BEHAVIOR ASSESSMENTHE DID WHAT?

Wanda Y. Wade, MEd., MBA, MSBAEEX 3221

Advanced Organizer

http://www.youtube.com/watch?v=W0fJKvdjQgs&feature=related

Behavior Behavior Intervention Process Functional Behavior Assessment Data Collection Behavior Techniques

Remember……. Haim Ginott

I have come to the frightening conclusion that I am the decisive element in

the classroom.

It’s my personal approach that creates the climate and it is my daily mood

that makes the weather.

As a teacher, I possess a tremendous power to make a child’s life miserable

or joyous.

I can be a tool of torture or inspiration. I can humiliate or humor, hurt or

heal.

In all situations, it is my response that influences whether a crisis will be

escalated or de-escalated and a child humanized or de-humanized.

Teacher and Child, 1972

Why Do We Observe Students?

Observations can provide information about students’:

Academic skillsMotor skillsCommunication skillsSocial skillsOverall attitude or demeanor

What is Behavior?

Dead Man’s Test – Can a dead man do it?; e.g., Not swearing at peers vs talking to peers without swearing

Behavior-something someone does that is observable and measureable and can be verbal or nonverbal; behavior must be clearly defined and have a beginning and an ending (Maag, 1999)

What happens when teachers do not attend to behavior problems?

Disrupts students’ academic progress.

Decreases the amount of academic engaged time.

Hinders the identification of other academic problems.

Behavior Intervention Process

Behavioral Intervention Process

Identify the Learner Identify the Target

behavior Identify Conditions of

Intervention Identify Criteria for

Acceptable performance

Identify the Learner

Be specific… Steve will say the sight words

without spending more than 10 seconds on each word…..

Jason will be able to complete an outline map of Pennsylvania, including the major cities and rivers introduced in class…….

Stacey will paraphrase Dr. Martin Luther King's "I Have a Dream" address, mentioning ….

Michelle will underline all the words that are verbs….

Identify the Target Behavior

State what the student will do…be specific decrease the use of aggressive behaviors such as

kicking, hitting, spitting, pulling hair, throwing objects (books, pencils, chair) biting and scratching, threatening and/or aggressive comments to staff and peers, and destruction of property.

say the sight words without spending more than 10 seconds on each word.

decrease the use of profanity.

Identify the Conditions of the Intervention

Verbal request or instructions Josh, pick up the blue cup.

Written instructions or format Draw a line to the items that match.

Demonstration This is how you pick up the blue cup.

Materials to be used Blue cup, red cup Worksheet with ten items that match.

Environmental setting or timing In the lunchroom During independent work time

Manner of assistance Independent With partial physical assistance With verbal prompts

Identify Criteria for Acceptable Performance

Types of Criterion statements: Number or Percentage of Correct Responses

at least 60% completed and 75% attempted in class for at least 3 of 4 weeks.

Duration – length of time student performs the behavior no more than 2 incomplete assignments per week for 3

consecutive weeks.

Latency – length of time between the instruction and student performs the behavior no more than an average of 4 incidents per week for 3

consecutive weeks.

Behavioral Objectives Checklist

Is the behavior observable? Can I count the number of times it

occurs? Can I count for how long it occurs? Will a stranger know exactly what to

look for? Can I break down the target behavior

into smaller behavioral components to make it more specific and observable?

Stop and ThinkWhat’s Wrong With These Objectives?

“Charles will expand his knowledge of the U.S. capitols.” “Laura will gain an appreciation of friendships and will get along with her

peers.” Steven will learn the vocabulary words presented in the Acme reader.” When presented with menu, Alan will order a meal.” For three weeks, Jackson will get out of bed on time.” Beatrice will be ready for bed each night for 1 month.” “After watching the nightly news, Madeline will work on her homework

for 1 hour.”

Functional Behavior Assessment

What is an FBA?

A process in which one examines the circumstances (or context) around the problem behavior and formulates a hypothesis as to the function the behavior is serving for the child (ONeil et. Al., 1997)

A process of gathering information that can be used to develop an effective Individualized Behavior Intervention plan (BIP)

When do you do an FBA?

When a behavior impedes learning or the learning of others.

Documented unsuccessful classroom interventions. When considering a more restrictive environment

due to behavior concerns. When a student has received 10 days of suspension. The behavior cannot be addressed solely through the

classroom management plan. An individualized behavior support plan is needed

Data Collection

Data Collection

Dimensions of Behavior to consider when choosing an observational systemFrequency: How oftenDuration: How longRate: Number of times per unit

of timeLatency: Length of time between

request and behavior

Data Collection Systems

Structured Anecdotal reports Event recording Time Sampling Duration recording Latency recording

Anecdotal Records

ABC =Antecedent-Behavior-Consequence

Define behavior Measure frequency Identify reinforcers and punishers Identify pattern

Event Recording

Observe the student involved in behavior – each event recorded

Count behavior for specific length of time Used with behaviors you can see – discrete

behaviors are obvious or have an agreed upon definition

Not used for very high frequency behaviors

Interval Recording

Define behavior Specify time period for observation (tape of beep

every ten seconds) Specify the length of the interval The shorter the interval the more accurate the data Record – behavior seen “+” on record sheet; not

seen uses “–”on record sheet.

Time Sampling

Requires equal intervals of time during which the behavior is observed.

Similar to interval but usually minutes long interval rather than seconds.

Allows observation of behavior over longer periods of time.

Observer notes on data sheet whether or not the behavior occurred during the interval.

Recording Data Comparison Sheet

Duration Recording

Emphasizes measures of time rather than instance of behavior.

Primarily concerned about the length of time the behavior is exhibited.

Suitable for behaviors that have identifiable beginning and ending.

Average duration or total duration are basic ways to record.

Latency Recording

Measures how long a student takes to begin a behavior when given the prompt to begin

Duration & Latency Data Sheets

Includes: Same information as other recording

techniques Duration recording also includes

Time between when the response was initiated and when it ended

Duration of time between the two Latency recording also includes

Time between delivery of prompt and initiation of response

Latency is time between the two

Factors that may affect data collection

Reliability – between observers Reactivity – observer in setting Observer drift – change in

definition while observing unbeknownst to observer

Complexity of coding system Expectancy

Stop & Think

In Groups of 2-3:

Using your text book, internet, personal experiences or other resources as a guide, prepare an observation recording sheet for: Frequency data collection Interval data collection Time sampling data collection Duration data collection Latency data collection

Behavior Assessment Techniques

Checklists and Rating Scales

Questionnaires and Interviews:

Questions about a student’s behavior or academic concerns, which may be answered by the student, parent, or teacher.

May be conducted by different members of the multidisciplinary team.

Formal/informal Structured/unstructured.

Sociograms & Ecological Assessment

Enables the teacher to obtain information about group dynamics and structure of the classroom.

Questions are designed so all members of the class will be asked to answer them.

Can identify class stars, social isolates, etc.

Analyzes the student’s total learning environment.

Includes the student’s interaction with the teacher and others, the teacher’s interaction with other students, and the physical environment, among others.

Sociogram Ecological

Summary of an Interview Should Include:

Perceptions of the primary problem and its cause, Attempts that have been made to solve/address the

problem, Recent changes in the problem’s severity. Student strengths and weaknesses.

Projective Assessment Techniques

Sentence Completion Instruments

Scored more subjectively Stems or beginnings of sentences that the

student is required to finish. Comments analyzed for themes rather than

analyzing each sentence independently.

Drawing Tests

Attempt to screen the student’s feelings about self, home, and family.

Examples include Draw-A-Person, House-Tree-Person, and Kinetic Family Drawings.

Newer versions of scoring systems include standardization and developmental information.

Apperception Tests

A set of picture or story cards that have been designed to elicit responses about emotional issues.

Examples include: Children's Apperception Test (CAT) and Roberts Apperception Test for Children.

Adaptive Behavior Scales

Discussion Question

A student who functions within the sub-average range of intelligence but who exhibits age-appropriate behavior outside the classroom (should/should not) be placed in a setting for MR.

Why or why not?

Assessing Adaptive Behavior

Describes how well a student adapts to his/her environment.

Must be considered before a person meets the criteria for mental retardation.

Emphasized as one possible method of promoting nonbiased assessment of culturally different students.

Research Results on Adaptive Behavior

Adaptive behavior has a moderate relationship between intelligence but a low relationship with school achievement.

Adaptive behavior is predictive of certain aspects of future vocational performance.

There are few race and ethnic group differences on adaptive behavior scales.

Most Commonly Used Adaptive Behavior Scales

Vineland Adaptive Behavior Scales AAMR Adaptive Behavior Scale-

School, 2nd Edition Adaptive Behavior Inventory Adaptive Behavior Inventory for

Children

Final Group Activity

As a small group (2-3 members) Review the data on Tom Write a “present level of functioning statement” Write two goals based on the PLEP Determine what type of data you will collect. Develop 2-3 intervention ideas

Stop & Think

Tom receives special education to provide support for his emotional difficulties and learning disability in two resource rooms. These classes provide instruction in math, language arts, reading, social skills, and social studies. He is in the regular classroom for specials, lunch, and science. He rides a special bus with a paraprofessional to school. Thomas has Tourette’s Syndrome, a learning disability that manifests itself in reading and language arts, and an emotional disturbance. Symptoms of Tourette’s lead him to display distracting tics and vocalize curses during the usual course of the day. This sometimes causes his classmates to make uncomplimentary comments. His emotional and learning disabilities often lead to frustrating academic and social situations. When he becomes frustrated he often throws objects (books, book packs, pencils) turns over furniture (chairs or tables), and curses obscenities at the adults and other students present in the classroom.