module 6: data collection & hypothesis with baseline...

A Series of 12 Modules on

Functional Behavioral Assessment; Analyzing Data/ Designing Behavior Intervention Plans, Implementation & Progress Monitoring

May 29, 2014

Carol Dawson Ed.D., Director of Behavior Support

Angela McBride M.S.Ed., Director of Evaluation and Eligibility

Division of Specialized Instruction and Student Support

Module 6:

Data Collection &

Hypothesis with

Baseline Data

Series of 12 Modules on FBA

Module 1. An Introduction to Functional Behavioral

Assessment; Using D.A.S.H. to Define, Ask, See &

Hypothesize about Behavior; and DEFINING Behavior

Module 2. The ABCs of Understanding Behavior—

Antecedents, Behavior, Consequence, Function & Setting

Events

Module 3. D.A.S.H. ASKING about Behavior: Interviewing

Staff, Student & Parent/Caregiver (INDIRECT DATA)

Module 4. D.A.S.H. SEEING Behavior: Observing the

Student (DIRECT DATA)

2

Series of 12 Webinars on FBA (cont.)

Module 5. D.A.S.H. HYPOTHESIS Verification: Comparing

INDIRECT & DIRECT DATA

Module 6. Choosing Data Collection Tools and Completing

the Hypothesis Statement with Baseline Data

Module 7. Introduction to Behavior Intervention Planning

(BIP) and the Competing Behavior Pathway; Looking at

Replacement vs. Desired Behavior

Module 8. Function-Based Behavior Intervention Strategies

for Antecedents, Setting Events and Consequences;

Teaching New Behavior(s)

3

Series of 12 Webinars on FBA (cont.)

Module 9. Using the Behavior Intervention Plan to Implement

and Evaluate (WHO will do WHAT by WHEN and HOW?)

Module 10. Progress Monitoring—Checking for Success

Module 11. Aligning the Functional Behavioral Assessment

and Behavior Intervention Plan with the Individual

Education Program

Module 12. Continuum of Multi-Tiered Systems of Support—

What does this look like for Tier 1, Tier 2 and Tier 3?

4

Webinar Downloads • Module 6 Powerpoint

• Resources (Documents and Optional Forms):

• ABC Chart All-in-One (Anthony)

• Baseline Data Summary of Frequency, Intensity, Duration and/or Latency (Blank and Anthony)

• Graphing Procedures for FBA Baseline and BIP Progress Monitoring

• Three Graphs (Blank and Anthony)

• Hypothesis Statement (Blank and Anthony)

• The THREE REQUIRED FORMS for FBAs and BIPs

1. Functional Behavioral Assessment (December 2013)

2. Behavior Intervention Plans (December 2013)1

3. Considerations for Positive Behavior Support Form (December 2013)

can be downloaded with this webinar or accessed at

https://portal.nycenet.edu/SpecialPopulations/SpecialEd/Behavior.html

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Module 6 Outcomes:

• Identifying common data collection measures

• Computing baseline data for frequency, intensity and duration

and/or latency from ABC Chart All-in-One

• Graphing baseline data

• Writing Hypothesis/Summary Statement with Baseline Data

6

Test your Knowledge

1. DIRECT DATA may include:

o Interviews of student, staff, and parent/guardian

o ABC charts, frequency, intensity, duration and/or latency data

o IEP Present Levels of Performance

o Review of Student’s Records

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Test your Knowledge

2. INDIRECT DATA may include (chose all that apply):

o Interviews of student, staff, and parent/guardian

o ABC charts, frequency, intensity, duration and/or latency data

o IEP Present Levels of Performance

o Review of Student’s Records

8

Test your Knowledge

3. Why do we compare the summary statements/hypotheses

from DIRECT and INDIRECT DATA?

o to decide which behavior(s) to focus on for the Functional

Behavioral Assessment

o to determine the severity of the behavior

o to formulate and verify the Final Summary Statement /

Functional Hypothesis

9

Test your Knowledge

4. When we say that behavior is “reinforced,” we mean that

it is:

o Compromised

o Weakened

o Strengthened

o Identified

10

Test your Knowledge

5. When reinforcement or pay-off for a problem behavior is withdrawn,

the problem behavior:

o may initially get worse

o is being “extinguished”

o will eventually decrease or be eliminated

o all of the above

11

Module 6:

Data Collection Tools

Baseline Data

Hypothesis Statement with Baseline Data

12

Measurement Tools for Baseline Data

(choose the most relevant measures)

Data

Measure

Explanation

ABC chart Behavior is recorded along with antecedent (trigger) and

consequence (what followed the behavior), including activities,

locations, settings, people, time of day. Usually in narrative form-

-Necessary to develop a hypothesis

Duration Length of time that the behavior lasts

Latency Length of time elapsed from antecedent to start of behavior

Frequency Simple count of how often a behavior occurs

Scatterplot Time period during the day that the behavior most often occurs

Intensity Severity of behavior

13

Sample Frequency Chart—Anthony Directions: Put a “/” each time the behavior occurs

Behavior of Concern: out-of-seat Dates from __ /__/__ to __ /__/__

Mon Tue Wed Thu Fri Totals

by

Period

Period 1

8:00-8:45

Math

ELA

Phys Ed Math Social

Studies

/

Period 2

8:45-9:30

ELA Math Social

Studies

/

Art ELA

Period 3

9:30-10:15

Science

/

Social

Studies

/

Math ELA

Science

/

Etc.

Daily Totals

14

Totals by Subject: Math ____ Science _____ ELA ____ etc.

Sample Scatterplot Directions: If the behavior occurs during the time interval, color in the box

If the behavior doesn’t occur during the time interval, leave it blank.

Behavior of Concern: getting out-of-seat

Mon Tue Wed Thu Fri

8:00-8:15

8:15-8:30

8:30-8:45

8:45-9:00

9:00-9:15

9:15-9:30

15

Data Summaries: Time periods when behavior occurred

(does not give a COUNT of HOW MANY times the

behavior occurred—only WHEN it occurred)

Sample Duration Chart Behavior of Concern: Out-of-Seat

Date Class/Activity Time

behavior

began

Time

behavior

stopped

Total time the

behavior

lasted

xx/yy Social Studies 9:00 9:05 5 min

xx/yy Social Studies 8:20 8:30 10 min

xx/yy Science 9:35 9:41 6 min

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Duration Range: Shortest duration:

__5__ min

Longest duration:

__10__min

Range: _5_ to _10_

Duration Mean: Add the durations of all observed behaviors

and divide by the total number of the

observations

Average Duration: _7 min

Sample Latency Chart Behavior of Concern: Begin assignment

Date Class/Activity Time of request

or opportunity

was presented

to student

Time

behavior

started

Total time of

delay

xx/yy Math 8:02 8:05 3 min

xx/yy Math 8:16 8:20 4 min

xx/yy Science 9:30 9:35 5 min

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Latency Range: Shortest latency

period: __3__ min

Longest latency

period: __5__min

Range: _3_ to _5_

Latency Mean: Add the latency of all observed behaviors

and divide by the total number of the

observations

Average Latency: _4 min

Sample Intensity Scale—Anthony

Behavior of Concern: Out-of-seat

Intensity Scale

(How does this behavior impact student’s and peers’ learning?)

1. Impacts student only

2. Impacts peers in immediate vicinity

3. Impacts whole class

4. Impacts neighboring classes

5. Impacts whole school community or dangerous behavior

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ABC Chart All-in-One

Gives you the ability to record the following information related

to a problem behavior:

• Antecedent information

• Consequence/Outcome information

• Function of Behavior

• Frequency

• Duration

• Intensity

• Latency

19

Examine the Actual Form for Anthony

20

How to Summarize the

Baseline Data

21

Summary Data Form

including Frequency, Duration, Intensity & Latency

Baseline Days Frequency

[Frequency = COUNT

of NUMBER of TIMES

the behavior

occurred]

(Example: 2 times on

Day 1)

Duration

[Duration = LENGTH of

TIME behavior occurred]

(Example: 10 min and 6

min on Day 1)

Intensity

[Intensity = SEVERITY (1-5)

level defined below]

(Example: Level 2 and

Level 3 on Day 1)

Latency

[Latency = LENGTH of

TIME delay from

antecedent to start of the

behavior]

(Example: 6 min and 9 min

on Day 1)

Day 1 min min

Day 2 min min

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Totals times/10 days or

times/ 5 days ______ minutes ______ minutes

÷ # days ÷ frequency ÷ frequency ÷ frequency

Baseline

Averages times per day ____ minutes each occurrence ____ Level ____ minutes each occurrence

Range: Low to High Range: ____ to ____ Range: ____ to ____ min Range: ____ to ____ Range: ____ to ____ min

Examine Actual Form

23

Anthony’s Baseline Summary Data Form

Baseline Days Frequency

[Frequency = COUNT of

NUMBER of TIMES the

behavior occurred]

(Example: 2 times ”gets

out-of-seat” on Day 1)

Duration

[Duration = LENGTH of

TIME behavior occurred]

(Example: 13 min and 5 min

on Day 1)

Intensity

[Intensity = SEVERITY (1-5)

level defined below]

(Example: Level 3 and Level

1 on Day 1)

Latency

[Latency = LENGTH of

TIME delay from

antecedent to start the of

behavior]

(Example: 6 min and 9

min on Day 1)

Day 1 2 times 13 min

5 min

3

1

N/A

Day 2 1 time 10 min 3

24

Totals 16 times/10 days 128 min 49 N/A

÷ 10 # days

÷ 16 frequency

÷ 16 frequency

Baseline

Averages

1.6 times per day or

8 times per week (5

days)

8 minutes each time Level 3 N/A

Range:

Low to High Range: __1__ to __2_ per day Range: __5__ to __13__ min Range: __1__ to _5___ Range: ____ to ____ min

Examine Actual Form For Anthony

25

How to Graph

Baseline Data

26

Examine the Actual Guide

27

Graph Anthony’s Frequency Baseline Data

Day Frequency

(# times)

1 2

2 1

3 1

4 2

5 2

6 2

7 1

8 2

9 2

10 1

28

0

1

2

3

4

5

0 1 2 3 4 5 6 7 8 9 10 11

Fre

quency

Days

Anthony’s Out-of-Seat Behavior

Anthony’s Frequency Chart and Graph

Day Frequency

(# times)

1 2

2 1

3 1

4 2

5 2

6 2

7 1

8 2

9 2

10 1

29

2

1 1

2 2 2

1

2 2

1

0

1

2

3

0 1 2 3 4 5 6 7 8 9 10 11

Fre

quency

Days


Graph Anthony’s Duration Baseline Data

Day Duration

(Total) in

Minutes

1 18

2 10

3 10

4 15

5 14

6 16

7 8

8 14

9 15

10 8

30

0

2

4

6

8

10

12

14

16

18

20

0 1 2 3 4 5 6 7 8 9 10 11

Dura

tion (

Tota

l) in M

inute

s

Days


Anthony’s Duration Chart and Graph

Day Duration

(Total) in

Minutes

1 18

2 10

3 10

4 15

5 14

6 16

7 8

8 14

9 15

10 8

31

18

10 10

15 14

16

8

14 15

8

0

2

4

6

8

10

12

14

16

18

20

0 1 2 3 4 5 6 7 8 9 10 11

Dura

tion (

Tota

l) in M

inute

s

Days


Graph Anthony’s Intensity Baseline Data

Day Intensity

(1-5)

1 2

2 3

3 5

4 3

5 3

6 3

7 5

8 3

9 2.5

10 3

32

0

1

2

3

4

5

0 1 2 3 4 5 6 7 8 9 10 11

Inte

nsity (

1-5

)

Days


Anthony’s Intensity Chart and Graph

Day Intensity

(1-5)

1 2

2 3

3 5

4 3

5 3

6 3

7 5

8 3

9 2.5

10 3

33

2

3

5

3 3 3

5

3

2.5

3

0

1

2

3

4

5

6

0 1 2 3 4 5 6 7 8 9 10 11

Inte

nsity (

1-5

)

Days


Three Graphs on One Form

Purpose:

• Graphic data all on one page

• Compare and contrast data on each day

• Important to see the big picture of what’s happening each day

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EXAMINE ACTUAL FORM

35

A Series of 12 Modules on

Functional Behavioral Assessment; Analyzing Data/ Designing Behavior Intervention Plans, Implementation & Progress Monitoring

May 29, 2014

Carol Dawson Ed.D., Director of Behavior Support

Angela McBride M.S.Ed., Director of Evaluation and Eligibility

Division of Specialized Instruction and Student Support

Module 6:

Data Collection &

Hypothesis with

Baseline Data

EXAMINE ACTUAL FORM FOR ANTHONY

38

Incorporating Baseline Data

into the

Hypothesis Statement

39

NYCDOE Form—Functional Behavior Assessment (December 2013)

Baseline Data:

NYS Regulation: [200.22 (a) (3)]

Using the contextual information above, provide a narrative

data description with regard to the frequency, duration,

intensity and/or latency of the Targeted Problem

Behavior(s) across activities, settings, people, and times

of day.

40

NYCDOE Form—Functional Behavior Assessment (December 2013)

“When _________________(describe what occurs just before the Problem

Behavior – the ANTECEDENT)__________________ (student’s name)

will _____________(description of PROBLEM BEHAVIOR)

within____________(amount of time after antecedent occurs –

latency)___ at an approximate rate/duration of _____ (data

collection baseline of frequency/duration) ___in order to

______________ (describe what happens after the behavior that

maintains/reinforces it– the CONSEQUENCE as well as what the

student gets or avoids by doing the behavior – the FUNCTION of the

behavior). This behavior is most likely to occur when ___________

(state possible SETTING EVENTS).”

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Anthony’s FBA Hypothesis with Baseline Data

When Anthony is called on publicly in class or asked to complete

a timed academic ask, he gets out of his seat 8 times a week

and walks around the room for an average duration of 8

minutes. When Anthony engages in this behavior he is

directed by his teacher to sit down. This often leads to an

escalation in Anthony’s behavior until he walks out or is

removed from the classroom. When he is removed/leaves the

classroom, Anthony goes to the AP office where he is allowed

to select a book from the library and read silently for the

remainder of the period. In the office, Anthony is praised for

calming down. This behavior is most likely to occur in Science

and Social Studies class, and when he has had a correction or

experienced failure earlier in the day.

42

Match the term with the explanation

Data

Measurement

Term

Explanation

Duration

Severity of behavior

Latency

Length of time that the behavior lasts

Frequency

Length of time elapsed from antecedent to

start of behavior

Intensity

Simple count of how often a behavior occurs

43

To be continued…

Looking forward to seeing you on May 30th, 2014 for

Module 7:

Introduction to Behavior Intervention Planning

Competing Behavior Pathway

Replacement vs. Desired Behavior

44

Acknowledgements

We would like to acknowledge the resources and materials

from the National Technical Assistance (TA) Center on

Positive Behavioral Interventions and Supports

www.pbis.org, from which many of the activities and

materials are adapted.

The TA Center on Positive Behavioral Interventions and

Supports has been established by the Office of Special

Education Programs, US Department of Education to give

schools capacity-building information and technical

assistance for identifying, adapting, and sustaining

effective school-wide disciplinary practices.

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http://www.pbis.org/