dave walker what data do we need for bx intervention
TRANSCRIPT
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Behavioral Data
Collection and AnalysisPresented by David Walker MS, LCSW
January 14, 2010
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Why collect data?
• If a student doesn’t know how to read…– we teach.
• If a student doesn’t know how to swim…– we teach.
• If a student doesn’t know how to multiply…– we teach.
• If a student doesn’t know how to behave…– we punish? John Herner
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Why collect data?
• In order to teach a skill, we need to assess current functioning.
• We already do this with reading & math.• DIBLES, reading readiness • Math placement tests• Behavior skills are no different.• We have to know where we are before we
can know where we are going.
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Why collect Data?
• Functional Behavior Assessment• Process that uses data to…• identify patterns in the student’s behavior..• and the purpose and function of the
behavior
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FBA
• Required for an ED evaluation • Required if behavior is a manifestation • May be required even if no manifestation• Required if Interim alternative educational
setting (weapons/drugs/serious bodily inj)• A complete assessment of the function of
behavior can help identify appropriate interventions
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FBA
• It is not possible to conduct a Functional Behavior Assessment without collection of data.
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What to collect?
• Be sure we are collecting data on the student – not our response to the student.
• The number of office referrals measures staff response to behavior.
• Progress on a level system is often a reflection of staff consistency and tolerance – not a clear illustration of student behavior
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M.O.S.T. data
• Measurable• - the data collected must be measurable
– How many times does the behavior occur?
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2:00 – 2:45(Science)
1:20 – 2:00(Related Arts)
1:00 – 1:20(Recess)
x12:15 – 1:00(Social Studies)
xx11:30 – 12:15(Language Arts)
10:50- 11:30(lunch)
xxx10:20- 10:50(library)
x10:00 – 10:20(recess)
xxxx9:15 – 10:00(Reading)
8:30 – 9:15(Math)
x8:00 – 8:30(journal)
7:00 – 8:00 (Bus)
Throwing objects
Talking w/o permission
CursingUnwanted touching
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2:00 – 2:45(Science)
1:20 – 2:00(Related Arts)
1:00 – 1:20(Recess)
12:15 – 1:00(Social Studies)
11:30 – 12:15(Language Arts)
xxxxx10:50- 11:30(lunch)
xxx10:20- 10:50(library)
10:00 – 10:20(recess)
9:15 – 10:00(Reading)
8:30 – 9:15(Math)
8:00 – 8:30(journal)
xxxx7:00 – 8:00 (Bus)
Throwing objects
Talking w/o permission
CursingUnwanted touching
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M.O.S.T.
• Observable – a stranger should be able to see the behavior being measured.
• “Poor attitude”, “disruptive”, “hateful” are descriptions of behavior but do not reflect the actual behavior.
• Much is left to interpretation.
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M.O.S.T.
• Specific – WHAT did the student do?– Threw paper, spoke without raising hand,
used the word “#%&$”, – WHERE was the student when the behavior
occurred? • “3rd period Gym class” vs “unstructured time”• Math class, reading block• Lunch room? Recess? Adult supervision?
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M.O.S.T.
– Timing– WHEN did the behavior occur?
• AM/PM, Monday vs Friday?, • Before meds / after meds?• After lunch (sleepy?) • Before lunch (hungry?)• Every other Monday (adjustment to parent visits?)
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I now have data!
• Now what do I do with it?
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2:00 – 2:45(Science)
1:20 – 2:00(Related Arts)
1:00 – 1:20(Recess)
12:15 – 1:00(Social Studies)
11:30 – 12:15(Language Arts)
10:50- 11:30(lunch)
10:20- 10:50(library)
10:00 – 10:20(recess)
9:15 – 10:00(Reading)
8:30 – 9:15(Math)
8:00 – 8:30(journal)
7:00 – 8:00 (Bus)
Throwing objectsTalking w/o permission
CursingUnwanted touching
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2:00 – 2:45(Science)
1:20 – 2:00(Related Arts)
1:00 – 1:20(Recess)
x12:15 – 1:00(Social Studies)
xx11:30 – 12:15(Language Arts)
10:50- 11:30(lunch)
xxx10:20- 10:50(library)
x10:00 – 10:20(recess)
xxxx9:15 – 10:00(Reading)
8:30 – 9:15(Math)
x8:00 – 8:30(journal)
7:00 – 8:00 (Bus)
Throwing objects
Talking w/o permission
CursingUnwanted touching
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2:00 – 2:45(Science)
1:20 – 2:00(Related Arts)
1:00 – 1:20(Recess)
12:15 – 1:00(Social Studies)
11:30 – 12:15(Language Arts)
xxxxx10:50- 11:30(lunch)
xxx10:20- 10:50(library)
10:00 – 10:20(recess)
9:15 – 10:00(Reading)
8:30 – 9:15(Math)
8:00 – 8:30(journal)
xxxx7:00 – 8:00 (Bus)
Throwing objects
Talking w/o permission
CursingUnwanted touching
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Translating data
• Base line gives us something to measure to determine progress
0
10
20
30
40
50
60
70
80
90
1stQtr
3rdQtr
AM
PM
Recess
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Translating data
Monday
MorningReading
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Translating data
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Translating data
1:1BIP
Small group Behavior intervention
School wide behavior supports
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Data is your friend…
• It helps us find the causes (and solutions)• It documents progress• It can show the effectiveness of
programming • It promotes professionalism• It minimizes litigation problems
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“Must collect data…”