Reasons Why Counting Behavior is Important It reduces the probability of teachers introducing error...
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Reasons Why Counting Behavior is Important • It reduces the probability of teachers introducing error into the behavior management process. • Direct and continuous counting reduces the likelihood of either prematurely terminating an effective intervention or unduly continuing an ineffective intervention.
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Transcript of Reasons Why Counting Behavior is Important It reduces the probability of teachers introducing error...
Reasons Why Counting Behavior is Important
• It reduces the probability of teachers introducing error into the behavior management process.
• Direct and continuous counting reduces the likelihood of either prematurely terminating an effective intervention or unduly continuing an ineffective intervention.
Baseline Intervention
Cathy
Baseline Intervention
Roger
Baseline Intervention
Peter
Baseline Intervention
Nancy
Baseline Intervention
Cathy
Baseline Intervention
Roger
Baseline Intervention
Peter
Baseline Intervention
Nancy
Reasons Why Counting Behavior is Important
• To accurately evaluate the effectiveness of an intervention, we need a precount.
• Counting helps in determining whether the targeted behavior is actually the one causing the problem.
• Obtaining a count of the target behavior will help determine whether the problem is actually severe enough to warrant intervention.
• Counting and recording behavior is a way to validate our own success.
Performance Standard
Discrepancy
Number
of Times
Child Says
"Please"
Baseline Intervention
small discrepancy
Baseline Intervention
Number
of Times
Child Says
"Please"
large discrepancy
Pinpointing a Target Behavior
To accurately count behavior, we
first must decide precisely what it is
we are going to observe. However,
not all behaviors represent an
appropriate target for assessment.
There are four factors that are
critical for pinpointing appropriate
behaviors.
Stranger Test
• A stranger not familiar with a student could take the definition of a behavior and accurately determine its occurrence at a level similar to that of the teacher who has daily contact with the student.
• This requires the behavior to have an operational definition and a movement cycle.
So What Test
• Is there any evidence that the student’s behavior is harmful to his, or another students, social, physical, emotional, or academic well-being?
• If the answer is “yes,” then target the behavior for intervention.
• If the answer is “no,” then target another behavior.
Fair Pair
• If an inappropriate behavior is targeted to decrease, then a topographically similar incompatible behavior to increase should also be targeted.
• This practice reduces the chance of symptom substitution or behavior covariation occurring.
Dead Man’s Test
• If a dead man can do the target behavior, then we do not have a fair pair.
• If a dead man cannot do the target behavior, then we do have a fair pair.
Techniques for Recording Behavior
• Anecdotal (Continuous) Recording
• Direct Measurement of Permanent Products
• Frequency (Event) Recording
• Duration and Latency Recording
• Interval Recording
• Time Sampling
Student:
Observer:
Behavior:
Date Time Notations of
Occurrences
Total
OccurrencesStart Stop
10-7-97
10-8-97
11:10
11:10
11:25
11:25
7
12
Clyde
Ms. Harrison
Raises hand over head
Student: Saul
Observer: Mr. Case
Behavior: Time spent conversing with peers at recesses
Date Time Duration
Behavior Begins Behavior Ends
4-23-96 9:45 10:02 17 minutes
4-24-96 9:53 10:00 7 minutes
4-25-96 9:51 10:04 13 minutes
Student: Chris
Observer: Ms. Satchell
Behavior: Percentage of time Chris talks to child directly across aisle
Total Observation Time Equals Five Minutes
10seconds
10seconds
10seconds
10seconds
10seconds
10seconds
1 minute O O X X O O
2 minutes X O X O X X
3 minutes O O O X X O
4 minutes X O O O O O
5 minutes O X O X O X
Percentage of Time Talking 40% X = TalkingO = Not Talking
Calculating Interobserver Reliability
Permanent Product
Frequency Recording
Duration and Latency
Recording
Interval Recording and
Time-Sampling
agreements
agreements + disagreementsX 100 = % of agreement
smaller number
larger numberX 100 = % of agreement
shorter duration
longer durationX 100 = % of agreement
agreement intervals
agreement + disagreement intervalsX 100 = % of agreement
10-second intervals
Observer One Observer Two
X O X O O X X O O X
O X X X O O X O X X
O X O X O O O X O O
X O X O X X O X X O
O X O O X O X X O O
X = student raised hand
0 = student did not raise hand
