Download - Data Collection for Problem Behaviors Edward Clouser [email protected] 713.744.6562 Region 4 ESC
Data Collection for Problem Behaviors
Edward [email protected]
713.744.6562
Region 4 ESC
http://r4analyzingbehavior.wikispaces.com/
When to Collect Data Beginning/Baseline
Examine student performance prior to intervention May include interventions currently in place
During Interventions Current performance with intervention(s) in place Results can be compared to baseline data
Post-Intervention Evaluate maintenance & generalization of skills
If new problem behavior(s) occur
Define Target Behavior(s)
Operational Definition:
An operational definition is an accurate and clearly stated description of behavior. It should be observable and measureable, and should be agreed upon by those involved in changing the behavior.
Other features: Has a clear beginning & ending Is repeatable
Operational Definition Examples
Behavior Operationally Defined
Talking Out Student speaks without raising hand or waiting to be called on when teacher asks a question.
Lazy Student lays head down during class on desk when worksheets are given.
Aggressive Student kicks staff & peers during recess when he is approached
Social Skills Initiates and maintains conversations for at least 1 minute
Self-esteem Positive self-statements made to others
Property destruction
Throws, knocks over, or breaks property
Data Collection Methods Who will be collecting it?
Where will it be collected? How often?
Permanent products
Data Sheets
Data notebook
Clipboard
Video
Indirect AssessmentUses interviews, checklists, or rating scales from people familiar with the student. Student is not observed.
Functional Analysis Screening Tool (FAST) Iwata & DeLeon (1996)
Motivation Assessment Scale (MAS) Durand & Crimmins (1992)
Functional Assessment Checklist for Teachers and Staff (FACTS)
March, Horner, Lewis-Palmer, Brown , Crone, Todd & Carr (2000)
Functional Assessment Interview (FAI) O’Neill et al., (1997)
Direct Assessment
Involves direct observation of behavior, made under naturally occurring conditions.
o A-B-C
o Frequency
o Duration
o Interval
o Latency
Frequency & Rate Frequency: Tally of number of occurrences Rate: Number of occurrences per unit of time When to Use:
Evaluating changes in responding Clear beginning & end to behavior Short duration Considering increasing or decreasing occurrences
When Not to Use: Behavior occurs at very high rate (i.e., pencil taps) Occurs for extended periods of time (i.e., out of
seat)
Collecting Frequency Data
Data Sheet: Hand clicker/counter Masking tape Paperclip pocket switch Rubberband Index card
Duration
Definition: Amount of time the the behavior occurs.
When to Use: Primary concern is length of time Total time or time per occurrence ↑ ↓ time behavior occurs Clear beginning & end
Collecting Duration Data Data Sheet:
Duration per occurrence / Total Duration ?
Timer / Stopwatch
Personal watch
Classroom clock
Smartphone
Duration
Strengths• Easy to collect• More accurate• Gives better global picture:
• # of occurrences & time
Weaknesses• Behavior has to have clear
beginning & end• Difficult for high rate behaviors
Interval Data
Documents whether a behavior occurred during a particular time period (a.k.a. “interval”)
Recommended length of intervals: 30 seconds1-minute maximum
Data leads to a %Example: % of time on-task
Collecting Interval Data Data Sheet (3 options):
Whole Interval Partial Interval Momentary Time
Sampling
Timer / Stopwatch
Personal watch
Classroom clock
Smartphone
MotivAider
Gym Boss
Wobl Watch
Whole Interval1. An observation period is divided into equal
time intervals
2. Record behavior if present the entire interval:a. Is occurring at the beginning of the intervalb. Continues throughout the intervalc. Is occurring at the end of the interval
Option A
Option B
+ + - + - + + - + -
Y Y N Y N Y Y N Y N
Whole Interval 3. Calculate % of
intervals behavior occurred in
Weaknesses Underestimates
Total # √ ‘s ÷ total # intervals X 100 = ____%
Partial Interval1. Observation period divided into equal time
intervals
2. Record behavior if occurring any time during the interval
Option A
Option B
+ + - + - + + - + -
Y Y N Y N Y Y N Y N
Partial Interval
3. Calculate % of intervals the behavior occurred in
Weaknesses Only estimates
behavior’s frequency Overestimates
Total # √ ‘s ÷ total # intervals X 100 = __%
Momentary Time Sampling1. Observation period divided into equal time
intervals
2. Observer records behavior if occurring at end of interval
Option A
Option B
√ √ X √ X √ √ X √ X
Y Y N Y N Y Y N Y N
Data Sheet
Momentary Time Sampling
3. Calculate the percentage of intervals the behavior occurred in
Strengths Collect data on multiple
students at once No continuous
observation Best for continuous or
long duration behaviors Weaknesses
Misses behavior instances
Not recommended for low frequency, short duration behaviors
Underestimates
Total # √ ‘s ÷ total # intervals X 100 = ____%
Latency
Measure of elapsed time from when an instruction is given & when the student responds/complies.
“Please sit down” Student sits
Other examples: Time between a question & the student’s response Time between being shown a word and pronouncing it
To decrease: Delay in following directions, delay in responding to others
To increase: Incorrect answers (not waiting for question/direction to be
finished), retaliation without think time
42 seconds
Antecedent-Behavior–Consequence (A-B-C)
• Direct observation to describe relationship between behavior (B) & events occurring before & after
A = AntecedentB = Behavior C = Consequence
• Recorded only when a behavior of interest occurs, such as non-compliance
• Be specific & objective, avoiding emotional terms, such as “upset.”
Setting Events Immediate circumstances that influence whether
or not an antecedent (A) will result in the target behavior (B)
Includes: temperature, health-related, location, person involvedSetting Event Antecedent
(A) Behavior (B) Consequence
(C)
Chris doesn’t eat breakfast at home
Peer puts toast on table
Student takes and eats toast
a)Finishes toastb)Toast removed
Student had breakfast at home today
Peer puts toast on table
Student does not grab for food
Given book to read while peers eatSetting Event Antecedent
(A) Behavior (B) Consequence
(C)
Campus assembly in cafeteria
Teacher asks Chris to sit down
Refusal; attempts to leave cafeteria
a)Redirection (chair)
b)Removal from C.
In life skills classroom
Teacher asks Chris to sit down
Sits Verbal praise; Teacher gives sensory toy
ABC ExamplesSetting Event
Antecedent (A) Behavior (B) Consequence (C)
In Math class Teacher asks student to begin quiz
“I hate you,” crawls under desk
Assignment given for homework
Recess on playground
Peer takes frisbee from activity bin
Grabs frisbee from peer, pushes student to ground
Sit out remainder of recess
Setting Event
Antecedent (A) Behavior (B) Consequence (C)
Life Skills Class “Put the ball away please”
Screamed (15s); Threw ball at teacher
No comment; put ball in desk drawer
Life Skills Class T. puts ball in desk drawer
Student opens drawer, grabs for ball
T. blocks desk drawer; redirect to sit
Consequences can become antecedents that
trigger additional behaviors
Data Collection: How Long? It depends… Typically collect until
data are stable Three or more data
points generally needed
Variability? Unsafe or extreme
behaviors, waiting for data to stabilize may not be possible
Why Graph Behavior Data?
Summarizes information over days/weeks, versus looking through stacks of data sheets
Displays the effectiveness of an intervention
Encourages independent judgment & interpretation
Apps
R+ Reminder ($1.99): Similar to MotivAiderhttps://itunes.apple.com/us/app/r+remind/id411724921?mt=8 Elapsed (free): Set multiple timers at oncehttps://itunes.apple.com/us/app/timers-elapsed-multiple-timer/id427926864?mt=8 Time Timer ($2.99): Like the device, gives visual display of
time passinghttps://itunes.apple.com/us/app/time-timer/id332520417?mt=8 Repeat Timer ($1.99): Set up to 3 separate repeating
timershttp://www.repeattimerapp.com/
Online Resources The Iris Center
http://iris.peabody.vanderbilt.edu/
T.A.R.G.E.T. http://www.txautism.net/target-texas-autism-resour
ce-guide-for-effective-teaching
Evidence-Based Practices Briefs http://autismpdc.fpg.unc.edu/content/briefs