#edents and

#onse%uen#es> &hat behavior really needs to bemodified> and &ho is engaging in the behavior!


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0arrative +e#ording E(amle=

The #hildren enter the #lassroom and get in line to &ash their handsmean&hile Billy &al"s around the #lassroom and finally sits onthe rug) .s) L as"s Billy if he has &ashed his hands) Billyrelies no) .s) L dire#ts Billy to &ash his hands) Billy gets uand gets into line) Billy tou#hes a student in front of him) Thestudent tou#hes Billy ba#" and smiles)

Billy &aits in line) When his turn arrives> Billy ta"es some soa &ithanother #hild and &ashes his hands) Billy then ta"es a to&elfrom the disenser> dries his hands then thro&s it a&ay)

Billy then returns to the rug &here the ma1ority of other studentsare sitting in a #ir#le fa#ing the tea#her) Billy then tells thetea#her that they had fun in gym today) The tea#her resonds

HWhat did you lay) Another student ies in stating that they

had layed &ith a ara#hute) .s) L then dire#ts Billy to move#loser to her ointing to a sot to the left of her on the rug)Billy moves) Another student in the #lass #ontinues to dis#ussthe a#tivity in )e) #lass) Billy then adds additional informationabout the a#tivity) The tea#her resonds by stating yes andnodding and then Billy #ontinues tal"ing)


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$e%uen#e Analysis E(amle=

$ee form


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DI+ECT OB$E+/ATIO0='ses of 0arrative +e#ording $e%uen#e Analysis

*elful for &hen the ante#edents>#onse%uen#es and fun#tion of behaviors arenot &ell understood

*elful for &hen a more detailedtoograhy ?des#rition@ of the behavior isne#essary to establish a &or"ing definitionof roblem behavior

*els establish the most aroriate &ayto observe the behavior in the future establish baseline and monitor rogress


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DI+ECT OB$E+/ATIO0=Duration +e#ording

+e#ording ?timing@ the length of timea student engages in a behavior)

'sed to %uantify or measure The amount of time a student is off tas" Tal"ing to a neighbor

Engaging in math home&or"


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DI+ECT OB$E+/ATIO0=In &hi#h one of these instan#es &ould you useduration re#ording!

3) Billy is fre%uently tal"ing to his neighborsand not doing his s#hool &or"

5) $ally is fre%uently loo"ing out of the&indo& and not aying attention to

lessons6) Pablo yells to students a#ross the room

&hen he &ants someone2s attention7) :orge ta"es an inordinate amount of time

to engage in re%uested a#tivities &henrovided &ith a dire#tion)

What is your ans&er!!


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DI+ECT OB$E+/ATIO0=Laten#y +e#ording

+e#ording ?timing@ the length of timeit ta"es a student to engage in abehavior follo&ing a dire#tion)

'sed to %uantify or measure The amount of time it ta"es a student to

start his home&or" on#e rovided &ith adire#tion

The amount of time it ta"es a student toengage in #lass&or" on#e rovided &itha dire#tion


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DI+ECT OB$E+/ATIO0=In &hi#h one of these situations &ould you use alaten#y ro#edure!

3) Betsy is e(tremely interruts #lass by#alling out &ithout ermission

5) :oseh is off tas" fre%uently

6) $ally relies too mu#h on tea#her suort inher fre%uently as"ing the tea#her %uestions

7) Boris thro&s tantrums several times a day

8) Billy ta"es too long to ut a&ay his #oat in

the morning

What is your ans&er!


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I0DI+ECT OB$E+/ATIO0=Permanent Produ#t

A ermanent rodu#t is somethingtangible that #an hel to establish theo##urren#e or nono##urren#e of a

behavior

E(amles= 0umber of selling &ords #omleted

*ome&or" #omleted Class&or" #omleted


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What is &rong &ith these identifiedroblems!


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T*E 0EJT $TEP=

In some instan#es you #an use the data toidentify the roblem

'tili;e gathered data as baseline to

#omare future erforman#e against Establish reasonable goals "eeing in mind

both the roblem and long term e(e#tederforman#e

Develo aroriate intervention#onsidering the ABC2s and setting events) .onitor rogress


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Dis#laimer 444

While these tools are very valuablethey should not be utili;ed alone toma"e high sta"es de#isions about

students Convergent data is amust4444

One observation is fre%uently notenough444

As" ho& tyi#al the #lass and thestudent behavior &as on that day

behavior observation training

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